The Bachelor of Education (Primary) is available by direct entry application to Aboriginal and Torres Strait Islander students in Away From Base mode. This study mode allows students to live and work in their local community, while studying and attending 4 residentials of one week each in Strathfield throughout the year.
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 allows students to live and work in their local community while they learn how to teach in each of these key learning areas:
In addition students may elect to study religious education.
In addition to working within your home community, you’ll also gain practical experience by being placed within schools during the course (this is a compulsory component and is taken in block-periods that may extend from 1 to 10 weeks in NSW, and 1 to 6 weeks in Queensland).
Students are also required to attend two compulsory residential schools on campus each semester.
4 year program, normally offered over 5 years full-time, maximum 9 years.
Campus availability and study mode
- Strathfield (Multi-mode)
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|
|Year 1 - Semester 1||SCIT140 |
Science in our world
Introduction to mathematical thinking
Australian Aboriginal peoples, cultures and identifies
|Year 1 - Semester 2||EDAB203 |
Embedding Aboriginal perspectives across curriculum: contextualising Aboriginal knowing
Digital communication technologies
Global citizens: civics and citizenship in a changing world
Self and community: exploring the anatomy of modern society
|Year 2 - Semester 1||EDFD140 |
Foundations of learning
Literacy education 1: curriculum, pedagogy and assessment
Socio-cultural influences on Education / Community engagement
|Year 2 - Semester 2||EDST241 |
Science education 1: curriculum, pedagogy and assessment
Mathematics education 1: curriculum, pedagogy and assessment
Health and physical education 1: curriculum, pedagogy and assessment
Education studies and professional experience 1: becoming a teacher
(Pre: ENGL140, NMBR140, SCIT140)
|Year 3 - Semester 1||EDFD340 |
Diversity and inclusive education
The arts education 1: curriculum, pedagogy and assessment
Teaching Aboriginal and Torres Strait Islander children: making a difference
| Discipline extension 1|
Religious education 1
|Year 3 – Professional Term 5|| Discipline extension 2|
Religious education 2
|Year 3 - Semester 2||EDFX242 |
Education studies and professional experience 2: building positive relationships
Mathematics education 2: curriculum, pedagogy and assessment
Literacy education 2: curriculum, pedagogy and assessment
|Year 4 - Semester 1||EDFX343 |
Education studies and professional experience 3: creating quality learning environments
The arts education 2: curriculum, pedagogy and assessment
Science education 2: curriculum, pedagogy and assessment
| Discipline extension 3|
Religious education 3
|Year 4 - Semester 2||EDFD452 |
Transition into the primary profession
Humanities and social sciences curriculum, pedagogy and assessment
Aboriginal and Torres Strait Islander teachers in Australian education
Health and physical education 2: curriculum, pedagogy and assessment
|Year 5 - Semester 1||EDFX444 |
Reflective pedagogy for research-informed teaching and learning and professional experience 4
(Pre: LNTE100, LNTE101 , EDFX343)
Religious education 4
Justice and change in a global world
Religious Education 5
'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
DefermentDeferment is available for one year. Find out more about deferment: Deferment Information.
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
- Semester 1 - February
- Semester 2 - To be advised
- Average first year fee: $7258 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:
- 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
- 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.
- English (4,SA)
- Maths A, B or C (4,SA)
- Science (any) (4,SA)
- 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).
- 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:
- minimum of three years’ work experience; or
- of year 12 or equivalent; or
- 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:
- demonstrate suitability for teaching;
- 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.
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.
For those offered places in 2019
|ATAR||Excluding adjustment factors||Including adjustment factors|
|Highest ATAR to receive an offer|
|Median ATAR to receive an offer|
|Lowest ATAR to receive an offer|
Breakdown of how students entered this course last year and in what numbers.
|Number of students||Percentage of all students|
|Higher education study
(Includes a bridging or enabling course)
|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
|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)||0||0.00%|
|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||25.00%|
- 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.
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
Admission Pathways to this course
Graduates may work as a Primary teacher, Education administrator, Government policy professional, Group facilitator and market researcher while contributing to improving Indigenous education.
Students must complete professional experience units during which 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.
Graduates of this course must have completed ten days of community engagement.
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 secondary school teacher in all states and territories.
Pathways to further study
Bachelor Degree graduates may be eligible to progress to a range of postgraduate coursework programs, eg Graduate Certificates and Graduate Diplomas and, through them and/or with relevant work experience, to Master’s degree programs.
More course information
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.