CQ University’s Bachelor of Education (Primary) is an initial teacher education course usually studied over a period of four years. The 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 are eligible for employment in primary school and junior secondary school contexts 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 course can be studied internally on each of the university’s regional campuses or externally through supported distance delivery.
The Bachelor of Education (Primary) includes125 days of planned teaching practice in schools and other learning sites. 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 (Primary) is the embedded VET qualification: The Diploma of Children’s Services (Early Childhood Education and Care). Students, who successfully complete both the 9 first year units and an additional practical component in a childcare setting, can receive the Diploma as an interim award. The structure of the course also allows for recognition of prior learning and entry into the second year for applicants who already hold the Diploma qualification.
Graduates of the Bachelor of Education (Primary) can progress to postgraduate study courses which are available for registered teachers through CQ University. These courses include The Graduate Certificate in Education (Specialisation) and Masters of Education (Specialisation) which are offered in a range of special interest areas.
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 Educators (ITE) prior to graduation.
Graduates of the Bachelor of Education (Primary) course are eligible for provisional registration as a teacher and for registration for employment as teachers in any Australian school or educational setting from Foundation (Preparatory) to Year 6 level. The Bachelor of Education (Primary) is also recognised as a teaching qualification for employment in educational settings internationally, however additional requirements may apply in some locations. Graduates of this course have developed significant skills that enhance employment opportunities in other sectors. In combination with work experience and personal qualities, graduates may pursue employment in a variety of career paths including:
Duration | 4 years full-time or 8 years part-time |
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Credit Points that Must be Earned | 192 |
Number of Units Required | CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in undergraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24). |
Expected Hours of Study | One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term. |
Course Type | Undergraduate Award |
Qualification (post nominal) | BEd(Pri) |
AQF Level | Level 7: Bachelor Degree |
Course Fees |
Indicative Year - 2025
Indicative Year - 2024
Indicative Year - 2023
Indicative Year - 2022
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Domestic Students Tertiary Admission Centre Codes (TAC) Codes |
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International Students CRICOS Codes |
Rank Threshold | SR 62 | ATAR 62 |
QSA Authority Senior English or equivalent (4, Sound Achievement) and at least one of Maths A, B or C (4, SA) and at least one of Agricultural Science, Biology, Chemistry, Earth Science, Marine Science, Marine Studies, Physics or Science21 (4 SA). (school leavers) OR
Successful completion of the STEPS course or recognised alternative (non school leavers) with completion of the relevant English, Science and Maths units OR
Award of the Diploma of Children’s Services (Early Childhood Education and Care) through a TAFE institution or other Registered Training Organisation (non-school leavers) and the equivalent of 4, SA in a high school level (Year 11 and 12) Science and Maths subject or recognised units from the STEPS or equivalent bridging course.
International Students
In addition to the above requirements, international students must have obtained a score of at least 7.0 for Reading and Writing and a score of at least 8.0 for Speaking and Listening on an IELTS test undertaken during the 12 month period prior to submitting an application for admission or have successful completion of an AQF Level 7 equivalent qualification in an English speaking country.
Interim Awards | Not applicable |
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Exit Awards | CC23 - Associate Degree of Education CC21 - Bachelor of Teaching |
Accreditation |
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No Residential School for this course.
EDFE14020 - A 30 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 Reporting 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 campus. 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 and pre-service teachers enrolled in the first and second year of the course at a time arranged by the relevant university lecturer on each campus. Distance students complete this activity via Blackboard Collaborate. |
EDFE11038 - 20 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 Reporting 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. |
EDFE12042 - 25 day supervised placement in a school setting comprising 10 assessable days completed on a one day per week basis throughout Term 2 of the second year and a 15 day continuous assessable block. Set tasks for this professional practice are outlined in an Information and Reporting 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. |
EDFE13032 - 25 day supervised placement in a school setting comprising 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 Reporting 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. |
EDFE14021 - 35 day supervised placement in a school setting comprising 15 non-assessable contextual days made up of a two-week block at the beginning of the school year and five familiarisation and planning days completed on a one day per week basis in preparation for the con tenuous teaching block; and a 20 day continuous assessable block at the end of the term. Set tasks for this professional practice are outlined in an Information and Reporting 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 20 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. Students are assessed on a Pass/ Fail basis at the completion of the 20 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. |
EDED12448 - 40 hours of engaged community service that aligns with a service learning plan approved by a unit lecturer. Evidence of completion of the service with a community organisation must be provided in the form of a signed “Confirmation of Service” statement. |
Year | Number of Students |
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2024 | 720 |
2023 | 685 |
2022 | 733 |
2021 | 738 |
2020 | 722 |
Please note that in some instances there may be similarities between course, entry and inherent requirements.
