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CC14 - Bachelor of Education (Early Childhood)

Overview

Course Overview

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 up to 125 days of planned teaching practice in schools and other learning sites and an optional additional 20 days diploma practicum - 10 of which must be spent with children in the birth to 2 years group. You MUST complete a 10 day placement with children in the birth to 2 years group. This 10 day placement fulfils the requirements for Australian Children’s Education & Care Quality Authority (ACECQA) which stipulate that students must complete a minimum of 10 days with children in the birth to 2 years 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 and entry into the second year for applicants who already hold a recent Diploma qualification.


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 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 (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 Educators (ITE) prior to graduation.

Career Information

Graduates of the Bachelor of Education (Early Childhood) course can apply for provisional registration as a teacher and are qualified to teach in State, Catholic and Independent schools throughout Australia with particular expertise in Prep to year 6. In addition, graduates are qualified to work in long day care settings and kindergartens with children from birth to school age. The Bachelor of Education (Early Childhood) 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:

  • government departments (e.g. children’s services, family services, education and health)
  • education administration
  • community development roles
  • training developers

Course Details
Duration 4 years full-time or 8 years part-time
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(EC)
AQF Level Level 7: Bachelor Degree
Course Fees
Indicative Year - 2025
  • International Indicative First Term Fee - $15,480
  • International Indicative First Year Fee - $30,960
Indicative Year - 2024
  • Commonwealth Supported Place – Indicative First Year Fee - $4,440
  • Domestic Full Fee Paying – Indicative First Year Fee - $19,356
  • International Indicative First Term Fee - $14,760
  • International Indicative First Year Fee - $29,520
Indicative Year - 2023
  • Commonwealth Supported Place – Indicative First Year Fee - $4,120
  • International Indicative First Term Fee - $14,040
  • International Indicative First Year Fee - $28,080
Indicative Year - 2022
  • Commonwealth Supported Place – Indicative First Year Fee - $3,984
  • International Indicative First Term Fee - $14,040
  • International Indicative First Year Fee - $28,080

Admission Codes

Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 2 - 2025

Bundaberg
Cairns
Mackay
Online
Rockhampton

Term 1 - 2025

Bundaberg
Cairns
Mackay
Online
Rockhampton

Term 2 - 2024

Bundaberg
Cairns
Mackay
Online
Rockhampton

Term 1 - 2024

Bundaberg
Cairns
Mackay
Online
Rockhampton

Term 2 - 2023

Bundaberg
Cairns
Mackay
Online
Rockhampton

Term 1 - 2023

Bundaberg
Cairns
Mackay
Online
Rockhampton

Term 2 - 2022

Bundaberg
Cairns
Mackay
Online
Rockhampton

Term 1 - 2022

Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton
Townsville

Term 2 - 2021

Online

Term 1 - 2021

Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton
Townsville

Term 3 - 2020

Online

Term 2 - 2020

Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton
Townsville

Term 1 - 2020

Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville

Term 3 - 2019

Online

Term 2 - 2019

Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville

Term 1 - 2019

Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville

Term 3 - 2018

Bundaberg
Cairns
Distance
Gladstone
Mackay
Noosa
Rockhampton
Townsville

Term 2 - 2018

Bundaberg
Cairns
Distance
Gladstone
Mackay
Noosa
Rockhampton
Townsville

Term 1 - 2018

Bundaberg
Cairns
Distance
Gladstone
Mackay
Noosa
Rockhampton
Townsville

Term 2 - 2017

Bundaberg
Cairns
Distance
Mackay
Noosa
Rockhampton
Townsville

Term 1 - 2017

Bundaberg
Cairns
Distance
Mackay
Noosa
Rockhampton
Townsville

Term 2 - 2016

Bundaberg
Cairns
Distance
Mackay
Noosa
Rockhampton

Term 1 - 2016

Bundaberg
Cairns
Distance
Mackay
Noosa
Rockhampton

Term 2 - 2015

Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 1 - 2015

Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 2 - 2014

Bundaberg
Distance
Mackay
Noosa
Rockhampton

Term 1 - 2014

Bundaberg
Distance
Mackay
Noosa
Rockhampton
Show All

International Availability

Term 2 - 2025

Rockhampton

Term 1 - 2025

Rockhampton

Term 2 - 2024

Rockhampton

Term 1 - 2024

Bundaberg
Mackay
Rockhampton

Term 2 - 2023

Bundaberg
Mackay
Rockhampton

Term 1 - 2023

Bundaberg
Mackay
Rockhampton

Term 2 - 2022

Bundaberg
Mackay
Rockhampton

Term 1 - 2022

Bundaberg
Mackay
Rockhampton

Term 2 - 2021

Sorry, no international availabilities found.

Term 1 - 2021

Bundaberg
Mackay
Rockhampton

Term 3 - 2020

Sorry, no international availabilities found.

Term 2 - 2020

Bundaberg
Mackay
Rockhampton

Term 1 - 2020

Bundaberg
Mackay
Noosa
Rockhampton

Term 3 - 2019

Sorry, no international availabilities found.

Term 2 - 2019

Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2019

Bundaberg
Mackay
Noosa
Rockhampton

Term 3 - 2018

Sorry, no international availabilities found.

Term 2 - 2018

Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2018

Bundaberg
Mackay
Noosa
Rockhampton

Term 2 - 2017

Bundaberg
Cairns
Mackay
Noosa
Rockhampton

Term 1 - 2017

Bundaberg
Cairns
Mackay
Noosa
Rockhampton

Term 2 - 2016

Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2016

Bundaberg
Cairns
Mackay
Noosa
Rockhampton

Term 2 - 2015

Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2015

Bundaberg
Mackay
Noosa
Rockhampton

Term 2 - 2014

Bundaberg
Mackay
Noosa
Rockhampton

Term 1 - 2014

Bundaberg
Mackay
Noosa
Rockhampton
Show All
For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Rank Threshold SR 62 | ATAR 62
Entry Requirements

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).

In your written statement you will need to provide details on:

    · Why you are interested in becoming a teacher,

    · Why you believe teaching is a great career choice,

    · Your involvement in personal learning and leadership activities,

    · Your participation in community or volunteering activities that promote learning.

Further information on what is specifically required will be provided during the application process.

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.

Assumed Knowledge

Nil

Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards CC23 - Associate Degree of Education CC21 - Bachelor of Teaching
Accreditation
  • Professional Practice: Core
    Australian Children's Education and Care Quality Authority (ACECQA)

    Graduates of this course are recognised as early childhood teachers (ECT).

  • Professional Practice: Core
    Queensland College of Teachers

    Graduates are eligible to apply for provisional registration as a teacher upon completion of the course.

     

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

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 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.
EDFE11039 - 25 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.
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 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. Distance students complete this activity via Zoom.
EDFE13032 - 35 day supervised placement in a school setting comprising 15 non-assessable contextual days (10 of which are completed as a block at the commencement of the school year) 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 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.
EDFE14021 - 30 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).

Previous and Current Enrolments

Year Number of Students
2024 197
2023 205
2022 217
2021 257
2020 263
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

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.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained in educational settings as private and confidential.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
  • Demonstrating the applicable codes of ethics as they apply in the practice of education.
  • Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
  • Receiving a positive notice resulting from a Working With Children check.
Behavioural Stability

Examples are:

  • Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
  • Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
  • Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and Professional Practice settings while refraining from the use of words/actions that show intolerance of difference.
  • Successfully demonstrating the ability to manage challenging behaviours during Professional Practice placements to create and maintain safe and supportive learning environments.
  • Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
  • Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.
Legal Compliance

Examples are:

  • Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Graduate Career Stage).
  • Complying with relevant child protection and safety legislation and report any notifiable concerns to your professional experience supervisor.
  • Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
  • Understanding and adhering to professional policy around the use of social media.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples are:

  • Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
  • Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
  • Listening to other's point of view and actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning during Professional Practice placements.
  • Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
  • Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings during Professional Practice placements.
  • Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
  • Recognising and interpreting non-verbal cues of supervising teachers, students, members of the broader school community and responding appropriately, sensitively and supportively to these cues during placement.
  • Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
  • Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
  • Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally in placement contexts.
  • Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Completing academic learning activities and assessment tasks within reasonable set timeframes.
  • Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements for the effective enactment of Professional Practice in educational settings.
  • Interpreting student assessment data to determine learning needs and modifying teaching practice during placements in educational settings.
  • Applying knowledge of policy and procedures in educational practice.
  • Receiving a pass standard on an externally administered Literacy and Numeracy Test for Initial Teacher Education (LANTITE) prior to graduation

  • Listening actively to information within a variety of academic and practical situations.
  • Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
  • Reading and accurately interpreting information related to school and teaching contexts.
  • Completing documentation that is accurate, clear and concise.
  • Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning during placements.
  • Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence during placements.
  • Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
  • Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs during placements.
Sensory Abilities (Visual, Auditory, Tactile)

Examples are:

  • Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
  • Monitoring the safety, behaviour (including non-verbal behaviour) and engagement of students in the classroom, school and/or early childhood setting.
  • Observing the behaviour (including non-verbal behaviour) in non-classroom settings situations in the school and/or early childhood setting.
  • Monitoring, assessing and managing classroom activities consistently and accurately.
  • Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.
  • Supporting young children to accomplish tasks such as climbing, and this support requires tactile communication.
  • Supporting young children as they toilet.
  • Providing tactile and/or emotional support to children in the event of injury, and/or responding to children in a first-aid capacity, and/or responding to other circumstances where tactile communication is appropriate e.g. a grieving child.
Relational Skills

Examples are:

  • Building and maintaining professional relationships with a range of people including students/colleagues/school based/centre based personnel and families in order to support student learning
  • Displaying empathy and respect towards others (children/staff/families) and recognising and reflecting on the multiple points of view held by others
  • Treating personal information obtained in educational settings as private and confidential.
  • Demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences when interacting with others
Reflective Skills

Examples are:

  • Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
  • Identifying when a practice issue is outside your scope or expertise.
  • Identifying when your practice may be negatively affected by personal experience and/or reactions.
  • Reflecting on your progress against the Australian Professional Standards for Teachers during placement and identifying sources and strategies to enhance practice and improve professional learning.
Sustainable Performance

Examples are:

  • Appropriately and actively participating in activities related to the course of study, which could be either on-line, on-campus or Professional Practice placements.
  • Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
  • Maintaining an up-to-date record of planning, teaching, observation and reflection tasks on a daily basis during Professional Practice placements.
Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Examples are:

  • Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher within an early childhood context.
  • Maintaining balance while safely preparing and transferring equipment for use within an early childhood context (for example, setting up equipment for outside play).
  • Utilising teaching materials and equipment that require motor coordination.
  • Moving with ease around a range of classroom environments that include a range of furniture configurations and equipment while performing various tasks associated with working in an early childhood learning context.
  • Supporting children as they engage in gross motor activities (climbing, swinging, jumping, hitting)
  • Utilising a range of fine motor skills related to the normal day-to-day activities of a teacher to both prepare materials for classroom activities and implement activities with children (writing, moving mouse, operating a keyboard, supporting care related activities).
  • Interacting with mobile devices such as iPads
  • Confidently and competently modelling fine motor skills for children (hand writing, using scissors, using brushes)

Interpersonal Engagement

Examples are:

  • Relating positively and effectively with a wide variety of stakeholders (for example, families, administrative staff.
  • Understanding, acquiring and demonstrating the components of emotional intelligence to effectively work with others.
  • Engaging in personal reflection as a mechanism for increasing self-awareness regarding how individuals interact and impact others.
  • Demonstrating cultural competence in all interactions.
  • Demonstrating the skills of collaborating with fellow students and colleagues and staff while engaged in work integrated learning.
  • Interacting with teaching staff in schools and early learning sites in a respectful and courteous manner.
  • Reflecting on your engagement and feedback from others (fellow students, colleagues and work integrated learning supervisors) and continue to develop skills to improve interpersonal engagement.
  • Critically self-reflecting on situations that may/may not have gone well and generating new understandings from the situation/s.

Information and Communication Technology (ICT) Abilities

Examples are:

  • Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
  • Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
  • Using a range of digital tools to create presentations and construct digital portfolios of evidence against the Australian Professional Standards for Teachers (Graduate Career Stage).
  • Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethic use of ICT in learning and teaching.
  • Using a range of ICTs to enhance student learning during Professional Practice placements in schools.
Compulsory Requirements
Health Requirements

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

To be eligible to complete placements in early childhood settings, pre-service teachers may be required to show proof of immunisation against measles, mumps and rubella and influenza. In addition, 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 Advice

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 Australian Capital Territory, New South Wales, Victoria and South Australia, where COVID-19 vaccination is mandatory for all healthcare students.    

Security 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.

Core Learning Outcomes
  • 1. Analyse learning theory, educational theory and practice, and be cognisant of legislation and policy frameworks and standards for professional conduct.
  • 2. Review and select resources and strategies that enhance engagement and learning in diverse educational settings and contexts.
  • 3. Devise learning sequences that align curriculum, teaching and learning strategies, assessment and reporting requirements.
  • 4. Implement teaching and learning sequences that comply with the requirements of relevant legislative and regulatory bodies for educational settings.
  • 5. Manage individual and cultural diversity to create inclusive and supportive learning environments.
  • 6. Communicate effectively with specialist and non-specialist audiences to support the interests of learners and learning communities.
  • 7. Synthesise theoretical understanding and practical skills to make decisions in response to assessment data and diverse learning, cultural and/or social needs and contexts.
  • 8. Reflect on one’s own practice as a way of identifying personal learning needs and enhancing collaborative professional practice.
  • 9. Employ a holistic approach to teaching and learning that considers learners’ physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning.
  • 10. Embed strategies for connecting with families, communities and professional stakeholders to advocate for the rights, interests and capabilities of children.
  • 11. Reflect on the principles underpinning ethical practice in ECEC settings to make informed and intuitive judgments in response to the holistic development of children.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6 7 8 9 10 11
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
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
Number of units: 32 Total credit points: 192

Year 1 - Term 1
Students must complete the following compulsory units:
EDED11454 Education as a Profession
EDCU11032 Health and Physical Education
EDCU11033 Multiliteracies
EDCU11031 Development and Learning through Life
Year 1 - Term 2
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
Students must complete the following compulsory units:
EDED11458 Indigenous Studies and Learning
EDEC11027 Early Childhood Pedagogies
Year 2 - Term 1
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
EDEC11026 The Arts and Learning in the Early Years
Year 2 - Term 2
Students must complete the following compulsory units:
EDCU12038 Teaching for Mathematical Proficiency
EDCU12042 History Curriculum and Pedagogy
EDCU12043 English - Teaching Language Use in Context
EDFE11039 Professional Practice 2 (ECE) – Kindergarten
Year 3 - Term 1
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
Students must complete the following compulsory units:
EDCU13020 Mathematics Curriculum
EDCU13017 Chemical and Physical Sciences
EDEC11030 Teaching Health and Sustainability in the Early Years
EDEC11029 Policy and Research in Early Childhood
Year 4 - Term 1
Students must complete the following compulsory units:
EDCU14033 Geography
EDCU14034 Teaching English Language Learners
EDEC11028 Leadership, Advocacy and Management in Early Childhood
Year 4 - Term 2
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 (Early Childhood) Catholic Strand

Year 1 - Term 1
Students must complete the following compulsory units:
EDED11454 Education as a Profession
EDCU11032 Health and Physical Education
EDCU11033 Multiliteracies
EDCU11031 Development and Learning through Life
Year 1 - Term 2
Students must complete the following compulsory units:
EDED11457 Responding to Diversity and Inclusion
EDED11456 Communication in Educational Environments
EDFE11038 Professional Practice 1 - Introduction to Teaching
EDED11455 Curriculum Foundations and Decision-Making
Year 1 - Term 3
Students must complete the following compulsory units:
EDED11458 Indigenous Studies and Learning
EDEC11027 Early Childhood Pedagogies
Year 2 - Term 1
Students must complete the following compulsory units:
EDCU12039 Design and Digital Technologies
EDCU12040 Biological and Earth and Space Sciences
EDEC11026 The Arts and Learning in the Early Years
EDCU12044 Literacy and Numeracy for Teachers
Year 2 - Term 2
Students must complete the following compulsory units:
EDCU12038 Teaching for Mathematical Proficiency
EDCU12043 English - Teaching Language Use in Context
EDCU12042 History Curriculum and Pedagogy
EDFE11039 Professional Practice 2 (ECE) – Kindergarten
Year 3 - Term 1
Students must complete the following compulsory units:
EDCU13018 The Arts
EDCU13019 English - Teaching Reading
EDED13433 Assessment and Reporting
EDFE12044 Professional Practice 3 - The Catholic School Placement
Year 3 - Term 2
Students must complete the following compulsory units:
RELG13001 Contemporary Meanings and Religious Texts
EDEC11029 Policy and Research in Early Childhood
EDCU13020 Mathematics Curriculum
EDCU13017 Chemical and Physical Sciences
Year 4 - Term 1
Students must complete the following compulsory units:
EDCU14033 Geography
EDCU14034 Teaching English Language Learners
EDEC11028 Leadership, Advocacy and Management in Early Childhood
Year 4 - Term 2
Students must complete the following compulsory units:
EDFE14021 Professional Practice 4 - Engaged Teaching and Learning
EDCU13021 Teaching Religious Education in a Catholic School
EDFE13034 Specialisation and Teaching in the Catholic School Community
More Details

Location of study

 

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 units 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 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 this requirement 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.

NB: LANTITE is completed externally to the university and is a mandated component of all teacher education courses in Australia. For further details including how to register, prepare and sit the tests, the available test windows and associated costs, please visit the ACER website at: https://teacheredtest.acer.edu.au

 

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

• EDFE11039 - Professional Practice 2 (Kindergarten): 20 day supervised placement

• EDFE13032 - Professional Practice 3 (Primary/ECE): 20 day supervised placement

• EDFE14021 - Professional Practice 4 (Primary/ECE): 30 day supervised placement in a school setting. 

 

As part of accreditation, 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 by email 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-practice

 

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 a placement by completing an online form through the placement system Sonia. All summative reports are also completed through this platform and can be accessed through the following site: https://sonia.cqu.edu.au/

 

Additional Early Childhood Placement (Birth - 35 months)

 

You will be required to complete a 15 day placement in an early learning service. This placement is a requirement of the unit:  EDEC11027 – Early Childhood Pedagogies. This placement fulfills the requirements for Early Childhood Education programs approved and registered under the Australian Children’s Education & Care Quality Authority (ACECQA).  

 

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.

 

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.

You may be eligible for credit transfer if you have studied the following VET qualifications:

  • A completed Certificate 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 within 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.