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CC12 - Bachelor of Education (Primary)

Overview

Course Overview

CQ University’s Bachelor of Education (Primary) is an initial teacher education course usually studied over a period of four years. The course qualifies you for professional registration which is administered in Queensland by the Queensland College of Teachers. You will demonstrate evidence of meeting the Australian Professional Standards for Teachers (Graduate career stage) throughout the course of study. On successful completion of the course, you are eligible for employment in primary school and junior secondary school contexts throughout Australia.

In addition to building the professional knowledge and skills required to teach effectively, the course is designed to foster dispositions for engaging in and contributing to the teaching profession through a commitment to ongoing professional learning. The course can be studied internally on each of the university’s regional campuses or externally through supported distance delivery.

The Bachelor of Education (Primary) includes125 days of planned teaching practice in schools and other learning sites. Professional practice blocks are included in each year of the course structure, and many opportunities for applying theoretical knowledge in practical ways have been embedded in each of the 32 units that make up the course.

A key feature of the Bachelor of Education (Primary) is the embedded VET qualification: The Diploma of Children’s Services (Early Childhood Education and Care). Students, who successfully complete both the 9 first year units and an additional practical component in a childcare setting, can receive the Diploma as an interim award. The structure of the course also allows for recognition of prior learning and entry into the second year for applicants who already hold the Diploma qualification.

Graduates of the Bachelor of Education (Primary) can progress to postgraduate study courses which are available for registered teachers through CQ University. These courses include The Graduate Certificate in Education (Specialisation) and Masters of Education (Specialisation) which are offered in a range of special interest areas.

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 (Primary) course are eligible for provisional registration as a teacher and for registration for employment as teachers in any Australian school or educational setting from Foundation (Preparatory) to Year 6 level. The Bachelor of Education (Primary) is also recognised as a teaching qualification for employment in educational settings internationally, however additional requirements may apply in some locations. Graduates of this course have developed significant skills that enhance employment opportunities in other sectors. In combination with work experience and personal qualities, graduates may pursue employment in a variety of career paths including:

  • 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(Pri)
AQF Level Level 7: Bachelor Degree
Course Fees
Indicative Year - 2025
  • Commonwealth Supported Place – Indicative First Year Fee - $4,624
  • Domestic Full Fee Paying – Indicative First Year Fee - $20,160
  • 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
  • International Indicative First Year Fee - $28,080
  • International Indicative First Term Fee - $14,040
  • Commonwealth Supported Place – Indicative First Year Fee - $3,984

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 - 2026

Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville

Term 1 - 2026

Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville

Term 2 - 2025

Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville

Term 1 - 2025

Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville

Term 2 - 2024

Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville

Term 1 - 2024

Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville

Term 2 - 2023

Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville

Term 1 - 2023

Bundaberg
Cairns
Mackay
Online
Rockhampton
Townsville

Term 2 - 2022

Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton
Townsville

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 - 2026

Bundaberg
Mackay
Rockhampton

Term 1 - 2026

Bundaberg
Mackay
Rockhampton

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
Online
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

QSA Authority Senior English or equivalent (4, Sound Achievement) and at least one of Maths A, B or C (4, SA) and at least one of Agricultural Science, Biology, Chemistry, Earth Science, Marine Science, Marine Studies, Physics or Science21 (4 SA). (school leavers) OR

Successful completion of the STEPS course or recognised alternative (non school leavers) with completion of the relevant English, Science and Maths units OR

Award of the Diploma of Children’s Services (Early Childhood Education and Care) through a TAFE institution or other Registered Training Organisation (non-school leavers) and the equivalent of 4, SA in a high school level (Year 11 and 12) Science and Maths subject or recognised units from the STEPS or equivalent bridging course.

International Students

In addition to the above requirements, international students must have obtained a score of at least 7.0 for Reading and Writing and a score of at least 8.0 for Speaking and Listening on an IELTS test undertaken during the 12 month period prior to submitting an application for admission or have successful completion of an AQF Level 7 equivalent qualification in an English speaking country.