If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.
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Effective 25 September 2023, updates have been made to the COVID-19 vaccination mandate for Queensland Health sites and the Queensland Ambulance Service. While Queensland Health does not currently mandate evidence of COVID-19 vaccination, it's essential to recognise that other organisations may enforce their own vaccination specific criteria. This situation is similar across other states and territories, with the exception of the Australian Capital Territory, Victoria, and South Australia, where COVID-19 vaccination is mandatory for all healthcare students, including disciplines other than healthcare that undertake professional experience placements.
Students must meet the inherent requirements for teaching and must ensure they adhere to any requirements within the scope of teaching across the curriculum learning areas.
Students must be in possession of a current Positive Notice Blue Card (or equivalent “Working with Children” check issued in other Australian states or territories) to be eligible for placement in a school site.
Students must be aware of the Literacy and Numeracy Tests for Initial Teacher Education (LANTITE) requirements. Both tests (Literacy and Numeracy) need to be successfully passed 7 months before undertaking Professional Practice 3.
Course Learning Outcomes | ||||||||
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Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||||
2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||||
3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||||
4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||||
5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||||
6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||||
7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||||
8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||||
KNOWLEDGE Develop an understanding and appreciation of Aboriginal and Torres Strait Islander peoples and culture in contemporary and historical context using the respectful and appropriate protocols and terminology | ||||||||
APPLICATION OF KNOWLEDGE & SKILLS Engage in reflective self-evaluation of own cultural values and perspectives to proactively create an inclusive workplace that affirms and celebrates cultural diversity | ||||||||
APPLICATION OF KNOWLEDGE & SKILLS Display leadership by creating inclusive work environments and work with Aboriginal and Torres Strait Islander people in a culturally respectful manner |
Number of units: 32 | Total credit points: 192 |
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Year 1 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDCU11031 | Development and Learning through Life | |
EDED11454 | Education as a Profession | |
EDCU11032 | Health and Physical Education | |
EDCU11033 | Multiliteracies |
Year 1 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDED11456 | Communication in Educational Environments | |
EDED11457 | Responding to Diversity and Inclusion | |
EDED11455 | Curriculum Foundations and Decision-Making | |
EDFE11038 | Professional Practice 1 - Introduction to Teaching |
Year 1 - Term 3 | ||
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Students must complete the following compulsory units: | ||
EDED11458 | Indigenous Studies and Learning |
Year 2 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDCU12039 | Design and Digital Technologies | |
EDCU12044 | Literacy and Numeracy for Teachers | |
EDCU12040 | Biological and Earth and Space Sciences | |
EDCU12041 | Sustainability through Active Citizenship |
Year 2 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDCU12038 | Teaching for Mathematical Proficiency | |
EDCU12042 | History Curriculum and Pedagogy | |
EDCU12043 | English - Teaching Language Use in Context | |
EDFE12042 | Professional Practice 2 (Primary) – Classroom Management |
Year 2 - Term 3 | ||
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Students must complete the following compulsory units: | ||
EDED12448 | Service Learning - Contexts and Communities |
Year 3 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDCU13018 | The Arts | |
EDCU13019 | English - Teaching Reading | |
EDED13433 | Assessment and Reporting | |
EDFE13032 | Professional Practice 3 (Primary/ECE) - Managing the Differentiated Classroom |
Year 3 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDCU13020 | Mathematics Curriculum | |
EDCU13017 | Chemical and Physical Sciences | |
EDED13434 | Learning and Wellbeing in Middle School | |
EDED13435 | Students with Special Needs |
Year 4 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDCU14033 | Geography | |
EDCU14034 | Teaching English Language Learners | |
EDCU14035 | Technology 2 - e-Learning Design |
Year 4 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDED14354 | The Ethical Professional | |
EDFE14021 | Professional Practice 4 - Engaged Teaching and Learning | |
