This course is designed to develop both teachers for early childhood settings and generalist primary teachers with particular strengths in literacy, mathematics, science and religious education. The course includes studies in early childhood specialties preparing teachers for practice in early childhood education. Students can select a study pattern to meet the requirement to teach in Catholic, independent and government schools.
Students must complete professional experience units during which time they are required to be available full-time.
Queensland Prerequisites: English (4, SA); Recommended study: Mathematics A. New South Wales Assumed knowledge: English (any) and Mathematics (any) ACT Assumed knowledge: English Advanced and Mathematics (any) Victoria Prerequisites: Units 3 and 4 - a study score of at least 25 in English (any) and units 1 and 2 Mathematical Methods or General Mathematics.
Bachelor of Education (Early Childhood and Primary)
The course aims to produce teachers who continue to think deeply and critically about the ends and means of education, the social, political and cultural contexts that shape early childhood education and schools, and the ways to continue to grow professionally, and who are committed to working justly and collaboratively to make a positive difference in the lives of children and to shape a more just and equitable society.
More specifically the course aims to produce graduates who understand that:
1. the main learning outcome of education is to engage the whole "being" of children, their heads, hearts and lifestyles, and to inform and transform their identity and agency;
2. every curriculum area has a religious dimension when it assists students to examine the world of human culture, providing knowledge and skills, and fostering attitudes and values that are life-giving and that assist children to search for meaning and truth;
3. all curriculum areas contribute to the aims of education when they foster:
1. skills such as reflection, critical thinking, problem solving, analysis and discernment - all which promote the search for truth and meaning;
2. a moral sensitivity and a heightened capacity to distinguish between what is life-giving and what is de-humanising;
3. compassion and social justice; and
4. a generosity of spirit that calls forth a commitment of service for others, active involvement in sustaining the environment and creating a just society.
Students will be engaged in a holistic approach to learning, incorporating a genuine respect of all cultures, religions, traditions and history, and will be assisted in developing an identity nourished by both a spiritual and intellectual sagacity.
Employment Screening / Police Check
Students accepting a place in this course are required to participate in a number of professional placements throughout their program. In order to participate in professional experience it is the responsibility of each student to ensure that they are able to successfully complete the child protection screening required in their State. Students, who are not cleared for working with children and therefore not be able to be placed in a compulsory professional placement, will not be able to complete their course.
English Language Requirements
Teacher registration requires students to meet the English language requirements in their state. It is the students responsibility to develop their English language skills during their candidature to ensure that they meet the registration guidelines, which usually require a score of at least 7.0 in each of the IELTS bands.