Bachelor of Early Childhood Education (Birth to Five Years)

Available to:
Domestic and International students.
CRICOS:
083213M
Location:
  • Brisbane
  • Melbourne
  • North Sydney
  • Online
  • Strathfield
Duration:

4 years full-time or equivalent part-time

2019 Main Round ATAR/OP :
  • Brisbane (17/65)
  • Melbourne (60.00)
  • Online (17/65) QTAC
  • Online (60.00) UAC
  • Online (60.00) VTAC
  • North Sydney (60.00)
  • Strathfield (60.00)

Description

The Bachelor of Early Childhood Education (Birth to Five Years) is aimed at those students dedicated to a career teaching in a birth to five setting.

Developed in response to workforce needs in the early childhood sector, the course can be undertaken as a natural progression for graduates of the Diploma of Early Childhood Education and Care/Diploma of Children’s Services or as a standalone course. Graduates of the course will have a strong grounding in early childhood curriculum and pedagogy.

We also recognise that an early childhood educator is likely to teach a diverse range of students across the course of their career. Our students will be equipped with the knowledge and skills to respond to this diversity. Units cover a range of issues including:

  • The Ecology of Childhoods
  • Partnerships: Inclusive and Diverse Learning
  • Supporting Young Children’s Social Competence
  • Creating Inclusive, safe and Supportive Learning Environments.

This course is ideal for those who see themselves as future leaders in the field. Built into the course are a number of units focusing on the individual’s development as a teaching professional including:

  • Curriculum Decision-making in the Early Years: Connections and Continuities.
  • Professional Identity as a Teacher in Early Learning Contexts
  • Early Childhood Leadership, Management and Advocacy.

Upon completion of the Bachelor of Early Childhood Education (Birth to Five Years) students are eligible to seek accreditation as four-year trained early childhood teachers in early childhood settings.

See ACECQA approved qualifications.

Course duration

4 years full-time or equivalent part-time

Campus availability and study mode

Campus availability

  • Brisbane (Attendance)
  • Melbourne (Attendance)
  • Online
  • North Sydney (Attendance)
  • Strathfield (Attendance)

Study mode definitions

Attendance: Face-to-face and/or via video conference, at an ACU campus or another location.

Multi-mode: A combination of Online and Attendance (including examinations, practicums, residentials, etc.).

Online: Fully online (including assessments).

Sample Course Map

Year – Study Period Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Year 1 - Semester 1 Elective
Selected from any Faculty to support your future role as Educator
EDFD167
Contexts for learning and development
EDST108
Science, inquiry and sustainability
EDLA168
Children's literature for literacy
 
Year 1 - Semester 2 UNCC100
Self and community: exploring the anatomy of modern society
EDAR104
Creative arts in the early years (B-5)
EDMA163
Exploring mathematics 1 (B-12)
EDLA167
Linguistics for literacy
 
Year 2 - Semester 1 Elective
Selected from any Faculty to support your future role as educator
EDAB161
Indigenous cultures and peoples
OR
EDAB162
Aboriginal and Torres Strait Islander perspectives for educators
EDMA262
Mathematics: learning and teaching 1 (B-12 with B-8 emphasis)
(Pre: EDMA163)
EDLA264
Literacy education 1 (B-12 with B-8 emphasis)
(Pre: EDLA167)
 
Year 2 - Semester 2 EDFD229
Professional identity as teacher in early learning contexts
EDFD227
Partnerships: Inclusive and diverse learning (B-8)
Elective
Selected from any Faculty to support your future role as educator
  EDCX202
Curriculum decision-making in the early years: connections and continuities (B-8)
Year 3 - Semester 1 EDFD261
Creating inclusive, safe and supportive learning environments (B-12)
EDAC316
Positive environments for learning development (B-8)
UNCC300
Justice and change in a global world
(Pre: UNCC100)
EDCU361
Early childhood curriculum and pedagogy (B-5)
EDFX267
Community engagement
(Pre: EDFX318, or BEd(ECP): EDFX319)
Year 3 - Semester 2 EDFD315
Infant and toddler studies
EDAR460
Arts and meaning making in early childhood
EDMA369
Exploring mathematics 2 (5-12)
(Pre: EDMA163)
EDFD461
The pedagogy of relationships
EDFX318
Professional experience: birth to two
(Pre: EDCX202)
Year 4 - Semester 1 EDFD436
The ecology of childhoods
EDFD480
Professional practice induction
EDPH460
Health, wellbeing and physical education in the early years
  EDFX420
Advanced professional practicum
Year 4 - Semester 2 EDFD451
Early childhood leadership, management and advocacy (b-5)
EDFD474
Supporting young children's social competence
    EDFX421
Extended advanced professional practicum
(Pre: EDFD480, EDFX420)

'Pre:' – indicates a unit that must be completed before the next unit can be undertaken (prerequisite).
A blank cell indicates that there are no additional units required for that study period.
This is a sample program only and units will vary between states. Please refer to the handbook for the prerequisite units and the current listing.