EDFE14020 | Professional Practice Specialisation |
Bachelor of Education (Primary) Catholic Strand
Year 1 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDED11454 | Education as a Profession | |
EDCU11032 | Health and Physical Education | |
EDCU11031 | Development and Learning through Life | |
EDCU11033 | Multiliteracies |
Year 1 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDFE11038 | Professional Practice 1 - Introduction to Teaching | |
EDED11456 | Communication in Educational Environments | |
EDED11457 | Responding to Diversity and Inclusion | |
EDED11455 | Curriculum Foundations and Decision-Making |
Year 1 - Term 3 | ||
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Students must complete the following compulsory units: | ||
EDED11458 | Indigenous Studies and Learning |
Year 2 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDCU12044 | Literacy and Numeracy for Teachers | |
EDCU12040 | Biological and Earth and Space Sciences | |
EDCU12041 | Sustainability through Active Citizenship | |
EDCU12039 | Design and Digital Technologies |
Year 2 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDCU12038 | Teaching for Mathematical Proficiency | |
EDCU12042 | History Curriculum and Pedagogy | |
EDCU12043 | English - Teaching Language Use in Context | |
EDFE12042 | Professional Practice 2 (Primary) – Classroom Management |
Year 2 - Term 3 | ||
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Students must complete the following compulsory units: | ||
EDED12448 | Service Learning - Contexts and Communities |
Year 3 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDCU13019 | English - Teaching Reading | |
EDFE12044 | Professional Practice 3 - The Catholic School Placement | |
EDED13433 | Assessment and Reporting | |
EDCU13018 | The Arts |
Year 3 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDCU13017 | Chemical and Physical Sciences | |
RELG13001 | Contemporary Meanings and Religious Texts | |
EDCU13020 | Mathematics Curriculum | |
EDED13435 | Students with Special Needs |
Year 4 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDCU14033 | Geography | |
EDCU14034 | Teaching English Language Learners | |
EDCU14035 | Technology 2 - e-Learning Design |
Year 4 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDCU13021 | Teaching Religious Education in a Catholic School | |
EDFE14021 | Professional Practice 4 - Engaged Teaching and Learning | |
EDFE13034 | Specialisation and Teaching in the Catholic School Community |
Location
This course can only be studied within Australia.
Please be advised that units in this course may be delivered in a variety of ways including on-campus/face-to-face, online, and in schools (placement). Some units in the course may only be available to be studied online. Students are advised to check the Handbook for unit availabilities and the requirements of each unit within the course prior to enrolling.
Mid-Year Entry
Students commencing mid-year in the Bachelor of Education courses (CC12, CC14, CC13) have the option to complete an accelerated course structure of 3.5 years. This course structure will align your course completion with those students who commenced in Term 1 of the same year. (Please note, this course structure does not apply to students commencing in Term 1).
To be eligible to follow the accelerated course structure, you will be required to enrol as outlined within the Term 2 (mid-year entry) study plans for your course. The mid-year entry study plan includes enrolment over Term 3 and some terms of over-enrolment (5 units per term). Please contact the Course Management Team via email at coursemanagement@cqu.edu.au for a personalised mid-year entry study plan.
Please note, in the event that you receive a failed grade or do not wish to study the required units over Term 3, you will no longer be eligible to follow the accelerated course structure.
Course Planners
For Course Planners please refer to http://www.cqu.edu.au/student-life/new-students/planners-and-profiles
Literacy and Numeracy Test for Initial Teacher Education (LANTITE)
Students undertaking an Initial Teacher Education (ITE) course must complete both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) with a result of “Standard Achieved” to be eligible for graduation. As per the national guidelines, you must attempt both the Literacy and Numeracy tests in your first year of study.
You will need to have met the requirement of "Standard Achieved" to be eligible to register for the two linked final year placements of Professional Practice 3 and Professional Practice 4. Registration for these placements occurs in August of the year prior to their scheduled completion. You will not be able to enrol in EDFE14021 Professional Practice 4 or complete a placement for this unit if you have not submitted a registration form confirming successful completion of LANTITE.
Professional Practice
Students will be required to complete 85 supervised placement days in order to satisfy the course accreditation requirements.
