Bachelor of Education (Primary)

Available to:
Domestic and International students.
CRICOS:
040836B
Location:
  • Ballarat
  • Brisbane
  • Canberra
  • Melbourne
  • North Sydney
  • Strathfield
Duration:

4 years full-time or equivalent part-time.

2019 Main Round ATAR/OP :
  • Ballarat (70.00)
  • Brisbane (17/65)
  • Canberra (60.00)
  • Melbourne (70.00)
  • North Sydney (60.00)
  • Strathfield (60.00)

Entry to this course is governed by the Admission to Coursework Programs Policy. The selection of course entrants is based on academic merit and satisfaction of non-academic capabilities for entry to initial teacher education. In accordance with the mission of ACU, the Faculty of Education and Arts is committed to providing access to education for a diversity of students. For applicants who are not Year 12 students, the assessment may include year 12 or other studies undertaken to allocate an equivalent ranking. Additionally, ACU provides a range of access and equity schemes which consider additional or alternative factors in assessing applicants, including applicants of Aboriginal or Torres Strait Islander descent. ACU also offers approved, alternative entry pathway programs for domestic and international students.

Description

ACU has a long-held reputation as a leading provider of quality and innovative teacher education. This course is designed for people who have a passion for making a difference in the lives of children and inspiring young minds. A graduate of this course is eligible for registration as a primary teacher in government, independent and Catholic schools.

The Bachelor of Education (Primary) combines theory with practice, ensuring students not only learn about the social, political and cultural contexts that shape education in schools, but also gain hands on practical experience in primary school teaching by undertaking professional placements within schools during the course. This course has been designed to provide students with greater choice and flexibility to meet the changing needs and demands of the teaching profession. This degree will give students the unique opportunity to gain greater depth and breadth of knowledge in a specialist area, which includes:

  • Mathematics, Inclusive Education, Literacy, Humanities and Social Sciences
  • Aboriginal and Torres Strait Islander education
  • Religious Education

Studies in religious education and theology are options in this degree to enable graduates to seek accreditation to teach religious education in Catholic and other faith-based primary schools. In Queensland and Victoria, the course includes a Lutheran strand providing graduates with the eligibility to apply for accreditation to teach religious education in Lutheran primary schools. Students wishing to teach religious education in Anglican schools (Queensland only) can take alternative units.

The Bachelor of Education (Primary) is also available by direct entry application to Aboriginal and Torres Strait Islander students in Away From Base mode.

Course duration

4 years full-time or equivalent part-time.

Campus availability and study mode

Campus availability

  • Ballarat (Attendance)
  • Brisbane (Attendance)
  • Canberra (Attendance)
  • Melbourne (Attendance)
  • 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 EDFD140
Foundations of learning
NMBR140
Introduction to mathematical thinking
ENGL140
Children's literature: worlds of fiction
Discipline minor 1
or
Religious Strand 1

THBS100
Introduction to the Bible
LNTE110
Literacy and Numeracy diagnostic
Year 1 - Semester 2 EDFX140
Socio-cultural influences on education/community engagement
COMM140
Digital communication technologies
POLS140
Global citizens: civics and citizenship in a changing world
UNCC100
Self and community: exploring the anatomy of modern society
 
Year 2 - Professional Term 2         LNTE111
Literacy and Numeracy Test
(Pre: LNTE110)
Year 2 - Semester 1 EDFX241
Education studies and professional experience 1: becoming a teacher
(Pre: ENGL104 OR ENGL140 AND NMBR140)
EDTS240
Technologies education
EDLA241
Literacy education 1: curriculum, pedagogy and assessment
(Pre: ENGL104 OR ENGL140)
EDMA241
Mathematics education 1: curriculum, pedagogy and assessment
(Pre: NMBR140)
SCIT140
Science in our world
Year 2 - Semester 2 EDFX242
Education studies and professional experience 2: building positive relationships
(Pre: EDFX241, LNTE111 )
EDAR241
The arts education 1: curriculum, pedagogy and assessment
EDST241
Science education 1: curriculum, pedagogy and assessment
(Pre: SCIT140)
EDPH241
Health and physical education 1: curriculum, pedagogy and assessment
Discipline minor 2
or
Religious strand 2

THCT100
What Christian Believe
Year 3 - Semester 1 EDFD340
Diversity and inclusive education
EDAR342
The arts education 2: curriculum, pedagogy and assessment
EDST342
Science education 2: curriculum, pedagogy and assessment
(Pre: EDST241)
EDPH342
Health and physical education 2: curriculum, pedagogy and assessment
(Pre: EDPH241)
Discipline minor 3
or
Religious strand 3

