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Bachelor of Education (Early Childhood) - CC14

The Bachelor of Education (Early Childhood) will qualify you for professional registration as a teacher throughout Australia and be able to teach from Prep to Year 6. You will also be qualified to work in specialist early childhood contexts, including childcare and kindergartens throughout Australia. A unique feature of this course is the opportunity for you to gain a nationally recognised Diploma of Early Childhood Education and Care within your first one-two years of the course.

DOMESTICINTERNATIONAL
STUDY MODES

On Campus

RANK THRESHOLD

OP:16 SR:66 ATAR:61.8

UNITS/CREDITS

32/192

DURATION

4 years full-time, 8 years part-time

AVAILABILITY

Bundaberg, Mackay, Noosa, Rockhampton

RECOMMENDED STUDY

No recommended study required

CRICOS

080751J

CQUniversity’s Bachelor of Education (Early Childhood) is an initial teacher education course usually studied over a period of four years. This course qualifies you for professional registration which is administered in Queensland by the Queensland College of Teachers. You will demonstrate evidence of meeting the Australian Professional Standards for Teachers (Graduate Career Stage) throughout the course of study. On successful completion of the course, you will be eligible for employment in primary schools from Prep to Year 6 and in early childhood settings (long day care settings & kindergartens/pre-prep) throughout Australia.

In addition to building the professional knowledge and skills required to teach effectively, the course is designed to foster dispositions for engaging in and contributing to the teaching profession through a commitment to ongoing professional learning.

The Bachelor of Education (Early Childhood) includes 125 days of planned teaching practice in schools and other learning sites and an optional additional 20 days diploma practicum - 15 of which must be spent with children in the birth to 35 months group. You MUST complete a 15-day placement with children in the birth to 35 months group. This 15-day placement fulfils the requirements for Australian Children’s Education & Care Quality Authority (ACECQA), which stipulates that students must complete a minimum of 15 days with children in the birth to 35 months group. Professional practice blocks are included in each year of the course structure, and many opportunities for applying theoretical knowledge in practical ways have been embedded in each of the 32 units that make up the course.

A key feature of the Bachelor of Education (Early Childhood) is the embedded VET qualification: The Diploma of Early Childhood Education and Care. On successful completion of the 9 first-year units and the required diploma practicum and associated tasks, you will receive the Diploma as an interim award. The structure of the course also allows for recognition of prior learning. Applicants who already hold a recent Diploma qualification may be eligible for up to 6 units.

The Bachelor of Education (Early Childhood) also includes a specialisation in English providing you with knowledge and skills in this specialisation area. Students located in the Rockhampton Diocese, if selected to be part of the program, can undertake a specialisation in Catholic Education allowing you to be accredited to teach in a Catholic School.

As a graduate of the Bachelor of Education (Early Childhood) you can progress to postgraduate study courses that are available for registered teachers through CQUniversity.

To be eligible for teacher registration, students in this course are required to undertake and pass the National Literacy and Numeracy Test for Initial Teacher Education Students (ITE) prior to graduation. This test, referred to as LANTITE, is administered Nationally by the Australian Council of Education Research (ACER).