• EDFE11038 - Professional Practice 1: 15 day supervised placement
• EDFE12042 - Professional Practice 2 (Primary): 20 day supervised placement
• EDFE13032 - Professional Practice 3 (Primary/ECE): 20 day supervised placement
• EDFE14021 - Professional Practice 4: 30 day supervised placement in a school setting.
As part of accreditation requirements, students must have passed ALL coursework, except EDED14354 The Ethical Professional and EDFE14020 Professional Practice Specialisation before undertaking EDFE14021 Professional Practice 4 – Engaged Teaching and Learning.
Placements should be completed as per the structure identified in the Professional Practice Calendar which can be accessed from the School of Education and the Arts Professional Practice website at the beginning of each academic year. In situations where variations to the calendar are unavoidable, the pre-service teacher should obtain approval from the Academic Director of Professional Practice.
All professional practice materials, including information and reporting booklets and placement calendars can be located on the following website: https://www.cqu.edu.au/about-us/structure/schools/ea/professional-experience
In order to have a placement sourced for you for any of the Professional Practice units, all pre-service teachers will need to register for placement by completing an online form through the placement system Sonia. All summative reports are also completed through this platform and can accessed through the following site: https://sonia.cqu.edu.au/
Pre-service teachers must be aware that they cannot receive remuneration in any form for duties carried out as part of Professional Practice placements.
Working with Children Check
Pre-service teachers must be enrolled in a CQUniversity Professional Practice unit and be in possession of a current Positive Notice Blue Card (or equivalent “Working with Children” check issued in other Australian states or territories) to be eligible for placement in a school/early learning centre/educational site. Please log onto the placement system Sonia to access the online form to apply for a Working with Children Check.
Service Learning
Students will also be required to undertake 20 hours of volunteering in a community organisation as part of EDED12448 Service Learning - Contexts and Communities.
Credit for Prior Learning
Credit transfer will not be granted towards curriculum and pedagogy units within the Bachelor of Education courses on the basis of work experience and/or informal and non-formal learning.
You may be eligible for credit transfer if you have studied the following VET qualifications:
A completed Cert III or IV teacher aide qualification (i.e. CHC30221 Certificate III in School Based Education Support or CHC40221 Certificate IV in School Based Education Support or equivalent) and at least one year experience working as a teacher aide in an Australian School.
Diploma of Early Childhood Education and Care (CHC50121 or equivalent).
You may also be eligible for credit transfer if you have worked as a teacher aide for 3 or more years. Each application is assessed based on the evidence you provide.
It is an expectation that all pre-service teachers must be able to demonstrate the Australian Professional Standards for Teachers at Graduate Career Stage to be registered in Queensland. Demonstration of the standards necessarily includes relevant knowledge planning, teaching, assessing and reporting in accordance with the mandated curriculum.
Core curriculum and pedagogy units are an essential component of the course to ensure that students have all the knowledge and skills necessary to meet the Australian Professional Standards for Teachers (Graduate Career Stage).
In addition, graduation from an Initial Teacher Education Course and eligibility for teacher registration requires the completion of a minimum number of assessable placement days in schools or other approved learning sites.
Credit is normally granted only for units satisfactorily completed in the last 5 years for practical placement units and in the last 7 years for curriculum units at a recognised educational institution.
Refer to the Credit For Prior Learning website at http://www.cqu.edu.au/credittransfer for further details on the guidelines and application process or contact the Academic Pathways Team at credit@cqu.edu.au.
Catholic Education Strand
Completion of the Catholic Education Strand allows students to gain accreditation to teach in a Catholic school and the potential to gain permanent employment with Catholic Education. The Catholic Education Strand teaches the curriculum for Rockhampton Diocese of Catholic Education and entry to the strand is via an application process, which is to occur in the 2nd year of the course. Applications are welcomed from students within this Diocese which stretches from Mackay to Bundaberg and west to Longreach. Distance students may also apply. Students who are studying outside the immediate geographical area of the Rockhampton Diocese can also apply but to be accepted you must be able to complete Professional Practice 3 and Professional Practice 4 in a school within the Diocesan region.
Career Opportunities
Like other professions, the teaching profession is impacted by issues of supply and demand. It is therefore wise to investigate your employment prospects prior to deciding on a course specialisation. This is especially important if you are unable to relocate.