Bachelor of Education (Early Childhood and Primary)

Available to:
Domestic and International students.
CRICOS:
063890F
Location:
  • Ballarat
  • Brisbane
  • Canberra
  • Melbourne
  • North Sydney
  • Strathfield
Duration:

4 years full-time or equivalent part-time.

2018 Main Round ATAR/OP :
  • Ballarat (67.10)
  • Brisbane (17/63)
  • Canberra (60.00)
  • Melbourne (65.10)
  • North Sydney (60.00)
  • Strathfield (60.00)
Open all

The Bachelor of Education (Early Childhood and Primary) prepare graduates to teach in both early childhood and primary school settings. The course will be of interest to individuals interested in pursuing a teaching career in which they can adapt their expertise to suit the learning needs of a broad age group (birth to 12 years).

Course content focuses on three broad areas:

  • Curriculum and pedagogy for birth to 12 years
  • Creating inclusive learning environments that nurture diversity
  • Transition to, and development of, a career in education

Students will study a range of curriculum with a particular focus on the key curriculum areas of literacy, mathematics and science. For students planning to seek employment in the Catholic system, a specialist sequence in religious education is available. Our graduates will develop expertise to work with young children, their families and communities. They will develop skills to support the creation of learning environments that nurture and support children as they learn.

Many of our students study education at ACU because they are interested in making a positive difference in the lives of children. We encourage our students to work collaboratively for justice in order to make and to share a more just and equitable society. Our Professional and Community Engagement program, embedded into our courses, provides a number of opportunities for students to complete practicum in settings that are consistent with these values.

To ensure we graduate profession ready teachers we have built into the course a number of units focusing on the individual development of a teacher. Units include:

  • Curriculum Decision-making in the Early Years: Connections and Continuities.
  • Early Childhood Leadership, Management and Advocacy.
  • Transition into the Profession

Graduates of the Bachelor of Education (Early Childhood and Primary) are well positioned for further study in the Master of Education.

4 years full-time or equivalent part-time.

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).

Year – Study Period Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Year 1 - Semester 1 EDST108
Science, inquiry and sustainability
EDLA168
Children's literature for literacy
EDFD167
Contexts for learning and development (B-12)
EDAB161
Indigenous cultures and people (B-12)
or
EDAB162
Aboriginal and
Torres Strait Islander perspectives for educators
 
Year 1 - Semester 2 EDMA163
Exploring mathematics 1 (B-12)
EDLA167
Linguistics for literacy
EDAR104
Creative arts in the early years (B-5)
UNCC100
Self and community: exploring the anatomy of modern society
or
THCT100
What Christians believe
(Catholic and Anglican accreditation only)
 
Year 2 - Semester 1 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)
EDFD268
Teaching and learning:
preparing for contexts of the field
EDCX202
Curriculum decision- making in the early years: connections and continuities
 
Year 2 - Semester 2 EDMA369
Exploring mathematics 2 (5-12)
(Pre: EDMA262)
EDLA369
Literacy education 2 (5-12)
(Pre: EDLA264)
EDAR368
Creative arts education:
introduction to creative arts (5-12)
EDFD260
Teaching and managing learning environments (5-12)
EDFX319
Professional experience upper primary (8-12)
(Pre: EDCX202)
Year 3 - Semester 1 EDFD261
Creating inclusive, safe and supportive learning environments (B-12)
EDCU361
Early childhood curriculum and pedagogy (B-5)
EDAC316
Positive environments for learning and development (B-8)
Elective
or
THBS100
Introduction to the Bible
EDFX318
Professional experience birth to two years
(Pre: EDCX202)
Year 3 - Semester 2 EDFD227
Partnerships: inclusive and diverse learning (B-8)
EDPH366
Personal development, health and physical education 1 (B-12)
EDST264
Science and technology for early childhood and primary teachers 2
UNCC300
Justice and change in a global world
(Pre: UNCC100) or
THCT202
Christian Symbol, Ritual and Sacrament
(Pre: THCT100, THBS100)
EDFX267
Community engagement
Year 4 - Semester 1 EDFD462
Transition into the profession (B-12)
EDFD436
The ecology of childhoods
EDST261
Science and technology education (5-12)
Elective
or
EDRE161
Religious education 1
EDFX413
Professional experience primary 4: extended reflective practice transition into the profession
(Pre: LNTE100, LNTE101, EDFX319)
Year 4 - Semester 2 EDFD451
Early childhood leadership, management and advocacy (B-5)
EDSS468
Connecting society and environment: curriculum for learning (5-12)
EDMA360
Mathematics: learning and teaching 2 (B-12)
(Pre: EDMA262)
Elective
or
EDRE162
Religious education 2
 

'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

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
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
  • Average first year fee: $6560 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.

