General Information

Overview

Become an inspiring teacher and engage children across a range of subjects using the latest teaching techniques and technology. Through collaborative group activities and school-based practical placements you'll develop the skills to design effective learning experiences, including addressing diversity to tailor learning experiences to the needs of your students.

Study structure

Successful completion of the Bachelor of Education (Primary) requires students to complete units of study to the value of 400 credit points. All units of study are valued at 12.5 credit points unless otherwise stated.

  • Full-time study: 100 credit points/eight standard units of study per year

  • Part-time study: 50 credit points/four standard units of study per year

  • One credit point is equivalent to one hour of study per week per semester (including contact hours and private study)

  • See the course planner for an example degree structure.

  • Full-time study: 100 credit points/eight standard units of study per year

  • One credit point is equivalent to one hour of study per week per semester (including contact hours and private study)

  • See the course planner for an example degree structure.

Units of study Unit code
Core units
Understanding Language and Literacy
Core unit , 12.5 credit points
EDU10002
The World of Maths
Core unit , 12.5 credit points
EDU10003
Theories of Teaching and Learning
Core unit , 12.5 credit points
EDU10004
Introduction to Academic Language, Literacy and Numeracy in Education
Core unit , 12.5 credit points
EDU10026
Indigenous Education and Perspectives
Core unit , 12.5 credit points
EDU10005
Introduction to Curriculum Planning and Assessment for Primary: Practicum 1
Core unit , 12.5 credit points
EDU10027
Developing Literacy
Core unit , 12.5 credit points
EDU20001
Contemporary Perspectives of Learning and Development
Core unit , 12.5 credit points
EDU20003
Curriculum, Planning and Assessment for Primary: Practicum 2
Core unit , 12.5 credit points
EDU20006
Social and Emotional Learning
Core unit , 12.5 credit points
EDU20014
Understanding and Supporting Inclusion
Core unit , 12.5 credit points
EDU30005
Health and Physical Education
Core unit , 12.5 credit points
EDU30014
Mathematics in Practice
Core unit , 12.5 credit points
EDU20002
Literacy and Numeracy across the Curriculum
Core unit , 12.5 credit points
EDU30069
Teacher Wellbeing, Resilience and Emotional Intelligence
Core unit , 12.5 credit points
EDU30070
Arts Education
Core unit , 12.5 credit points
EDU40008
Mathematics in the Primary Classroom
Core unit , 12.5 credit points
EDU30009
Discovering Science
Core unit , 12.5 credit points
EDU30011
Teaching Early Reading
Core unit , 12.5 credit points
EDU30068
Advocacy and Social Justice
Core unit , 12.5 credit points
EDU40004
Sustainable Education and Perspectives
Core unit , 12.5 credit points
EDU20005
Curriculum and Pedagogy for Primary: Practicum 3P
Core unit , 12.5 credit points
EDU30015
Teaching Technologies
Core unit , 12.5 credit points
EDU30059
Integrated Studies
Core unit , 12.5 credit points
EDU40007
Teaching English
Core unit , 12.5 credit points
EDU30063
Teaching Science
Core unit , 12.5 credit points
EDU30064
Assessment for Primary School
Core unit , 12.5 credit points
EDU40010
Teaching the Humanities
Core unit , 12.5 credit points
EDU40011
Ready to Teach Professional Experience: Practicum 4P
Core unit , 12.5 credit points
EDU40012
Teaching in Australian Schools
Core unit , 12.5 credit points
EDU30016
Families, Community and Citizenship
Core unit , 12.5 credit points
EDU30006
Innovation for Education
Core unit , 12.5 credit points
EDU40022

Learning outcomes

At the completion of the Bachelor of Education (Primary), graduates will be able to: 

  • show advanced knowledge, skills and capabilities relevant to their specialisation and discipline(s)
  • use their broad and coherent knowledge of Primary School content areas within the relevant curriculum context to critically review theory and practice
  • show initiative and judgement to plan for, and implement, effective teaching and learning in diverse contexts with the capacity to impact student learning
  • adapt research-led knowledge and skills to critically analyse and evaluate information from a variety of sources to make informed judgements, and share skills and ideas with others with intellectual independence
  • assess, provide feedback and report on student learning using clear and coherent communication with the ability to critically analyse, consolidate and synthesise assessment information
  • take responsibility and accountability for own learning to identify, engage in and apply professional learning, individually and in collaboration with others
  • show highly effective communication skills, including engage professionally with colleagues, families and children to present clear, creative and independent decision making
  • create and maintain supportive, safe and inclusive learning environments including the creative integration of digital technologies to enhance student learning
  • develop teaching and learning strategies and understandings that encompass differentiated and inclusive approaches appropriate for diverse learners in varied contexts, including Aboriginal and Torres Strait Islander peoples, and their histories, languages and cultures

Career opportunities

Graduates with a Bachelor of Education (Primary) will be specialised in the education and development of young children from five to 12 years of age. They will be qualified to undertake teaching positions in primary schools.