Core Units 32 Major Units None
Electives None Minor Units None

On-Campus Availability

Term 1 - 2020Bundaberg Mackay Noosa Rockhampton
Term 1 - 2021Bundaberg Mackay Noosa Rockhampton
Term 2 - 2020Bundaberg Mackay Noosa Rockhampton
Term 2 - 2021Bundaberg Mackay Noosa Rockhampton
No information available at this time.
Unit NameCodeDescription
Early Childhood PedagogiesEDEC1102715 days of supervised placement in a setting that works with children birth to 35 months. Set tasks for this professional practice are outlined in an Information and Guideline Booklet supplied to mentor teachers/educators in early childhood settings who supervise and assess students’ performance during the placement.
Professional Practice 1 - Introduction to TeachingEDFE1103820 day supervised placement in an educational setting comprising 5 non-assessable contextual days and 5 assessable days completed on a one day per week basis throughout Term 2 of the first year and a 10 day continuous assessable block. Set tasks for this professional practice are outlined in an Information and Guideline Booklet supplied to mentor teachers in schools and/ or other educational settings. Students compile a working portfolio as a collection of evidence for demonstrating these tasks which are linked explicitly to the Australian Professional Standards for Teachers (Graduate level). They complete a self-evaluation against the assessment indicators midway through the 10 day block and receive an interim report from the mentor teacher at this stage. Final assessment is completed by a mentor teacher in the placement workplace in conjunction with a university staff member. Students are assessed on a Pass/ Fail basis at the completion of the 10 day block using the same indicators as the Interim Report. Students must pass the practical placement to pass the unit. Follow-up assessment requires students to make additions to an e-portfolio linking specific evidence from the placement to the professional standards.
Professional Practice 2 (ECE) – KindergartenEDFE1103925 day supervised placement in a kindergarten setting comprising 5 non-assessable days and 5 assessable days completed on a one day per week basis throughout Term 3 of the second year and a 15 day continuous assessable block. Set tasks for this professional practice are outlined in an Information and Guideline Booklet supplied to mentor teachers who supervise and assess students’ performance during the placement. Students maintain an up-to-date working portfolio as a collection of evidence for demonstrating these tasks which are linked explicitly to the Australian Professional Standards for Teachers (Graduate level). They complete a self-evaluation against the assessment indicators midway through the 15 day block and receive an interim report from the mentor teacher at this stage. Final assessment is completed by a mentor teacher in the placement workplace in conjunction with a university staff member. Students are assessed on a Pass/ Fail basis at the completion of the 15 day block using the same indicators as the Interim Report. Students must pass the practical placement to pass the unit. Follow-up assessment requires students to make additions to an e-portfolio linking specific evidence from the placement to the professional standards.
Professional Practice 3 (Primary/ECE) - Managing the Differentiated ClassroomEDFE1303235 day supervised placement in a school setting comprising of a two week non-assessable block at the beginning of the school year, 5 non-assessable contextual days and 5 assessable days completed on a one day per week basis throughout Term 1 of the third year and a 15 day continuous assessable block at the end of the term. Set tasks for this professional practice are outlined in an Information and Guidelines Booklet supplied to mentor teachers in schools who supervise and assess students’ performance during the placement. Students maintain an up-to-date working portfolio as a collection of evidence for demonstrating these tasks which are linked explicitly to the Australian Professional Standards for Teachers (Graduate level). They complete a self-evaluation against the assessment indicators midway through the 15 day block and receive an interim report from the mentor teacher at this stage. Final assessment is completed by a mentor teacher in the placement workplace in conjunction with a university staff member. Students are assessed on a Pass/ Fail basis at the completion of the 15 day block using the same indicators as the Interim Report. Students must pass the practical placement to pass the unit. Follow-up assessment requires students to make additions to an e-portfolio linking specific evidence from the placement to the professional standards. Set tasks for this professional practice are outlined in an Information and Guideline Booklet supplied to mentor teachers in schools who supervise and assess students’ performance during the placement. Students maintain an up-to-date working portfolio as a collection of evidence for demonstrating these tasks which are linked explicitly to the Australian Professional Standards for Teachers (Graduate level). They complete a self-evaluation against the assessment indicators midway through the 15 day block and receive an interim report from the mentor teacher at this stage. Final assessment is completed by a mentor teacher in the placement workplace in conjunction with a university staff member. Students are assessed on a Pass/ Fail basis at the completion of the 15 day block using the same indicators as the Interim Report. Students must pass the practical placement to pass the unit. Follow-up assessment requires students to make additions to an e-portfolio linking specific evidence from the placement to the professional standards.
Professional Practice 5 - The InternshipEDFE14020A 25 day extended internship in an educational setting. Students receive an “Internship Authorisation” from the Queensland College of Teachers to be eligible to adopt up to but not exceeding 50% of the mentor teacher’s working load and engage in team teaching with the mentor for the remaining 50%. Full details of the placement are outlined in an Information and Guideline Booklet. Students submit evidence of meeting the professional standards at graduate career stage to the mentor teacher and university staff member responsible for Professional Practice 5 on each location. Mentor teachers are responsible for verifying the evidence statement. On completion of the internship, students present selected aspects of their final e-portfolio to an audience of their peers at a time arranged by the relevant university lecturer on each location.
Professional Practice 4 - Engaged Teaching and LearningEDFE1402130 day supervised placement in a school setting comprising 5 non-assessable contextual days completed on a one day per week basis in preparation for the continuous teaching block; and a 25 day continuous assessable block at the end of the term. Set tasks for this professional practice are outlined in an Information and Guideline Booklet supplied to mentor teachers in schools who supervise and assess students’ performance during the placement. Students maintain an up-to-date working portfolio as a collection of evidence for demonstrating these tasks which are linked explicitly to the Australian Professional Standards for Teachers (Graduate level). They complete a self-evaluation against the assessment indicators midway through the 25 day block. In response to these reports students construct a detailed plan for professional development and learning throughout the remainder of the placement and submit it to the mentor teacher for feedback and consideration against the Interim report prepared by the mentor teacher. Subsequent negotiation of the student's professional learning activities follows this evaluation. Final assessment is completed by a mentor teacher in the placement workplace in conjunction with a university staff member using the Queensland Professional Experience Reporting Framework. Students are assessed on a Pass/ Fail basis at the completion of the 25 day block using the same indicators as the Interim Report. Students must pass the practical placement to pass the unit. As part of the unit, students complete a Graduate Teacher Performance Assessment task which provides written evidence of achievement of the Australian Professional Standards for Teachers (at Graduate Career stage).
This course has no residential schools.