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.

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.

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

  • Prerequisite: A minimum of three Band 5 HSC results, including one in English
  • Assumed knowledge: Two units of Mathematics Band 4

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 (any Mathematics).

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 2018

ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 91.85 93.80
Median ATAR to receive an offer 69.60 73.40
Lowest ATAR to receive an offer 63.05 67.10
OP Excluding adjustment factors Including adjustment factors
Highest OP to receive an offer 5 1
Median OP to receive an offer 14 12
Lowest OP to receive an offer 19 16
Rank Excluding adjustment factors Including adjustment factors
Highest Rank to receive an offer 92 99
Median Rank to receive an offer 70 75
Lowest Rank to receive an offer 60 65
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 96.95 98.70
Median ATAR to receive an offer 70.08 75.25
Lowest ATAR to receive an offer 55.35 60.35
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 86.25 98.25
Median ATAR to receive an offer 77.10 87.10
Lowest ATAR to receive an offer 73.30 83.30
ATAR Excluding adjustment factors Including adjustment factors
Highest ATAR to receive an offer 83.60 98.60
Median ATAR to receive an offer 74.30 84.85
Lowest ATAR to receive an offer 72.15 74.30

Student Profile

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

Applicant background 2018
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 N/P
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) 5 41.67%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) <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) 0 0.00%
International students 0 0.00%
All students 12 100%
  • 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 2018
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
5 7.25%
Vocational education and training (VET) study 26 37.68%
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 OP/Rank (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points) 34 49.28%
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) <5 N/P
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 69 100%
  • 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 2018
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
5 21.74%
Vocational education and training (VET) study 5 21.74%
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) <5 N/P
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) 7 30.43%
International students <5 N/P
All students 23 100%
  • 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 2018
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
20 22.73%
Vocational education and training (VET) study 16 18.18%
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) 38 43.18%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) 7 7.95%
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 6 6.82%
All students 88 100%
  • 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 2018
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
0 0.00%
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
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) 6 33.33%
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 33.33%
International students <5 N/P
All students 18 100%
  • 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 2018
Number of students Percentage of all students
Higher education study
(Includes a bridging or enabling course)
7 18.92%
Vocational education and training (VET) study 7 18.92%
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 13.51%
Recent secondary education admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra tests, early offer conditional on minimum ATAR) <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) 11 29.73%
International students <5 N/P
All students 37 100%
  • 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

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 Schemes

Adjustment Factors which may improve your Selection Rank

Articulation from another course

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
  • Bachelor of Early Childhood Education (Birth to Five Years) - successfully complete first year of study to be eligible for an internal transfer into the second year of this course
  • 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.

Graduates are eligible for registration as a primary school teacher in government, independent and Catholic schools, and as an early childhood teacher in the prior to school sector.

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.

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.

Graduates of this course must have completed a total of 95 days of professional experience across the prior-to-school and school context.

This program has been added to 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.

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

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.

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.

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.

Domestic Students

The Bachelor of Education (Early Childhood and Primary) prepare graduates to teach in both early childhood and primary school settings. The course will be of interest to individuals interested in pursuing a teaching career in which they can adapt their expertise to suit the learning needs of a broad age group (birth to 12 years).

Course content focuses on three broad areas:

  • Curriculum and pedagogy for birth to 12 years
  • Creating inclusive learning environments that nurture diversity
  • Transition to, and development of, a career in education

Students will study a range of curriculum with a particular focus on the key curriculum areas of literacy, mathematics and science. For students planning to seek employment in the Catholic system, a specialist sequence in religious education is available. Our graduates will develop expertise to work with young children, their families and communities. They will develop skills to support the creation of learning environments that nurture and support children as they learn.

Many of our students study education at ACU because they are interested in making a positive difference in the lives of children. We encourage our students to work collaboratively for justice in order to make and to share a more just and equitable society. Our Professional and Community Engagement program, embedded into our courses, provides a number of opportunities for students to complete practicum in settings that are consistent with these values.