Professional recognition

This course meets the academic requirements outlined by the Victorian Institute of Teaching (VIT). VIT recognition enables graduates to register as a teacher Australia-wide.

Course rules

To qualify for the Bachelor of Education (Primary), students are required to complete 400 credit points comprising 32 units of study (12.5 credit points each). The 400 credit points must comprise: 

  • twenty eight [28] core units
  • four [4] units of professional experience units


In addition, students are responsible for arranging and successfully completing the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) normally within three attempts through the Australian Council for Education Research prior to completing 200 credit points of study.

Academic Progress - special requirements

In addition to the standard academic progress rules, the Bachelor of Education (Primary) has the following additional academic progress rules which are established in accordance with Academic Courses Regulation 62(2): 

1. A student is classified as 'at risk' of unsatisfactory progress if they: 

(a) behave in a manner which breaches the Swinburne Student Charter whilst on a teaching placement 

(b) fail to attempt both component tests of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to completing 100 credit points of studies 


2. A student is classified as having 'unsatisfactory progress' if they: 

(a) fail to successfully complete the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to completing 200 credit points of studies or following three attempts 

(b) fail a Teaching Placement unit 

(c) have their teaching placement terminated early by a school. In the case of early termination of a teaching placement by a school, the student will be deemed as having 'unsatisfactory progress' and a progress review processes will commence within two weeks of the cessation of the placement. 


Students who are identified as having unsatisfactory progress will be subject to the show cause provisions in the Progress Review section of the Academic Progress Policy.

Maximum Academic Credit

The maximum level of credit that can be granted for the Bachelor of Education (Primary) is 150 credit points (normally 12 units).

Informed choices

Further information for students

Swinburne supports students to make informed choices when applying for and enrolling in courses. In education, there are functional and behavioural abilities required to undertake tasks, learning activities or assessments. These functions are described below to assist prospective students when assessing whether they can successfully undertake an Initial Teacher Education Course.

Reasonable adjustments

Swinburne upholds inclusive academic practices, ensuring that students with disabilities and other conditions can undertake courses and participate in study. Reasonable adjustments can be implemented to support students through viable arrangements to enable students with a disability or a chronic health condition to undertake the studies without undermining core course requirements.

Students considering whether they may be eligible for reasonable adjustments should contact Swinburne’s AccessAbility Services and will need to complete an AccessAbility Registration Form.

Sensory abilities

Some tasks in education courses require certain sensory abilities, including: visual ability and auditory ability.

Will reasonable adjustments be considered?

Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation. 

Sensory ability What is this? How is this relevant to education courses?
Visual ability The extent to which a person can see or interpret visual information. This may also include colour vision. If you have any concerns about your visual ability, please contact us to determine what reasonable adjustments may be possible to support you.
Auditory ability The sense of hearing, and the extent to which a person can be responsive to aural cues, and differentiate vocal sounds and tone. If you have any concerns about your auditory ability, please contact us to determine what reasonable adjustments may be possible to support you.

Strength and mobility

Some tasks in education courses require strength and mobility, including: gross motor skills and fine motor skills.

Will reasonable adjustments be considered?

Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation. 

Strenght and mobility What is this? How is this relevant to education courses?
Gross motor skills The use of large muscle groups that coordinate body movements and provide strength for activities such as lifting, pushing, pulling, walking and maintaining balance. If you have any concerns about your gross motor skills, please contact us to determine what reasonable adjustments may be possible.
Fine motor skills The ability to undertake precise coordinated movements of the hands for activities such as writing and manipulating small objects. If you have any concerns about your fine motor skills, please contact us to determine what reasonable adjustments may be possible.

Behaviours

Some tasks in education courses require certain behaviours, including: ethical behaviour, mental wellness and behavioural stability, as well as sustainable performance and endurance.

Will reasonable adjustments be considered?

Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation. 

Behaviours What is this? How is this relevant to education courses?
Ethical behaviour Ability to comply with and be governed by quality and professional standards. Acting in ways consistent with the recognised values of society and avoiding activities that do harm. Learning and assessment activities require confidentiality and integrity in order to perform in academic and professional settings. Practice and registration requires adherence to the Australian Professional Standards for Teachers.
Mental wellness and behavioural stability A state of well-being in which an individual can cope with the normal stresses of life and can work productively and fruitfully, maintaining consistent behaviour that is acceptable and appropriate. Exposure to situations which are challenging and unpredictable is common in teaching practice. Learning and assessment activities require sensitive, perceptive and delicate interactions and responses. Learning and assessment activities require behavioural stability to manage challenges objectively and professionally
Sustainable performance and endurance The ability to undertake a task over a predetermined period of time, including physical performance such as standing for a period of time, or mental performance such as concentrating and maintaining focus for a particular length of time Teaching practice while on placement requires exposure to unexpected and sometimes emergency situations. There is a requirement for a sustained level of physical and mental performance in learning and assessment activities.