Deferment, credit points & course units

Deferment

Deferment is available for one year. Find out more about deferment: Deferment Information.

Credit Points

320

Exit Point

A student who has completed the specified requirements may exit from the course with the Bachelor of Educational Studies. This does not provide a qualification to teach.

Course Units (Subjects)

Schedule of Unit Offerings

Start dates

Brisbane
  • Semester 1 - February
  • Semester 2 - To be advised
Melbourne
  • Semester 1 - February
  • Semester 2 - To be advised
North Sydney
  • Semester 1 - February
  • Semester 2 - To be advised
Online
  • Semester 1 - February
  • Semester 2 - To be advised
Strathfield
  • Semester 1 - February
  • Semester 2 - To be advised

Course costs

  • Average first year fee: $6680 Commonwealth Supported (indicative only; subject to passage of legislation)

Important Note on Fees

All costs are calculated using current rates and are based on a full-time study load of 40 credit points (normally 4 units) per semester.

A student’s annual fee may vary in accordance with:

  • the number of units studied per semester;
  • the choice of major or specialisation; and
  • elective units.

The University reviews fees annually.

Essential requirements for admission

An applicant must also comply with the Admission to Coursework Programs Policy that includes meeting a minimum ATAR requirement..

Assumed knowledge includes minimum requirements in English and Mathematics.

To be eligible for admission to the course, an applicant must meet any additional prerequisite requirements imposed by state jurisdictions.

International applicants need to meet the English Language Proficiency requirements as defined in the Admission to Coursework Programs Policy.

To be eligible for admission to the course, an applicant must have completed at year 12 level, or equivalent:

Australian Capital Territory

  • Prerequisites: Nil
  • Assumed Knowledge:
    • Major in English (T)
    • Major in Mathematics (T)

New South Wales

  • Prerequisites: Nil
  • Assumed knowledge:
    • Two units of English Band 4
    • Two units of Mathematics Band 4

Queensland

  • Prerequisites: English (4, SA)
  • Assumed Knowledge: Mathematics A (4, SA).

Victoria

  • Prerequisites: English: Units 3 and 4 – a study score of at least 30 in English (EAL) or 25 in any other English
  • Assumed Knowledge:Mathematics: Two units of Mathematics (any)

*Disclaimer: The Course entry requirements above are for 2020 Admission. Refer to your relevant Tertiary Admission Centre website for future years' entry requirements.

2. Additional Approvals

Requirements for working with children: All students enrolled must have the appropriate approvals before they may enter a classroom. These are: Blue Card (Qld) or Working with Children Check (ACT, NSW and Vic), or equivalent requirements in other states and territories. International students must bring police check documentation from their own countries. To meet the requirements for working in settings other than schools, a National Police check may be required. All students who have lived in another country for 12 months or more must provide a police check from that country for that period.

Admission criteria

The table below shows the range of ATARs/OPs (excludes adjustment factors) and Selection Ranks (may include adjustment factors) achieved by students who were accepted into this course last year. These may vary from year to year. Learn more about admission to ACU.

ATAR/OP range

For those offered places in 2019

OP Excluding adjustment factors Including adjustment factors
Highest OP to receive an offer <5 <5
Median OP to receive an offer <5 <5
Lowest OP to receive an offer <5 <5
Rank Excluding adjustment factors Including adjustment factors
Highest Rank to receive an offer <5 <5
Median Rank to receive an offer <5 <5
Lowest Rank to receive an offer <5 <5
  • <5 – The number of students is less than 5.
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 75.40 83.80
Median ATAR to receive an offer 56.53 66.68
Lowest ATAR to receive an offer 48.45 58.50
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 95.60 98.80
Median ATAR to receive an offer 67.90 76.25
Lowest ATAR to receive an offer 52.20 61.20
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 90.65 95.65
Median ATAR to receive an offer 65.73 71.45
Lowest ATAR to receive an offer 50.85 60.85
OP Excluding adjustment factors Including adjustment factors
Highest OP to receive an offer <5 <5
Median OP to receive an offer <5 <5
Lowest OP to receive an offer <5 <5
Rank Excluding adjustment factors Including adjustment factors
Highest Rank to receive an offer <5 <5
Median Rank to receive an offer <5 <5
Lowest Rank to receive an offer <5 <5
  • <5 – The number of students is less than 5.
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer <5 <5
Median ATAR to receive an offer <5 <5
Lowest ATAR to receive an offer <5 <5
  • <5 – The number of students is less than 5.
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer <5 <5
Median ATAR to receive an offer <5 <5
Lowest ATAR to receive an offer <5 <5
  • <5 – The number of students is less than 5.