RANK THRESHOLD
OP 16 | SR 66 | ATAR 61.8        
            

The rank threshold is the minimum competitive rank required for your application to be considered for entry to this course.

RANK CUT-OFF
Unadjusted

OP 15 | SR 68 | ATAR 65.1
                                   
Adjusted
OP 15 | SR 65 | ATAR 65.1                                                                                       

The rank cut-off score is the competitive rank that was required to gain entry to this course in Term 1 2019. This score may be different from the rank threshold as it is based on applicant scores from Term 1, 2019. It will vary from year to year as it is a historical guide of past performance. The unadjusted score details the ranks before any adjustment schemes or factors were applied and the adjusted score details the ranks if these were applied.


Student Profile
If you would like to know more about entry scores and the student profile for this course view our Course and Entry Score Profile for Term 1, 2019.

Institute Profile
To find out about CQUniversity's Undergraduate Profile for Term 1, 2019 view our Institute Profile.

Academic Requirements

English (4, SA), or equivalent; Maths A, B or C (4, SA), or equivalent; an Authority Science subject (4, SA), or equivalent.

Non-Academic Requirements

All applicants must provide a mandatory written statement in support of your non-academic capabilities, demonstrating you hold the key attributes and motivations to become an effective teacher, as outlined by AITSL (Australian Institute for Teaching and School Leadership). You may consider the prompts mentioned below in each question to frame your response. For your application to be considered, you must write 200-500 words for each of the questions below:

  • Tell us what has inspired you to become a teacher and tell us why you think teaching is a good career choice for you.
    (In your response, describe who and what has inspired you to become a teacher and describe the types of skills and abilities you will bring to teaching.)

  • Describe one or two leadership, community and/or learning & development activities that you have engaged in.
    (In your response describe how these leadership, community and/or learning & development activities demonstrate your conscientiousness and coping strategies when you are faced with challenges.)

  • Describe how you manage your time when you are both planning and coordinating activities in your personal schedule.
    (In your response provide examples of how you have put both your planning and coordinating skills to use.)