Admission criteria

Information about Swinburne's general admission criteria can be found at Admissions at Swinburne - Higher Education webpage.

Extra requirements for this course

Casper  

All applicants must sit the Casper test. Casper is a requirement for many of the initial teacher training courses in Victoria. It is a non-cognitive online test designed to assess an applicant's personal and professional attributes. Casper tests are valid for one year from the date they were taken. To register for your sitting or for further Information about this test, visit the Casper website.

LANTITE  

To be eligible to graduate, students must pass the Literacy and Numeracy Test for Initital Teacher Education (LANTITE) which is required to become a registered teacher. This test is run externally and at the applicant's own cost. Applicants must disclose all attempts in their application. Three or more unsuccessful attempts will mean applicants are not eligible to receive an offer.

English language requirement

Applicants who did not complete their studies in English at an approved Institution in Australia, Canada, New Zealand, the Republic of Ireland, the United Kingdom or the United States of America must sit an approved English language test and meet the minimum requirements.  

Minimum scores required:  

  • PTE: Minimum score 58 (no communication skill less than 50) 
  • IELTS academic module: Overall band 6.5 (no band below 6.0)  
  • TOEFL IBT: Minimum score 79 (reading no less than 18, writing no less than 20)

Working with Children (WWC) Check

All enrolled students must maintain a current Working with Children Check (from the appropriate State Authority).

Police Record Check

A police record check may be required by a school prior to a professional placement. Find out more about national police record checks and fingerprinting.

Entry requirements

A. Applicants with recent secondary education (within past three years)

ATAR

This course uses the ATAR as part of its selection considerations.

Minimum ATAR including selection adjustments: 70. 

Educational history 

An applicant's entire academic history, including ATAR results, will be considered for entry into this course. 

Selection rank adjustments

Selection ranks for this course will be calculated based on your ATAR with adjustments to overall study scores based on subjects studied, location of your home address, SEAS application, and participation In Swinburne's Early Leaders program. For further details about selection rank adjustments, see Admissions at Swinburne

Subject adjustments 

A study score of 25 in any English, Literature, Health and Human Development, any LOTE, any Mathematics, any Science or Sociology equals 2 aggregate points per study. Overall maximum of 15 points.  

Meeting course prerequisites 

VCE units 3 and 4: a study score of at least 25 in any English (except EAL) or at least 30 in English as Alternate Language (EAL) or equivalent.

VCE units 3 and 4: a study score of at least 20 in any Mathematics or equivalent.

Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: Further bridging program.

ATAR profile for those offered places wholly or partly on the basis of ATAR in Semester 1 2024

ATAR-Based offers only, across all offer rounds ATAR
Excluding adjustment factors
Selection Rank
ATAR + any adjustment factors
Highest rank to receive an offer 78.45 83.75
Median rank to receive an offer 69.17 76.15
Lowest rank to receive an offer 56.45 70

B. Applicants with higher education study

Educational history 

An applicant's entire academic history, including results from previous higher education study will be considered for entry into this course. If previous higher education qualifications are incomplete, results must have been obtained in the last seven years. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

STAT/Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: Further bridging program.

C. Applicants with vocational education and training (VET) study

Educational history 

An applicant's entire academic history from the past seven years, including complete and/or incomplete post-secondary VET studies, will be considered for entry into this course. Only graded results will be considered. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

STAT/Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: Further bridging program.

D. Applicants with work and life experience

Entire academic record 

This course uses an applicant's entire academic record as part of its selection considerations, including an applicant's ATAR results from the last seven years can be considered for entry into this course. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

STAT/Bridging courses 

Applicants who do not meet the mathematics prerequisites for this course will be required to successfully complete Swinburne's MathsLink: Further bridging program.

Student profile

The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.

  Semester 1, 2024
Applicant background Number of students Percentage of all students
(A) Higher education study (includes a bridging or enabling course) 154 73%
(B) Vocational education and training (VET) study 24 11%
(C) Work and life experience (admitted on the basis of previous achievement not in the other three categories) <5 <5
(D) Recent secondary education:    
Admitted solely on the basis of ATAR (regardless of whether this includes the consideration of adjustment factors such as equity or subject bonus points) N/A N/A
Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) 27 13%
Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) N/A N/A
International students <5 <5
All students 210 100%

Notes:

"<5” – the number of students is less than 5
N/A – Students not accepted in this category.

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