EDRE101
Religious Education 1
Year 3 - Semester 2 EDFX343
Education studies and professional experience 3: creating quality learning environments
(Pre: EDFX242)
EDSS341
Humanities and social sciences curriculum, pedagogy and assessment
(Pre: POLS140)
EDLA342
Literacy education 2: curriculum, pedagogy and assessment
(Pre: EDLA241)
EDMA342
Mathematics education 2: curriculum, pedagogy and assessment
(Pre: EDMA241)
Discipline minor 4
or
Religious strand 4

THCT202
Christian Symbol, Ritual and Sacrament
(Pre: THBS100, THCT100 )
Year 4 - Professional Term 1 Discipline extension 1
OR
Elective 1
       
Year 4 - Semester 1 EDAB411
Aboriginal and Torres Strait Islander cultures peoples and education
UNCC300
Justice and change in a global world
(Pre: UNCC100)

For students not seeking RE accreditation / Discipline Minor in RE

Discipline extension 2
OR
Elective 2
Discipline extension 3
OR
Elective 3
 
Year 4 - Professional Term 5 Religious strand 5:
EDRE102
For students seeking RE accreditation / Discipline Minor in RE
       
Year 4 - Semester 2 EDFX444
Reflective pedagogy for research-informed teaching and learning and professional experience 4
(Pre: EDFX343, Successful completion of LANTITE Requirements)
    EDFD452
Transition into the primary profession
(Pre: EDFX343)
 

Note: A discipline minor of four units can be taken in literacy, mathematics or inclusive education. An extended minor of five units can be undertaken to qualify to teach religious education in Catholic primary schools.

'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

360

Exit Point

A student who has successfully completed the requirements of a course listed below may exit from the course with that qualification. Note that none of these qualifications qualify a student to teach in Australia.

  1. Certificate in Educational Studies
  2. Diploma in Educational Studies (Tertiary Preparation)
  3. Certificate in Liberal Arts
  4. Diploma in Liberal Arts
  5. Bachelor of Educational Studies

A student who does not meet the LANTITE requirements may access an appropriate exit point if they meet the requirements of that award.

Course Units (Subjects)

Schedule of Unit Offerings

Start dates

Ballarat
  • Semester 1 - February
  • Semester 2 - To be advised
Brisbane
  • Semester 1 - February
  • Semester 2 - To be advised
Canberra
  • 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
Strathfield
  • Semester 1 - February
  • Semester 2 - To be advised

Course costs

  • Average first year fee: $7035 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.

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:

  1. the following prerequisites 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:
    • A minimum of three Band 5 HSC results, including one in English
    • Two units of Mathematics Band 4

Note: This course is structured to allow applicants to meet the three Band 5 entry requirements within the degree program by including a full year of discipline studies before applicants study how to teach.

Queensland

  • Prerequisites:
    • English (4,SA)
    • Maths A, B or C (4,SA)
    • Science (any) (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.
    • Mathematics: Units 1 and 2 – two units (any study combination) of General Mathematics or Mathematical Methods or Specialist Mathematics or Units 3 and 4: Mathematics (any).

OR

  1. Aboriginal and/or Torres Strait Islander applicants may be selected following an interview with the course coordinator and staff of the campus Indigenous Higher Education Unit. They should have:
    1. minimum of three years’ work experience; or
    2. of year 12 or equivalent; or
    3. relevant tertiary study skills or successful completion of a Tertiary Communication Skills program.

Assumed knowledge includes minimum requirements in English and Mathematics.

In addition applicants will be required to:

  1. demonstrate suitability for teaching;
  2. meet any additional prerequisite requirements imposed by state jurisdictions.

Applicants who do not meet state jurisdictional minimum requirements will be able to undertake approved alternative entry pathways.

