Bachelor of Education (Early Childhood and Primary)
Why study the Bachelor of Education (Early Childhood and Primary) at UNE?
The Bachelor of Education (Early Childhood and Primary) is a unique teacher education course that offers two career options for graduates. It is an initial-teacher education qualification that encompasses working with children from birth to age 12 in both Early Childhood settings and Primary Schools.
Being a teacher is a rewarding career for those who enjoy being part of children's growth and learning. The professional understandings and abilities learned in the Bachelor of Education (Early Childhood and Primary) will be valued by the broader community. Students will have opportunities to develop their skills, knowledge and attitudes for being a successful early childhood and primary school teacher and become a member of one of the largest professions worldwide.
The Bachelor of Education (Early Childhood and Primary) is a fully prescribed (all core units) course in which students study both early childhood teacher education and primary teacher education. All students complete a Primary Specialisation in Literacy across Transition Years. Graduates develop a range of skills and values that prepare them for a variety of employment opportunities in either field of the education profession.
This course is accredited with the following bodies:
(1) NSW Education Standards Authority (NESA) - the Jurisdictional teacher regulatory authority responsible for ensuring compliance and accreditation in conjunction with the Australian Institute for Teaching and School Leadership (AITSL); and
(2) Australian Children's Education and Care Quality Authority (ACECQA) - the national regulatory authority for the early childhood education and care sector.
The NSW Government raised admission requirements for undergraduate teaching courses in 2016. The new requirements are considerably higher than before and specify a minimum of three Band 5 HSC results, including one in English, or bridging units or alternative pathway as approved by NSW Education Standards Authority (NESA). Further information is available via the NESA Teacher Accreditation website.
UNE offers pathways to teaching for those applicants who do not meet the new admission requirements:
You may complete an appropriate number/combination of NESA-approved bridging units or the first year of your undergraduate studies in a non-teacher education course such as the Bachelor of Educational Studies. You may then apply to transfer, with Advanced Standing (credit), to the Bachelor of Education (Early Childhood and Primary).
Primary Teaching; Early Childhood Teacher or Education related career choices e.g.: Director of children's service; Coordinator of family day care scheme; Teacher-director of a preschool; Children's services TAFE teacher or VET trainer; Early childhood consultant for non-profit organisations; Assistant Director of child and family services; or Early childhood specialist for family-oriented organisations.
4 or 3.5 or 2.5 Years Full-time
Up to 10 years Part-time
Commonwealth Supported Place
Guaranteed ATAR Selection Rank
2019 STUDY OPTIONS
Trimester 1, Online
Trimester 1, On Campus
Trimester 2, Online
|Guaranteed ATAR Selection Rank||77.10|
Commonwealth Supported Place
For fee information, click here
|Total Credit Points||192|
|How to Apply||
All domestic students apply through the link belowFor more information, click here
Mandatory intensive schools may be a requirement of some of the units in this course. See Unit Catalogue for specific requirements.
(a) have a minimum of three Band 5 and/or E3 HSC results including English; or
(b) have completed at least a year (48 credit points) of discipline studies (non-Education units) in a higher education qualification; or
(c) have completed a NESA-approved alternative entry pathway; or
(d) (i) hold an AQF Level 5 Diploma in Early Childhood Education and Care or equivalent, approved by the Australian Children's Education and Care Quality Authority (ACECQA); and
(d) (ii) after completion of the above Diploma, have completed early childhood workplace experience comprising one year full-time (or equivalent) room leader experience or two years full-time (or equivalent) experience as a family day care accredited provider or an early childhood teacher assistant/aide or an accredited before and after school carer. Applicants should provide a Statement of Service from the early childhood provider on centre/business letterhead signed by their supervisor specifying their work experience obtained after completion of the Diploma. ACECQA accredits all early childhood providers and has a list of accredited providers on their website; or
(e) hold a three-year AQF Level 7 Bachelor degree in Early Childhood recognised by the Australian Children's Education and Care Quality Authority (ACECQA) with a conferral date of not more than 10 years prior to the proposed commencement in the Bachelor of Education (Early Childhood and Primary); or
(f) hold a four-year AQF Level 7 Bachelor degree in Primary Education, or AQF Level 7 Bachelor degree and an AQF Level 9 two year pre-service primary teaching qualification, recognised by the NSW Education Standard Authority (NESA) or interstate equivalent body, with a conferral date of not more than 10 years prior to the proposed commencement in the Bachelor of Education (Early Childhood and Primary); and
Candidates admitted under rules (a), (b), (c), (d) or (e) must also satisfy the School of their suitability for teaching through the satisfactory completion of the Personal Statement for Initial Teacher Education Course Entry.
Assumed knowledge is any two units of English, and any two units of Mathematics.
Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.
Working with Children Check*
All students intending to enrol in units of study involving a practical experience placement or otherwise requiring interaction with children, will be required to obtain and maintain a NSW Working with Children Check clearance (or equivalent, depending upon relevant State requirements). The student is required to provide the University with appropriate evidence of their clearance, which will be verified at UNE. Relevant Government agencies will advise the University of any bar that may be placed upon a student, and UNE will respond accordingly.