Student Profile

Breakdown of how students entered this course last year and in what numbers.

Applicant background 2019
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
<5 N/P
Vocational education and training (VET) study 8 40.00%
Work and life experience
Admitted on the basis of previous achievement other than the basis of Secondary, VET or Higher Education
<5 N/P
Recent secondary education admitted solely on basis of OP/Rank (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points) <5 N/P
Recent secondary education admitted where both OP/Rank and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum OP/Rank) 0 0.00%
Recent secondary education admitted on the basis of other criteria only and OP/Rank was not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum OP/Rank requirement) <5 N/P
International students <5 N/P
All students 20 100%
  • N/P – Not published : the number is hidden to prevent calculation of numbers in cells within less than 5 students.
  • <5 – The number of students is less than 5.
Applicant background 2019
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
14 23.73%
Vocational education and training (VET) study 10 16.95%
Work and life experience
Admitted on the basis of previous achievement other than the basis of Secondary, VET or Higher Education
0 0.00%
Recent secondary education admitted solely on basis of ATAR (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points) 20 33.90%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) 0 0.00%
Recent secondary education 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) <5 N/P
International students 14 23.73%
All students 59 100%
  • N/P – Not published : the number is hidden to prevent calculation of numbers in cells within less than 5 students.
  • <5 – The number of students is less than 5.
Applicant background 2019
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
<5 N/P
Vocational education and training (VET) study 5 13.89%
Work and life experience
Admitted on the basis of previous achievement other than the basis of Secondary, VET or Higher Education
0 0.00%
Recent secondary education admitted solely on basis of ATAR (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points) 14 38.89%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) <5 N/P
Recent secondary education 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) 6 16.67%
International students 6 16.67%
All students 36 100%
  • N/P – Not published : the number is hidden to prevent calculation of numbers in cells within less than 5 students.
  • <5 – The number of students is less than 5.
Applicant background 2019
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
7 12.73%
Vocational education and training (VET) study 10 18.18%
Work and life experience
Admitted on the basis of previous achievement other than the basis of Secondary, VET or Higher Education
<5 N/P
Recent secondary education admitted solely on basis of ATAR (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points) 20 36.36%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) 0 0.00%
Recent secondary education 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) 5 9.09%
International students 12 21.82%
All students 55 100%
  • N/P – Not published : the number is hidden to prevent calculation of numbers in cells within less than 5 students.
  • <5 – The number of students is less than 5.
Applicant background 2019
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
17 30.36%
Vocational education and training (VET) study 27 48.21%
Work and life experience
Admitted on the basis of previous achievement other than the basis of Secondary, VET or Higher Education
<5 N/P
Recent secondary education admitted solely on basis of ATAR (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points) 9 16.07%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) 0 0.00%
Recent secondary education 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) <5 N/P
International students 0 0.00%
All students 56 100%
  • N/P – Not published : the number is hidden to prevent calculation of numbers in cells within less than 5 students.
  • <5 – The number of students is less than 5.

Further information

Inherent Requirements

There are essential components of a course or unit that demonstrate the capabilities, knowledge and skills to achieve the core learning outcomes of the course or unit. Learn more about inherent requirements and how they affect you, and explore the requirements for your course.

Applying for admission

Brisbane, Queensland
Apply through QTAC
Melbourne, Victoria
Apply through VTAC
Online
Apply through UAC
Online
Apply through QTAC
Online
Apply through VTAC
Sydney (North Sydney), NSW
Apply through UAC
Sydney (Strathfield), NSW
Apply through UAC

Admission Pathways to this course

Admission Schemes

Adjustment Factors which may improve your Selection Rank

  • Most applicants to undergraduate courses at ACU are eligible for adjustment factors – which can help improve your selection rank when applying for a degree. Your location, school or personal circumstances may make you eligible too. Learn more about the full list of available adjustments.

Articulation from another course

Work and Life Experience

  • Special Tertiary Admissions Test (STAT)
  • Work experience - A Selection Rank can be calculated based on your work experience - you need to document all of your experience and provide supporting documentation.