*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). 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

ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 78.30 85.30
Median ATAR to receive an offer 77.30 82.45
Lowest ATAR to receive an offer 65.00 74.15
OP Excluding adjustment factors Including adjustment factors
Highest OP to receive an offer 5 4
Median OP to receive an offer 15 13
Lowest OP to receive an offer 19 17
Rank Excluding adjustment factors Including adjustment factors
Highest Rank to receive an offer 93 95
Median Rank to receive an offer 69 74
Lowest Rank to receive an offer 63 65
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 96.95 99.95
Median ATAR to receive an offer 66.35 73.73
Lowest ATAR to receive an offer 50.95 60.30
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 95.45 96.75
Median ATAR to receive an offer 72.53 78.45
Lowest ATAR to receive an offer 60.40 70.05
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 92.80 99.95
Median ATAR to receive an offer 67.48 74.65
Lowest ATAR to receive an offer 51.95 60.20
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 96.05 99.95
Median ATAR to receive an offer 65.15 73.95
Lowest ATAR to receive an offer 48.25 60.00

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)
7 43.75%
Vocational education and training (VET) study 0 0.00%
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 ATAR (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points) 5 31.25%
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) <5 N/P
International students 0 0.00%
All students 16 100%
  • 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)
12 10.91%
Vocational education and training (VET) study 25 22.73%
Work and life experience
Admitted on the basis of previous achievement other than the basis of Secondary, VET or Higher Education
6 5.45%
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) 58 52.73%
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) 7 6.36%
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 0 0.00%
All students 110 100%
  • 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)
10 15.15%
Vocational education and training (VET) study <5 N/P
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) 30 45.45%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) 14 21.21%
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 9.09%
International students 0 0.00%
All students 66 100%
  • 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)
32 21.77%
Vocational education and training (VET) study 22 14.97%
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) 67 45.58%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) 17 11.56%
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) 8 5.44%
International students 0 0.00%
All students 147 100%
  • 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)
13 9.70%
Vocational education and training (VET) study 11 8.21%
Work and life experience
Admitted on the basis of previous achievement other than the basis of Secondary, VET or Higher Education
7 5.22%
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) 88 65.67%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) 9 6.72%
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 4.48%
International students 0 0.00%
All students 134 100%
Applicant background 2019
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
46 15.70%
Vocational education and training (VET) study 25 8.53%
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) 189 64.51%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) 27 9.22%
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 293 100%
  • 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

Ballarat, Victoria
Apply through VTAC
Brisbane, Queensland
Apply through QTAC
Canberra, ACT
Apply through UAC
Melbourne, Victoria
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

The course is designed for those intending to become teachers in primary schools throughout Australia, including Catholic, government and independent settings Graduates may teach primary school students in community education centres, private colleges and Inclusive Education settings.

Professional experience

All initial teacher education programs must include a defined period, or professional experience, where pre-service teachers practise teaching in a school under the direct supervision and guidance of an appropriately qualified teacher. In order to graduate, pre-service teachers must satisfy all the requirements of their program, including the professional experience requirements. The current requirements are for a minimum of 80 days of professional experience that occurs in structured supervised settings.

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.

Pre-service teachers must complete professional experience units in primary school settings in line with the requirements of state/territory teacher accreditation bodies. During this time they are required to be available on a full time basis. All students must apply for and obtain background checks as required by Federal and State/Territory laws, including the Working with Vulnerable People check, Working with Children check and National Police check, before they will be permitted to participate in the Professional Experience Program. 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.

Professional recognition

This program has been listed on the Australian Institute for Teaching and School Leadership (AITSL) accredited programs list and meets the teacher education component of the qualification requirement for registration (accreditation) as a primary school teacher in all states and territories.

English language requirements

A minimum of 7.0 in Reading and Writing and a minimum of 7.5 in listening and speaking.

Pathways to further study

Bachelor Degree graduates may be eligible to progress to a range of postgraduate coursework programs, e.g. Graduate Certificates and Graduate Diplomas and, through them and/or with relevant work experience, to Master’s degree programs.

More course information

The Bachelor of Education (Primary) is also available by direct entry application to Aboriginal and Torres Strait Islander students in Away From Base mode.

Non-academic assessment - suitability for teaching
Applicants who apply for entry into this initial teacher education course will be required to complete a non-academic assessment. The assessment is to demonstrate suitability for teaching and will be part of your application when applying for admission into this course. Please visit our Suitability for teaching page for more information.

NSW Initial Teacher Education (ITE) Entry Requirements
Entry to all undergraduate teaching degrees in New South Wales (NSW) requires three Band 5 HSC results, including one in English or equivalent. This course is structured to allow applicants to meet the three Band 5 entry requirements within the degree program by including a full year of discipline studies before applicants study how to teach. (see NESA website)

Literacy and Numeracy Test in Initial Teacher Education (LANTITE)
Students will be required to demonstrate they have achieved approved benchmarks in literacy and numeracy as demonstrated through the Literacy and Numeracy Test in Initial Teacher Education (LANTITE) before undertaking their final professional experience placement. Learn more.

If you have started your ITE course at another institution and wish to transfer to ACU to complete your studies, please be sure that you have read and understand the requirements for receiving credit for previous studies and those on completing LANTITE.