Child Protection Awareness Training*
All teacher education students must complete online Child Protection and Awareness Training prior to the commencement of their first professional experience placement.
All initial teacher education students must be trained in anaphylaxis management before they can undertake any professional experience placement.
*These requirements are subject to change. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for current information (including requirements for other states).
Fit for Practice/Informed Consent Information
Prospective candidates should only accept an offer of a place in this course if they are able to meet the following "Fit for Practice" requirements:
(i) abide by relevant UNE Rules and Procedures, for example, Student Behavioural Misconduct Rules, and any relevant School of Education Policies, for example, the Professional Experience Policy for professional placements;
(ii) exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of teaching situations;
(iii) demonstrate personal resilience and persistence to cope and maintain wellbeing under stressful situations;
(iv) demonstrate satisfactory academic progression prior to professional placement;
(v) safeguard the University's integrity and demonstrate duty of care to students/children while engaged in professional experience;
(vi) show personal maturity to ensure that a professional relationship is established with students/children;
(vii) communicate to students/children with clarity and in an appropriate manner that relates to their age/profile;
(viii) possess and model the literacy and numeracy skills expected of teachers in interactions they have within the classroom and broader settings;
(ix) be able to create, evaluate and reflect on the physical and emotional safety of students/children in a variety of situations and environments; and
(x) be able to establish and maintain effective professional relationships with colleagues and the broader school/early childhood community.
Candidates who have or who develop a disability that may or will prevent them from meeting the above professional experience requirements should contact Student Support to see if reasonable adjustments are practicable.
Candidates who have difficulties meeting some of the above professional experience requirements will be required to contact the Office for Professional Learning to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.
A requirement of accreditation is that primary school professional placements must be undertaken in a school using NSW Education Standards Authority syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (7.5 days) of the required primary professional experience (practicum) days in primary schools not using NSW Education Standards Authority syllabuses or equivalent Australian syllabuses. Limited placements can occur in non-Australian settings in accordance with the NESA policy regarding overseas placements. Early Childhood Education professional placements must be undertaken in ACECQA- approved Early Childhood Education Centres with a four year-qualified supervising teacher and using the Early Years Framework for Australia. At least one of the professional placements must be completed in Early Stage 1/Stage 1. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for further information. Students who are required to undertake professional experience placement must read, understand and adhere to the Professional Experience Policy of the School of Education.
|Practical, Clinical or Work Experience||
This course has 135 days of embedded professional experience of which 75 days of professional experience are in primary school settings and 60 days of professional experience in various early childhood settings. 22 Days of the early childhood professional experience are undertaken with children from birth to age two years in relevant settings and 33 days are with children aged from three to five years in relevant settings. The remaining five days of professional experience are adult-focused in terms of leadership/management.
Candidates admitted under Rule (d) shall be granted a maximum of 42 credit points of Specified Advanced Standing based on their admission to candidature. Up to a further 84 credit points may be granted based on undergraduate Early Childhood units taken as part of an incomplete AQF Level 7 ACECQA-Approved Early Childhood Teaching qualification.
Candidates admitted under Rule (e) shall be granted a maximum of 78 credit points of Specified Advanced Standing based on their admission to candidature. Up to a further 36 credit points may be granted based on units that were not part of the degree on which admission was based.
Candidates admitted under Rule (f) shall be granted a maximum of 96 credit points of Specified Advanced Standing based on their admission to candidature. Up to a further 30 credit points may be granted based on units that were not part of the degree on which admission was based.
The University offers a number of Faculty/College and country scholarships available to Australian citizens and permanent residents.
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On completion of this course, students will be Early Childhood teachers (Australian Children's Education and Care Quality Authority (ACECQA) requirements) and Primary teachers who satisfy the seven standards prescribed by the Australian Institute for Teaching and School Leadership.
Upon completion of this course, students will be able to:
Knowledge of a Discipline
Graduates will have the broad and coherent knowledge to effectively plan and deliver education in early childhood and primary school settings and will understand the cultural contexts and global perspectives of early childhood and schooling in general and the diversity of the family and student population. They will be able to demonstrate intercultural competence by responding flexibly to the needs of young children, students, colleagues, families and community members.
Graduates will be able to communicate effectively, both orally and in writing, with young children, students, colleagues, parents and other stakeholders.
Graduates will be able to exercise critical thinking and judgement in identifying and solving problems with intellectual independence.
Graduates will be able to demonstrate knowledge and understanding of digital resources and tools and their safe, legal and ethical use, and be able to apply this knowledge in the early childhood and primary school settings.
Ethical Conduct and Social Responsibility
Graduates will have developed responsibility for others and an understanding that personal beliefs and actions impinge on others. They will demonstrate this through ethical conduct and by being sensitive and responsive to the needs of children, students, colleagues, families and the community in the provision of a safe and supportive environment.
Graduates will understand the importance of life-long learning and will be equipped with the skills to pursue professional and personal development.
Independence and Collaboration
Graduates will be able to work independently and collaboratively with others to achieve educational and professional goals.
How to Apply
All domestic students apply through the link below