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

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
  • QLD - Rockhampton - 851252
  • QLD - Mackay - 841252
  • QLD - Noosa - 871252
  • QLD - Bundaberg - 811252
  • QLD - Townsville - 801259
  • QLD - Gladstone - 831252
  • QLD - Cairns - 821259
  • QLD - Distance - 851255
International Students
CRICOS Codes
  • GLD - 080751J
  • ROK - 080751J
  • MKY - 080751J
  • BDG - 080751J
  • NSA - 080751J
  • CNS - 080751J
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 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 Less

International Availability

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 Less
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 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.

Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge

Nil

Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards CC21 - Bachelor of Teaching CC23 - Associate Degree of Education
Professional Accreditation

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

This course is also an approved early childhood teacher qualification of the Australian Children's Education and Care Quality Authority (ACECQA).

Learned Society Accreditiation

Accreditation by the Queensland College of Teachers satisfies the requirements for accreditation of the course under national approval processes outlined by the Australian Institute for Teaching and School Leadership (AITSL), the Commonwealth body responsible for the development of quality initial teacher education courses and maintenance of professional standards for teachers in Australia.

In addition, the course was submitted for approval by Australian Children’s Education and Care Quality Authority (ACECQA) as a registered course that prepares teachers for work in early childhood settings on the basis of the embedded VET qualification for the BEd (Early Childhood) and the inclusion of practical and curriculum specifications outlined by ACECQA.

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

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).
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.

Previous Enrolments

Year Number of Students
2018 267
2017 293
2016 260
2015 250
2014 133
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
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 5 - The Internship

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 Internship - Engagement with Catholic School Communities
More Details

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/

Professional Practice

Students will be required to complete 120 supervised placement days and a 25 day internship in order to satisfy the course accreditation requirements.

• EDFE11038 - Professional Practice 1: 20 day supervised placement

• EDFE11039 - Professional Practice 2 (ECE - Kindergarten): 25 day supervised placement

• EDFE13032 - Professional Practice 3 (Primary/ECE): 35 day supervised placement

• EDFE14021 - Professional Practice 4 (Primary/ECE): A 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 beginning of school term 3.

• EDFE14020 - Professional Practice 5: A 25 day extended internship in an educational setting.

Additionally, if you would like to be eligible for the embedded Diploma of Early Childhood Education and Care you are required to complete a 20 day placement in a childcare service.

As part of QCT accreditation, students must have passed ALL coursework, except EDED14354 The Ethical Professional, before undertaking EDFE14022 Professional Practice 4 – Learning and Teaching in Action and EDFE14020 Professional Practice 5 – The Internship.

Placements should be completed as per the structure identified in the Professional Practice Calendar which can be accessed from the Education Gateway Moodle site 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 Associate Director of Professional Practice (or their delegate).

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 contact your Placement Officer to obtain further information.

Credit Transfer

Students will be assessed for credit transfer on a case-by-case basis and will be required to nominate the CQU units they wish to be considered for exemption from. Credit transfer will only be granted where a student is able to demonstrate that tertiary studies, equivalent in content and depth to the CQU unit, have been successfully completed. You must supply relevant documentation (study guides, unit profiles, academic transcript etc) to do this. Students may only gain credit transfer for up to 67% of the overall course.

Credit transfer 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, if your study was undertaken outside of the timeframes listed above, you may not be eligible for credit unless you can supply certified documents showing that you have been continually using the required skills in the work force. Only TAFE diploma level or above is recognised for advanced standing at tertiary level (with the exception of the Trade Entry outlined below).

Refer to the Credit Transfer website at http://www.cqu.edu.au/credittransfer for further details on the guidelines and application process or contact your Course Advisor.

Embedded Diploma eligibility

A key feature of the Bachelor of Education (Early Childhood & Primary) is the embedded VET qualification: The Diploma of Children’s Services (Early Childhood Education and Care).

To be eligible for the embedded Diploma of Early Childhood Education and Care, students must successfully complete the following:

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

EDFE40001 Early Childhood Education and Care Practice (20 day Diploma Practicum) (Single Non-Award enrolment)

The 20 day diploma practicum fulfils the requirements for duration of on-the-job performance for the diploma qualification. The placement also fulfils the requirements for Early Childhood Education programs approved and registered under the Australian Children’s Education & Care Quality Authority (ACECQA). These requirements stipulate that students must complete a minimum of 10 days with children in the birth to 2 years group as part of their preservice training.

The Diploma placement is optional for all Bachelor of Education (Early Childhood CC14) and Bachelor of Education (Primary CC12) students, however, Early Childhood students must still complete the minimum of 10 days with children in the birth to 2 years group to meet Australian Children’s Education & Care Quality Authority (ACECQA) requirements.

While students don't need to undertake the diploma placement during term 3, we encourage students to complete the placement within a few 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 one year.

Competencies for this VET qualification are embedded within the 9 first year units of the Bachelor of Education (Early Childhood/Primary) degree. Students who receive credit/exemptions towards the 9 first year units may not be eligible to receive the embedded Diploma as the competency requirements will not have been met. Students must complete the units with the embedded competencies to be eligible for the Diploma.

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 your final placements of Professional Practice 4 and Professional Practice 5 in a school within the Diocesan region.

Further information about the Catholic Education Strand, such as the application process and upcoming information sessions can be accessed from the Education Gateway Moodle site.

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.