To ensure we graduate profession ready teachers we have built into the course a number of units focusing on the individual development of a teacher. Units include:

  • Curriculum Decision-making in the Early Years: Connections and Continuities.
  • Early Childhood Leadership, Management and Advocacy.
  • Transition into the Profession

Graduates of the Bachelor of Education (Early Childhood and Primary) are well positioned for further study in the Master of Education.

4 years full-time or equivalent part-time.

Ballarat
  • 11-Feb-2019 , 10-Feb-2020
Brisbane
  • 11-Feb-2019 , 10-Feb-2020
Canberra
  • 11-Feb-2019 , 10-Feb-2020
Melbourne
  • 11-Feb-2019 , 22-Jul-2019 , 10-Feb-2020
North Sydney
  • 11-Feb-2019 , 10-Feb-2020
Strathfield
  • 11-Feb-2019 , 22-Jul-2019 , 10-Feb-2020

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 25% 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
Year – Study Period Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Year 1 - Semester 1 EDST108
Science, inquiry and sustainability
EDLA168
Children's literature for literacy
EDFD167
Contexts for learning and development (B-12)
EDAB161
Indigenous cultures and people (B-12)
or
EDAB162
Aboriginal and
Torres Strait Islander perspectives for educators
 
Year 1 - Semester 2 EDMA163
Exploring mathematics 1 (B-12)
EDLA167
Linguistics for literacy
EDAR104
Creative arts in the early years (B-5)
UNCC100
Self and community: exploring the anatomy of modern society
or
THCT100
What Christians believe
(Catholic and Anglican accreditation only)
 
Year 2 - Semester 1 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)
EDFD268
Teaching and learning:
preparing for contexts of the field
EDCX202
Curriculum decision- making in the early years: connections and continuities
 
Year 2 - Semester 2 EDMA369
Exploring mathematics 2 (5-12)
(Pre: EDMA262)
EDLA369
Literacy education 2 (5-12)
(Pre: EDLA264)
EDAR368
Creative arts education:
introduction to creative arts (5-12)
EDFD260
Teaching and managing learning environments (5-12)
EDFX319
Professional experience upper primary (8-12)
(Pre: EDCX202)
Year 3 - Semester 1 EDFD261
Creating inclusive, safe and supportive learning environments (B-12)
EDCU361
Early childhood curriculum and pedagogy (B-5)
EDAC316
Positive environments for learning and development (B-8)
Elective
or
THBS100
Introduction to the Bible
EDFX318
Professional experience birth to two years
(Pre: EDCX202)
Year 3 - Semester 2 EDFD227
Partnerships: inclusive and diverse learning (B-8)
EDPH366
Personal development, health and physical education 1 (B-12)
EDST264
Science and technology for early childhood and primary teachers 2
UNCC300
Justice and change in a global world
(Pre: UNCC100) or
THCT202
Christian Symbol, Ritual and Sacrament
(Pre: THCT100, THBS100)
EDFX267
Community engagement
Year 4 - Semester 1 EDFD462
Transition into the profession (B-12)
EDFD436
The ecology of childhoods
EDST261
Science and technology education (5-12)
Elective
or
EDRE161
Religious education 1
EDFX413
Professional experience primary 4: extended reflective practice transition into the profession
(Pre: LNTE100, LNTE101, EDFX319)
Year 4 - Semester 2 EDFD451
Early childhood leadership, management and advocacy (B-5)
EDSS468
Connecting society and environment: curriculum for learning (5-12)
EDMA360
Mathematics: learning and teaching 2 (B-12)
(Pre: EDMA262)
Elective
or
EDRE162
Religious education 2
 

'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.

  • Unit Fee: $2840.00 (2019)
  • Average first year fee: $22720.00 (2019)
  • Estimated Total Cost: $90880.00 (2019)

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.

Applicants require the equivalent of Australian Year 12 certificate and an IELTS minimum of 7.0 in Reading and Writing and a minimum of 7.5 in listening and speaking. Pre-requisites may also apply for entry into some major and minor sequences.

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

Graduates are eligible for registration as a primary school teacher in government, independent and Catholic schools, and as an early childhood teacher in the prior to school sector.

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.

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.

Graduates of this course must have completed a total of 95 days of professional experience across the prior-to-school and school context.

This program has been added to 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.

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

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.

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.

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.

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

Enquire now