If you have a Selection Rank but it's not enough for this course

  • Complete 2 non-award individual UG units; the results attained for these units can then be converted to a Selection Rank
  • Complete a VET qualification such as an AQF Certificate IV, Diploma or Advanced Diploma
  • Commence another ACU Bachelor degree with a lower required Selection Rank, successfully complete 2 or more units, then apply for an internal transfer to this course. A new Selection Rank will be calculated from your results in the ACU units. Note - you may need to complete up to 8 units (equivalent to one year full-time) and achieve more than a pass grade to gain entry to this course.

Career paths

Graduates are eligible for employment in Australia and overseas as Early Childhood Teachers in early childhood settings.

Professional experience

Students must complete professional experience units in relevant prior to school settings in line with the requirements of national authorities. During this time they are required to be available full-time. All students enrolled must have the appropriate approvals before they may enter a classroom. These are: Blue Card (Qld), Working with Vulnerable People (ACT) or Working with Children Check (NSW and Vic). International students must bring police check documentation from their own countries. All students who have lived in another country for 12 months or more must provide a police check from that country for that period.

Supervised professional experience is at the heart of all our pre-service teacher education courses and the Faculty will find appropriate placements to suit the needs of your course. Placements will usually be arranged for the scheduled placement period in the professional experience calendar though this may not always be possible.

Professional recognition

The course is approved by the Australian Children’s Education and Care Quality Authority, (ACECQA) as an Early Childhood Teacher qualification.

This course will not lead to primary or secondary teacher registration.

English language requirements

Overall score of 6.5. An individual score of 6.5 in all tests.

Pathways to further study

Bachelor Degree graduates may be eligible for entry into further postgraduate coursework degree programs.

More course information

The course includes an articulation pathway for graduates of the AQF level 5, Diploma of Early Childhood Education and Care, providing credit recognition and, for selected cohorts, direct admission into year two of the course.

Contacts for future students

Enquiries:

Description

The Bachelor of Early Childhood Education (Birth to Five Years) is aimed at those students dedicated to a career teaching in a birth to five setting.

Developed in response to workforce needs in the early childhood sector, the course can be undertaken as a natural progression for graduates of the Diploma of Early Childhood Education and Care/Diploma of Children’s Services or as a standalone course. Graduates of the course will have a strong grounding in early childhood curriculum and pedagogy.

We also recognise that an early childhood educator is likely to teach a diverse range of students across the course of their career. Our students will be equipped with the knowledge and skills to respond to this diversity. Units cover a range of issues including:

  • The Ecology of Childhoods
  • Partnerships: Inclusive and Diverse Learning
  • Supporting Young Children’s Social Competence
  • Creating Inclusive, safe and Supportive Learning Environments.

This course is ideal for those who see themselves as future leaders in the field. Built into the course are a number of units focusing on the individual’s development as a teaching professional including:

  • Curriculum Decision-making in the Early Years: Connections and Continuities.
  • Professional Identity as a Teacher in Early Learning Contexts
  • Early Childhood Leadership, Management and Advocacy.

Upon completion of the Bachelor of Early Childhood Education (Birth to Five Years) students are eligible to seek accreditation as four-year trained early childhood teachers in early childhood settings.

See ACECQA approved qualifications.

Course duration

4 years full-time or equivalent part-time

Start dates and campus availability

Brisbane
  • 10-Feb-2020 , 15-Feb-2021
Melbourne
  • 10-Feb-2020 , 20-Jul-2020 , 15-Feb-2021 , 26-Jul-2021 , 07-Feb-2022
North Sydney
  • 10-Feb-2020 , 15-Feb-2021
Strathfield
  • 10-Feb-2020 , 20-Jul-2020 , 15-Feb-2021 , 26-Jul-2021

Deferment, credit points & course units

Deferment

Yes. See Defer your offer.

Students with a Student Visa will need to complete the program in minimum duration, study at least one subject on-campus each semester and must not undertake more than 33% of the program online.

Credit Points

320

Exit Point

A student who has completed the specified requirements may exit from the course with the Bachelor of Educational Studies. This does not provide a qualification to teach.

Course Units (Subjects)

Schedule of Unit Offerings

Course structure – 1st year

Year – Study Period Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Year 1 - Semester 1 Elective
Selected from any Faculty to support your future role as Educator
EDFD167
Contexts for learning and development
EDST108
Science, inquiry and sustainability
EDLA168
Children's literature for literacy
 
Year 1 - Semester 2 UNCC100
Self and community: exploring the anatomy of modern society
EDAR104
Creative arts in the early years (B-5)
EDMA163
Exploring mathematics 1 (B-12)
EDLA167
Linguistics for literacy
 
