CQUniversity’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 will be 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 distance delivery.
The Bachelor of Education (Primary) includes 125 days of planned teaching practice in schools. 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 Early Childhood Education and Care. On successful completion of the 9 first year units and an additional practical component in a childcare setting, you 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 a recent Diploma of Early Childhood Education and Care qualification.
The Bachelor of Education (Primary) also includes a specialisation in science, technology, engineering and mathematics (STEM) providing you with 'in demand' knowledge and skills. Students located in Rockhampton Diocese 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 (Primary) you can progress to postgraduate study courses that are available for registered teachers through CQUniversity.
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 - 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 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 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 Guidelines 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 share their portfolio with their peers and the the relevant university lecturer. |
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 Guidelines 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 create an e-portfolio linking specific evidence from the placement to the professional standards. |
EDFE12042 - 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 2 of the second year and a 15 day continuous assessable block. 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. |
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 IInformation 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. |
EDFE14021 - 40 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 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 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 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. 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. 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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2022 | 732 |
2021 | 738 |
2020 | 722 |
2019 | 613 |
2018 | 581 |
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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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.
Vaccination Advice
Some states and territories are requiring vaccination against COVID-19 for all school staff. Please be aware that these regulations would apply to preservice teachers. Regulations may be introduced in your state prior to, or at the time of, your scheduled placement/s and you must adhere to these requirements.
COVID-19 vaccination is no longer a mandatory requirement for workers in early childhood, primary and secondary education settings. Decisions on mandatory vaccinations will instead be made by the owner or operator of these settings and as such students undertaking work-integrated learning will need to adhere to the individual education setting requirements.
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.
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 | |
EDED14355 | STEM Education and Engagement |
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 | |
EDED14355 | STEM Education and Engagement |
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,
in schools (placement) and intensive residential schools. 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 Advice
Team via email at spc@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 are expected to undertake
and meet the benchmark in the personal Literacy and Numeracy Test for Initial
Teacher Education (LANTITE). These two tests (one literacy and one numeracy)
are part of the accreditation requirements of this course and there is an
expectation that students enrolled in an ITE course will be undertaking the
tests and successfully meet the benchmarks prior to graduation. For further
information about the LANTITE including how to register please refer to https://teacheredtest.acer.edu.au/
You will need to have completed the LANTITE
successfully prior to being able to undertake EDFE13032 Professional Practice
3.
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.
Credit transfer will only be granted from
formal learning where a student is able to demonstrate that tertiary studies,
equivalent in content and depth to the CQU unit, have been successfully
completed as part of an accredited Initial Teacher Education Course.
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. For this reason, credit will not be granted for any
professional experience other than days completed as part of a formal,
supervised assessable placement within an Initial Teacher Education Course.
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.
Please note, CQUniversity does not accept qualifications that are lower
than a Diploma level as a basis for credit towards undergraduate courses.
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.
Embedded Diploma eligibility
A key feature of the Bachelor of Education
(Early Childhood & Primary) is the embedded VET qualification: The Diploma
of Early Childhood Education and Care and the Certificate III in Early
Childhood Education and Care
To be eligible for the embedded VET
qualifications, students must successfully complete the following HE units:
Term 1
EDED11454 Education as a Profession
EDCU11032 Health and Physical Education
EDCU11033 Multiliteracies
EDCU11031 Development and Learning through
Life
Term 2
EDED11456 Communication in Educational
Environments
EDED11457 Responding to Diversity and
Inclusion
EDED11455 Curriculum Foundations and
Decision-Making
EDFE11038 Professional Practice 1 -
Introduction to Teaching
Term 3
EDED11458 Indigenous Studies and Learning
EDFE40002 Early Childhood Education and Care Placement
(VET Practicum)
The practicum/s fulfill the requirements for
duration of on-the-job performance for the VET qualifications. The placement
also fulfills the requirements for Early Childhood Education programs approved and
registered under the Australian Children’s Education & Care Quality
Authority (ACECQA).
The VET qualification placements are optional for
all Bachelor of Education (Early Childhood CC14) and Bachelor of Education
(Primary CC12) students.
While students do not need to undertake the VET
placement during term 3, we encourage students to complete the placement within
6 - 12 months of completing the preplacement requirements as Training Packages
and VET qualifications are under constant review. In addition, students must
complete compulsory First Aid training prior to commencing the workplace
placement and this training only remains current for a period of three years.
Competencies for this VET qualification are
embedded within the 9 first year units of the Bachelor of Education (Early
Childhood & Primary) course. Students who receive credit/exemptions
towards the 9 first year units will not be eligible to receive the embedded VET
qualification/s as the competency requirements will not have been met. Students
must complete the units with the embedded competencies to be eligible for the VET
qualification/s.
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.