Contacts for future students

Enquiries:

Description

ACU has a long-held reputation as a leading provider of quality and innovative teacher education. This course is designed for people who have a passion for making a difference in the lives of children and inspiring young minds. A graduate of this course is eligible for registration as a primary teacher in government, independent and Catholic schools.

The Bachelor of Education (Primary) combines theory with practice, ensuring students not only learn about the social, political and cultural contexts that shape education in schools, but also gain hands on practical experience in primary school teaching by undertaking professional placements within schools during the course. This course has been designed to provide students with greater choice and flexibility to meet the changing needs and demands of the teaching profession. This degree will give students the unique opportunity to gain greater depth and breadth of knowledge in a specialist area, which includes:

  • Mathematics, Inclusive Education, Literacy, Humanities and Social Sciences
  • Aboriginal and Torres Strait Islander education
  • Religious Education

Studies in religious education and theology are options in this degree to enable graduates to seek accreditation to teach religious education in Catholic and other faith-based primary schools. In Queensland and Victoria, the course includes a Lutheran strand providing graduates with the eligibility to apply for accreditation to teach religious education in Lutheran primary schools. Students wishing to teach religious education in Anglican schools (Queensland only) can take alternative units.

The Bachelor of Education (Primary) is also available by direct entry application to Aboriginal and Torres Strait Islander students in Away From Base mode.

Course duration

4 years full-time or equivalent part-time.

Start dates and campus availability

Ballarat
  • 10-Feb-2020 , 15-Feb-2021
Brisbane
  • 10-Feb-2020 , 20-Jul-2020 , 15-Feb-2021 , 26-Jul-2021
Canberra
  • 10-Feb-2020 , 15-Feb-2021
Melbourne
  • 10-Feb-2020 , 20-Jul-2020 , 15-Feb-2021 , 26-Jul-2021
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

360

Exit Point

A student who has successfully completed the requirements of a course listed below may exit from the course with that qualification. Note that none of these qualifications qualify a student to teach in Australia.

  1. Certificate in Educational Studies
  2. Diploma in Educational Studies (Tertiary Preparation)
  3. Certificate in Liberal Arts
  4. Diploma in Liberal Arts
  5. Bachelor of Educational Studies

A student who does not meet the LANTITE requirements may access an appropriate exit point if they meet the requirements of that award.

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 EDFD140
Foundations of learning
NMBR140
Introduction to mathematical thinking
ENGL140
Children's literature: worlds of fiction
Discipline minor 1
or
Religious Strand 1

THBS100
Introduction to the Bible
LNTE110
Literacy and Numeracy diagnostic
Year 1 - Semester 2 EDFX140
Socio-cultural influences on education/community engagement
COMM140
Digital communication technologies
POLS140
Global citizens: civics and citizenship in a changing world
UNCC100
Self and community: exploring the anatomy of modern society
 
Year 2 - Professional Term 2         LNTE111
Literacy and Numeracy Test
(Pre: LNTE110)
Year 2 - Semester 1 EDFX241
Education studies and professional experience 1: becoming a teacher
(Pre: ENGL104 OR ENGL140 AND NMBR140)
EDTS240
Technologies education
EDLA241
Literacy education 1: curriculum, pedagogy and assessment
(Pre: ENGL104 OR ENGL140)
EDMA241
Mathematics education 1: curriculum, pedagogy and assessment
(Pre: NMBR140)
SCIT140
Science in our world
Year 2 - Semester 2 EDFX242
Education studies and professional experience 2: building positive relationships
(Pre: EDFX241, LNTE111 )
EDAR241
The arts education 1: curriculum, pedagogy and assessment
EDST241
Science education 1: curriculum, pedagogy and assessment
(Pre: SCIT140)
EDPH241
Health and physical education 1: curriculum, pedagogy and assessment
Discipline minor 2
or
Religious strand 2

THCT100
What Christian Believe
Year 3 - Semester 1 EDFD340
Diversity and inclusive education
EDAR342
The arts education 2: curriculum, pedagogy and assessment
EDST342
Science education 2: curriculum, pedagogy and assessment
(Pre: EDST241)
EDPH342
Health and physical education 2: curriculum, pedagogy and assessment
(Pre: EDPH241)
Discipline minor 3
or
Religious strand 3