  • Tell us about one or two times where you have utilised your problem-solving skills to achieve an outcome.
    (In your response explain what you learned, regardless of whether the outcome you achieved was positive or undesirable.)

English Proficiency Requirements

If you were not born in Australia, Canada, New Zealand, United Kingdom, Ireland, or United States of America you are required to meet the English Language Proficiency requirements set by the University.

Applicants are required to provide evidence of completion within the last 5 years of:

· a secondary qualification (Year 11 and 12, or equivalent), or

· bachelor level qualification study for a period of at least 1 year fulltime with a minimum overall GPA 4.0

within Australia, Canada, New Zealand, United Kingdom, Ireland, or United States of America, which will meet the English proficiency.

If you do not satisfy any of the above you will need to undertake an English language proficiency test and achieve the following scores as below.

· An International English Language Testing System (IELTS Academic) overall band score of at least 7.5 overall with a minimum 7.0 for Reading and Writing and 8.0 for Speaking and Listening; or

· An Occupational English Test with Grades A or B only in each of the four components.

English test results remain valid for no more than two years between final examination date and the date of commencement of study with CQUniversity, and must appear on a single result certificate.

Each student will be assessed individually.

Security Requirements

No information available at this time.

Health Requirements

No information available at this time.

Assumed Knowledge

Nil

As a graduate of the Bachelor of Education (Early Childhood) you will be qualified to teach in primary school settings from Prep to Year 6 and in specialist early childhood contexts, including childcare and kindergartens throughout Australia.

Like most professions, teaching has specific workforce demands and sometimes oversupply. Before undertaking a course of study, you should check with major employers regarding potential future employment prospects.

Graduates are eligible to apply for provisional registration as a teacher upon completion of the course. This course is also an approved early childhood teacher qualification of the Australian Children's Education and Care Quality Authority (ACECQA).

Please refer to our international course fees page.

We offer a range of scholarships to support international students and encourage you to apply for one that's right for you.

QueenslandONL: 851255; ROK: 851252; MKY: 841252; NSA: 871252; BDG: 811252; TVL: 801259; GLD: 831252; CNS: 821259


If you apply via a Tertiary Admissions Centre (TAC) listed under 'How to Apply', please use the relevant TAC code listed above to complete your application.

QUALITY EDUCATION, WHEREVER YOU ARE
Between our reputation for learning, teaching and research, our renowned online education offering, and our status as Australia’s largest regional university, rest assured you will get a world-class education when you choose CQUniversity.

WIDE CHOICE OF STUDY AREAS

Select from allied health, accounting, aviation, business, digital media, education, engineering, hospitality, human resource management, information systems and technology, management, nursing, psychology, science, tourism, transport and safety sciences, social innovation and more to suit your personal interests and career goals.

EXPERIENCE AND SUPPORT 
CQUniversity's strong focus on student experience ensures that you are prepared and supported on your student journey. Support services include on-campus orientation to assist your transition into university life, course and career advice, financial support options, study support, ongoing assistance through the Student Mentor program, counselling services, support for students with a disability or medical conditions, Indigenous student support and more.

ONLINE STUDY 

A pioneer in online study, CQUniversity has more than two decades of experience providing high quality online learning experiences. Benefit from the flexibility to study online in your home country.

GRADUATE WORK READY

Our graduates are some of the most sought-after in Australia, due to our reputation for work-integrated learning and industry-aligned courses, and experience some of the nation's best graduate outcomes in terms of full-time employment and starting salary. CQUni is also regarded as the nation's most inclusive and engaged university, with our award-winning academic and research staff making a real impact on the communities and industries we serve. 

LIFE-LONG LEARNING

You will have the opportunity to gain crucial life-long learning and transferable generic skills, such as critical thinking and problem-solving. You will be able to apply these skills to a range of employment opportunities and life situations.

Our easy to use online application system for international students will guide you through the process of applying for a course at CQUniversity Australia.

Apply direct