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CQUni Handbook
Please note, students can no longer be admitted into this course.
Staff members and students can still see course details for administrative and historical purposes
Overview
Course Overview
This is an exit only award.
Students will be eligible to exit the Bachelor of Education (Early Childhood) and receive the award of the Bachelor of Teaching (Early Childhood) on completion of the 24 units listed.
Students will be eligible to exit the Bachelor of Education (Primary) and receive the award of the Bachelor of Teaching (Primary) on completion of any 24 units from the host course.
Students will be eligible to exit the Bachelor of Education (Secondary) and receive the award of the Bachelor of Teaching (Secondary) on completion of any 24 units from the host course.
Career Information
Exit only award
Course Details
| Duration | 3 years full-time or 6 years part-time |
|---|---|
| Credit Points that Must be Earned | 144 |
| 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) | BTeach(Major) |
| AQF Level | Level 7: Bachelor Degree |
Admission Codes
|
Domestic Students Tertiary Admission Centre Codes (TAC) Codes |
Not Applicable |
|---|---|
|
International Students CRICOS 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.
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.
No course scheduling details have been found for this course as it is not currently open for enrolment for the selected term.
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
Entry Requirements
Exit only award
Security Requirements
N/A
Health Requirements
N/A
Assumed Knowledge
Exit only award
Fees and Charges
Course Features
Awards and Accreditation
| Interim Awards | Not applicable |
|---|---|
| Exit Awards | Not applicable |
| Professional Accreditation |
Graduates of the Bachelor of Teaching (Early Childhood) are eligible to be recognised as an Early Childhood Teacher with the Australian Children’s Education & Care Quality Authority (ACECQA) for
employment purposes in childcare/early learning centres and
kindergartens. This award dos not lead to teacher registration with the Queensland College of Teachers to teach the compulsory years of schooling that draws on the implementation of the Australian Curriculum from Foundation Level. |
| Learned Society Accreditation | Not applicable |
Residential School Requirements
No Residential School for this course.
Practicum/Work Placement
| EDEC11027 - 15 day placement in an early childhood education and care service working with children from birth to 35 months. |
| EDFE13031 - 26 day supervised placement in a school setting comprising 1 non-assessable contextual day followed by a 25 day assessable block at the commencement of the final year. |
| EDFE13017 - 25 day supervised placement in a school setting comprising 5 non-assessable contextual days and 5 assessable days completed on a one day per week basis throughout Term 1 of the third year and a 15 day continuous assessable block at the end of the term. |
| EDFE11039 - 25 day supervised placement in a kindergarten setting comprising 10 assessable days completed on a one day per week basis throughout Term 3 of the second year and a 15 day continuous assessable block. |
| EDED12448 - 40 hours of engaged community service that aligns with a service learning plan approved by a unit lecturer. Evidence of completion of the service with a community organisation must be provided in the form of a signed “Confirmation of Service” statement. |
| EDFE12042 - 25 day supervised placement in a school setting comprising 10 assessable days completed on a one day per week basis throughout Term 2 of the second year and a 15 day continuous assessable block. |
| 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. |
Predicted Enrolments
| Year | Number of Students |
|---|---|
| First Year | 480 |
| Second year | 494 |
| Third Year | 507 |
Inherent Requirements
There are currently no inherent requirements associated with this course.
Core Learning Outcomes
- .
| Course Learning Outcomes | |
|---|---|
| Australian Qualifications Framework Descriptors | |
| 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 |
Early Childhood Learning Outcomes
- 1. Critically 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 early childhood education and care settings and contexts
- 3. Devise learning sequences that align early childhood 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 early childhood education and care 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
- 9. Employ a holistic approach to teaching and learning that considers childrens' 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 early childhood education and care 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 | |||||||||||
Primary Learning Outcomes
- 1. Critically 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 primary school settings and contexts
- 3. Devise learning sequences that align primary school 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 primary school 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 primary school 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.
| Course Learning Outcomes | ||||||||
|---|---|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| 1. KNOWLEDGE Have a broad and coherent body of knowledge, with depth in the underlying principles and concepts in one or more disciplines as a basis for independent lifelong learning | ||||||||
| 2. SKILLS Have cognitive skills to review critically, analyse, consolidate and synthesise knowledge | ||||||||
| 3. SKILLS Have cognitive and technical skills to demonstrate a broad understanding of knowledge with depth in some areas | ||||||||
| 4. SKILLS Have cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence | ||||||||
| 5. SKILLS Have communication skills to present a clear, coherent and independent exposition of knowledge and ideas | ||||||||
| 6. APPLICATION OF KNOWLEDGE & SKILLS Demonstrate initiative and judgement in planning, problem solving and decision making in professional practice and/or scholarship | ||||||||
| 7. APPLICATION OF KNOWLEDGE & SKILLS Adapt knowledge and skills in diverse contexts | ||||||||
| 8. APPLICATION OF KNOWLEDGE & SKILL Be responsible and accountable for own learning and professional practice and in collaboration with others within broad parameters | ||||||||
Secondary Learning Outcomes
- 1. Critically 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 secondary school settings and contexts
- 3. Devise learning sequences that align secondary school 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 secondary school 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
- 9. Apply discipline specific content knowledge to secondary school learning environments
| Course Learning Outcomes | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| Australian Qualifications Framework Descriptors | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| 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:
- Complete the core structure
- Complete 1 major
Core Structure
| Number of units: 24 | Total credit points: 144 |
|---|
No additional notes.
Students will be eligible to exit the Bachelor of Education (Early Childhood) and receive the award of the Bachelor of Teaching (Early Childhood) on completion of the 24 units listed.
Students will be eligible to exit the Bachelor of Education (Primary) and receive the award of the Bachelor of Teaching (Primary) on completion of any 24 units from the host course.
Students will be eligible to exit the Bachelor of Education (Secondary) and receive the award of the Bachelor of Teaching (Secondary) on completion of any 24 units from the host course.
Course Structure
In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Early Childhood Major
| Number of units: 24 | Total credit points: 144 |
|---|
No additional notes.
Students will be eligible to exit the Bachelor of Education (Early Childhood) and receive the award of the Bachelor of Teaching (Early Childhood) on completion of the 24 units listed.
Students who are in the Catholic Education strand must have completed the following two units as per the course structure from the host course instead of EDFE13032 Professional Practice 3 (Primary/ECE) - Managing the Differentiated Classroom and EDEC11030 Teaching Health and Sustainability in the Early Years.
| Available units | ||
|---|---|---|
| Students must complete 2 from the following units: | ||
| RELG13001 | Contemporary Meanings and Religious Texts | |
| EDFE12044 | Professional Practice 3 - The Catholic School Placement | |
Course Structure
In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Primary Major
| Number of units: 24 | Total credit points: 144 |
|---|
No additional notes.
Students will be eligible to exit the Bachelor of Education (Primary) and receive the award of the Bachelor of Teaching (Primary) on completion of any 24 units from the host course.
Course Structure
In order to complete this course, you must:
- Complete the core structure
- Complete 1 major
Secondary Major
| Number of units: 24 | Total credit points: 144 |
|---|
No additional notes.
Students will be eligible to exit the Bachelor of Education (Secondary) and receive the award of the Bachelor of Teaching (Secondary) on completion of any 24 units from the host course.
More Details
There is no additional information for this course.