Assumed Knowledge
No information available at this time
Course Features

Awards and Accreditation

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

EDFE14020 - A 30 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 Reporting booklet. Students submit evidence of meeting the professional standards at graduate career stage to the mentor teacher and university staff member responsible for Professional Practice 5 on each campus. Mentor teachers are responsible for verifying the evidence statement. On completion of the internship, students present selected aspects of their final e-portfolio to an audience of their peers and pre-service teachers enrolled in the first and second year of the course at a time arranged by the relevant university lecturer on each campus. Distance students complete this activity via Blackboard Collaborate.
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 Reporting 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.
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. Set tasks for this professional practice are outlined in an Information and Reporting Booklet supplied to mentor teachers in schools who supervise and assess students’ performance during the placement. Students maintain an up-to-date working portfolio as a collection of evidence for demonstrating these tasks which are linked explicitly to the Australian Professional Standards for Teachers (Graduate level). They complete a self-evaluation against the assessment indicators midway through the 15 day block and receive an interim report from the mentor teacher at this stage. Final assessment is completed by a mentor teacher in the placement workplace in conjunction with a university staff member. Students are assessed on a Pass/ Fail basis at the completion of the 15 day block using the same indicators as the Interim Report. Students must pass the practical placement to pass the unit. Follow-up assessment requires students to make additions to an e-portfolio linking specific evidence from the placement to the professional standards.
EDFE13032 - 25 day supervised placement in a school setting comprising 5 non-assessable contextual days and 5 assessable days completed on a one day per week basis throughout Term 1 of the third year and a 15 day continuous assessable block at the end of the term. Set tasks for this professional practice are outlined in an Information and Reporting 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 - 35 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 con tenuous teaching block; and a 20 day continuous assessable block at the end of the term. Set tasks for this professional practice are outlined in an Information and Reporting 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 20 day block. In response to these reports students construct a detailed plan for professional development and learning throughout the remainder of the placement and submit it to the mentor teacher for feedback and consideration against the Interim report prepared by the mentor teacher. Subsequent negotiation of the student’s professional learning activities follows this evaluation. Final assessment is completed by a mentor teacher in the placement workplace in conjunction with a university staff member. Students are assessed on a Pass/ Fail basis at the completion of the 20 day block using the same indicators as the Interim Report. Students must pass the practical placement to pass the unit. Follow-up assessment requires students to make additions to an e-portfolio linking specific evidence from the placement to the professional standards.
EDED12448 - 40 hours of engaged community service that aligns with a service learning plan approved by a unit lecturer. Evidence of completion of the service with a community organisation must be provided in the form of a signed “Confirmation of Service” statement.

Previous and Current Enrolments

Year Number of Students
2024 726
2023 685
2022 733
2021 738
2020 722
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 conduct and 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.
  • Complying with relevant child protection legislation by having a valid Working with Children's Check.
  • 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 area:

  • 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.
  • 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.
  • Applying literacy and numeracy knowledge and skills to successfully complete the Literacy and Numeracy Tests for Initial Teacher Education (LANTITE)
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:

  • Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
  • Maintaining positive working relationships when under stressful circumstances.
  • Displaying empathy and respect for multiple points of view.
  • Maintaining confidentiality in all contexts.
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.
  • Maintaining physical balance while safely transferring equipment.
  • Safely retrieving and utilising teaching materials and equipment.
  • Using a variety of specialised and non-specialised teaching equipment.
  • Moving with ease around a range of classroom environments that include a range of furniture configurations and equipment while performing various tasks.
  • Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
  • Manipulating delicate, breakable equipment with ease and care.
  • Interacting with a computer through input devices such as a mouse or keyboard.
  • Interacting with mobile devices through inputs such as buttons and a touchscreen.
Interpersonal Engagement

 

Examples are:

  • Relating positively and effectively to a wide variety of stakeholders.
  • Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
  • Being consultative and collaborative in creating and maintaining effective working relationships and outcomes.
  • Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
  • Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
  • Recognising others as sentient human beings with rights that must not be violated.
  • Recognising others in the workplace as ends in themselves and never exclusively as a means to an end.
  • Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during teaching practice, or modifying and reflecting on work-integrated learning in response to supervisor feedback.
  • Critically self-reflecting on situations that may/may not have gone well, and take the learning point(s) from that situation.
  • Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
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).
  • Using a range of ICTs to enhance student learning during Professional Practice placements in schools.
  • Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Compulsory Requirements
Health 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 the Australian Capital Territory, Victoria, and South Australia, where COVID-19 vaccination is mandatory for all healthcare students, including disciplines other than healthcare that undertake professional experience placements.    

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.

 

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.

Other Compulsory Requirements

Students must be aware of the Literacy and Numeracy Tests for Initial Teacher Education (LANTITE) requirements. Both tests (Literacy and Numeracy) need to be successfully passed 7 months before undertaking Professional Practice 3. 