Year 2 - Semester 1 Elective
Selected from any Faculty to support your future role as educator
EDAB161
Indigenous cultures and peoples
OR
EDAB162
Aboriginal and Torres Strait Islander perspectives for educators
EDMA262
Mathematics: learning and teaching 1 (B-12 with B-8 emphasis)
(Pre: EDMA163)
EDLA264
Literacy education 1 (B-12 with B-8 emphasis)
(Pre: EDLA167)
 
Year 2 - Semester 2 EDFD229
Professional identity as teacher in early learning contexts
EDFD227
Partnerships: Inclusive and diverse learning (B-8)
Elective
Selected from any Faculty to support your future role as educator
  EDCX202
Curriculum decision-making in the early years: connections and continuities (B-8)
Year 3 - Semester 1 EDFD261
Creating inclusive, safe and supportive learning environments (B-12)
EDAC316
Positive environments for learning development (B-8)
UNCC300
Justice and change in a global world
(Pre: UNCC100)
EDCU361
Early childhood curriculum and pedagogy (B-5)
EDFX267
Community engagement
(Pre: EDFX318, or BEd(ECP): EDFX319)
Year 3 - Semester 2 EDFD315
Infant and toddler studies
EDAR460
Arts and meaning making in early childhood
EDMA369
Exploring mathematics 2 (5-12)
(Pre: EDMA163)
EDFD461
The pedagogy of relationships
EDFX318
Professional experience: birth to two
(Pre: EDCX202)
Year 4 - Semester 1 EDFD436
The ecology of childhoods
EDFD480
Professional practice induction
EDPH460
Health, wellbeing and physical education in the early years
  EDFX420
Advanced professional practicum
Year 4 - Semester 2 EDFD451
Early childhood leadership, management and advocacy (b-5)
EDFD474
Supporting young children's social competence
    EDFX421
Extended advanced professional practicum
(Pre: EDFD480, EDFX420)

'Pre:' – indicates a unit that must be completed before the next unit can be undertaken (prerequisite).
A blank cell indicates that there are no additional units required for that study period.
This is a sample program only and units will vary between states. Please refer to the handbook for the prerequisite units and the current listing.

Course costs

  • Unit Fee: $2925.00 (2020)
  • Average first year fee: $23400.00 (2020)
  • Estimated Total Cost: $93600.00 (2020)

Important Note on Fees

The Tuition fees quoted above are for commencing students in the current year who undertake a normal full-time load. The Unit Fee is based on a 10cp unit. Fees are reviewed annually.

Tuition fees for continuing students may increase by up to 3 percent each year for the minimum duration of the course as provided on your electronic Confirmation of Enrolment (eCOE). Students who continue to study beyond the minimum duration will have the relevant annual commencing rate applied to their fees for subsequent study periods.

Essential requirements for admission

Applicants require the equivalent of Australian Year 12 certificate and an IELTS overall score of 6.5, and an individual score of 6.5 for all tests. Pre-requisites may also apply for entry into some major and minor sequences.

Applying for Admission

How to Apply

Information on the application procedure.

International Students Apply Now
International students undertaking an Australian Year 12 qualification should apply through the relevant tertiary admissions centre:
NSW & ACT
Apply through UAC
Queensland
Apply through QTAC
Victoria
Apply through VTAC

Inherent Requirements

There are essential components of a course or unit that demonstrate the capabilities, knowledge and skills to achieve the core learning outcomes of the course or unit. Learn more about inherent requirements and how they affect you, and explore the requirements for your course.

Career paths

Graduates are eligible for employment in Australia and overseas as Early Childhood Teachers in early childhood settings.

Professional experience

Students must complete professional experience units in relevant prior to school settings in line with the requirements of national authorities. During this time they are required to be available full-time. All students enrolled must have the appropriate approvals before they may enter a classroom. These are: Blue Card (Qld), Working with Vulnerable People (ACT) or Working with Children Check (NSW and Vic). International students must bring police check documentation from their own countries. All students who have lived in another country for 12 months or more must provide a police check from that country for that period.

Supervised professional experience is at the heart of all our pre-service teacher education courses and the Faculty will find appropriate placements to suit the needs of your course. Placements will usually be arranged for the scheduled placement period in the professional experience calendar though this may not always be possible.

Professional recognition

The course is approved by the Australian Children’s Education and Care Quality Authority, (ACECQA) as an Early Childhood Teacher qualification.

This course will not lead to primary or secondary teacher registration.

English language requirements

Overall score of 6.5. An individual score of 6.5 in all tests.

Pathways to further study

Bachelor Degree graduates may be eligible for entry into further postgraduate coursework degree programs.

More course information

The course includes an articulation pathway for graduates of the AQF level 5, Diploma of Early Childhood Education and Care, providing credit recognition and, for selected cohorts, direct admission into year two of the course.

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