EDRE101
Religious Education 1
Year 3 - Semester 2 EDFX343
Education studies and professional experience 3: creating quality learning environments
(Pre: EDFX242)
EDSS341
Humanities and social sciences curriculum, pedagogy and assessment
(Pre: POLS140)
EDLA342
Literacy education 2: curriculum, pedagogy and assessment
(Pre: EDLA241)
EDMA342
Mathematics education 2: curriculum, pedagogy and assessment
(Pre: EDMA241)
Discipline minor 4
or
Religious strand 4

THCT202
Christian Symbol, Ritual and Sacrament
(Pre: THBS100, THCT100 )
Year 4 - Professional Term 1 Discipline extension 1
OR
Elective 1
       
Year 4 - Semester 1 EDAB411
Aboriginal and Torres Strait Islander cultures peoples and education
UNCC300
Justice and change in a global world
(Pre: UNCC100)

For students not seeking RE accreditation / Discipline Minor in RE

Discipline extension 2
OR
Elective 2
Discipline extension 3
OR
Elective 3
 
Year 4 - Professional Term 5 Religious strand 5:
EDRE102
For students seeking RE accreditation / Discipline Minor in RE
       
Year 4 - Semester 2 EDFX444
Reflective pedagogy for research-informed teaching and learning and professional experience 4
(Pre: EDFX343, Successful completion of LANTITE Requirements)
    EDFD452
Transition into the primary profession
(Pre: EDFX343)
 

Note: A discipline minor of four units can be taken in literacy, mathematics or inclusive education. An extended minor of five units can be undertaken to qualify to teach religious education in Catholic primary schools.

'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: $26325.00 (2020)
  • Estimated Total Cost: $105300.00 (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

International students applying must have an IELTS minimum of 7.0 in Reading and Writing and a minimum of 7.5 in listening and speaking.

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

The course is designed for those intending to become teachers in primary schools throughout Australia, including Catholic, government and independent settings Graduates may teach primary school students in community education centres, private colleges and Inclusive Education settings.

Professional experience

All initial teacher education programs must include a defined period, or professional experience, where pre-service teachers practise teaching in a school under the direct supervision and guidance of an appropriately qualified teacher. In order to graduate, pre-service teachers must satisfy all the requirements of their program, including the professional experience requirements. The current requirements are for a minimum of 80 days of professional experience that occurs in structured supervised settings.

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.

Pre-service teachers must complete professional experience units in primary school settings in line with the requirements of state/territory teacher accreditation bodies. During this time they are required to be available on a full time basis. All students must apply for and obtain background checks as required by Federal and State/Territory laws, including the Working with Vulnerable People check, Working with Children check and National Police check, before they will be permitted to participate in the Professional Experience Program. 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.

Professional recognition

This program has been listed on the Australian Institute for Teaching and School Leadership (AITSL) accredited programs list and meets the teacher education component of the qualification requirement for registration (accreditation) as a primary school teacher in all states and territories.

English language requirements

A minimum of 7.0 in Reading and Writing and a minimum of 7.5 in listening and speaking.

Pathways to further study

Bachelor Degree graduates may be eligible to progress to a range of postgraduate coursework programs, e.g. Graduate Certificates and Graduate Diplomas and, through them and/or with relevant work experience, to Master’s degree programs.

More course information

The Bachelor of Education (Primary) is also available by direct entry application to Aboriginal and Torres Strait Islander students in Away From Base mode.

Non-academic assessment - suitability for teaching
Applicants who apply for entry into this initial teacher education course will be required to complete a non-academic assessment. The assessment is to demonstrate suitability for teaching and will be part of your application when applying for admission into this course. Please visit our Suitability for teaching page for more information.

NSW Initial Teacher Education (ITE) Entry Requirements
Entry to all undergraduate teaching degrees in New South Wales (NSW) requires three Band 5 HSC results, including one in English or equivalent. This course is structured to allow applicants to meet the three Band 5 entry requirements within the degree program by including a full year of discipline studies before applicants study how to teach. (see NESA website)

Literacy and Numeracy Test in Initial Teacher Education (LANTITE)
Students will be required to demonstrate they have achieved approved benchmarks in literacy and numeracy as demonstrated through the Literacy and Numeracy Test in Initial Teacher Education (LANTITE) before undertaking their final professional experience placement. Learn more.

If you have started your ITE course at another institution and wish to transfer to ACU to complete your studies, please be sure that you have read and understand the requirements for receiving credit for previous studies and those on completing LANTITE.

Contact us

Phone: +61 3 8676 7040
9am-5am AEST (leave a message after hours).

Enquire now

Have a question?

askacu

We're available 9am–5pm AEDT,
Monday to Friday

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat
Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs