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.
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:
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(EC) |
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 |
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.
Nil
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.
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). |
Year | Number of Students |
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2024 | 197 |
2023 | 205 |
2022 | 217 |
2021 | 257 |
2020 | 263 |
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
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.
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.
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 | 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 |
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: | ||
EDED11454 | Education as a Profession | |
EDCU11032 | Health and Physical Education | |
EDCU11033 | Multiliteracies | |
EDCU11031 | Development and Learning through Life |
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 | |
EDEC11027 | Early Childhood Pedagogies |
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 | |
EDEC11026 | The Arts and Learning in the Early Years |
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 | |
EDFE11039 | Professional Practice 2 (ECE) – Kindergarten |
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 | |
EDEC11030 | Teaching Health and Sustainability in the Early Years | |
EDEC11029 | Policy and Research in Early Childhood |
Year 4 - Term 1 | ||
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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 | ||
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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 (Early Childhood) 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 | |
EDCU11033 | Multiliteracies | |
EDCU11031 | Development and Learning through Life |
Year 1 - Term 2 | ||
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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 | ||
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Students must complete the following compulsory units: | ||
EDED11458 | Indigenous Studies and Learning | |
EDEC11027 | Early Childhood Pedagogies |
Year 2 - Term 1 | ||
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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 | ||
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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 | ||
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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 | ||
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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 | ||
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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 | ||
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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 |
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.