Core 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 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.
  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
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:
EDCU11031 Development and Learning through Life
EDED11454 Education as a Profession
EDCU11032 Health and Physical Education
EDCU11033 Multiliteracies
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
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
EDCU12041 Sustainability through Active Citizenship
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
EDFE12042 Professional Practice 2 (Primary) – Classroom Management
Year 2 - Term 3
Students must complete the following compulsory units:
EDED12448 Service Learning - Contexts and Communities
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
EDED13434 Learning and Wellbeing in Middle School
EDED13435 Students with Special Needs
Year 4 - Term 1
Students must complete the following compulsory units:
EDCU14033 Geography
EDCU14034 Teaching English Language Learners
EDCU14035 Technology 2 - e-Learning Design
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 (Primary) Catholic Strand

Year 1 - Term 1
Students must complete the following compulsory units:
EDED11454 Education as a Profession
EDCU11032 Health and Physical Education
EDCU11031 Development and Learning through Life
EDCU11033 Multiliteracies
Year 1 - Term 2
Students must complete the following compulsory units:
EDFE11038 Professional Practice 1 - Introduction to Teaching
EDED11456 Communication in Educational Environments
EDED11457 Responding to Diversity and Inclusion
EDED11455 Curriculum Foundations and Decision-Making
Year 1 - Term 3
Students must complete the following compulsory units:
EDED11458 Indigenous Studies and Learning
Year 2 - Term 1
Students must complete the following compulsory units:
EDCU12044 Literacy and Numeracy for Teachers
EDCU12040 Biological and Earth and Space Sciences
EDCU12041 Sustainability through Active Citizenship
EDCU12039 Design and Digital Technologies
Year 2 - Term 2
Students must complete the following compulsory units:
EDCU12038 Teaching for Mathematical Proficiency
EDCU12042 History Curriculum and Pedagogy
EDCU12043 English - Teaching Language Use in Context
EDFE12042 Professional Practice 2 (Primary) – Classroom Management
Year 2 - Term 3
Students must complete the following compulsory units:
EDED12448 Service Learning - Contexts and Communities
Year 3 - Term 1
Students must complete the following compulsory units:
EDCU13019 English - Teaching Reading
EDFE12044 Professional Practice 3 - The Catholic School Placement
EDED13433 Assessment and Reporting
EDCU13018 The Arts
Year 3 - Term 2
Students must complete the following compulsory units:
EDCU13017 Chemical and Physical Sciences
RELG13001 Contemporary Meanings and Religious Texts
EDCU13020 Mathematics Curriculum
EDED13435 Students with Special Needs
Year 4 - Term 1
Students must complete the following compulsory units:
EDCU14033 Geography
EDCU14034 Teaching English Language Learners
EDCU14035 Technology 2 - e-Learning Design
Year 4 - Term 2
Students must complete the following compulsory units:
EDCU13021 Teaching Religious Education in a Catholic School
EDFE14021 Professional Practice 4 - Engaged Teaching and Learning
EDFE13034 Specialisation and Teaching in the Catholic School Community
More Details

Location

This course can only be studied within Australia. 

Please be advised that units in this course may be delivered in a variety of ways including on-campus/face-to-face, online, and in schools (placement). Some units in the course may only be available to be studied online. Students are advised to check the Handbook for unit availabilities and the requirements of each unit within the course prior to enrolling.

 

Mid-Year Entry


Students commencing mid-year in the Bachelor of Education courses (CC12, CC14, CC13) have the option to complete an accelerated course structure of 3.5 years. This course structure will align your course completion with those students who commenced in Term 1 of the same year. (Please note, this course structure does not apply to students commencing in Term 1).

To be eligible to follow the accelerated course structure, you will be required to enrol as outlined within the Term 2 (mid-year entry) study plans for your course. The mid-year entry study plan includes enrolment over Term 3 and some terms of over-enrolment (5 units per term). Please contact the Course Management 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 the requirement of "Standard Achieved" 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.


Professional Practice

Students will be required to complete 85 supervised placement days in order to satisfy the course accreditation requirements.

• EDFE11038 - Professional Practice 1: 15 day supervised placement

• EDFE12042 - Professional Practice 2 (Primary): 20 day supervised placement

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

• EDFE14021 - Professional Practice 4: 30 day supervised placement in a school setting. 

As part of accreditation requirements, students must have passed ALL coursework, except EDED14354 The Ethical Professional and EDFE14020 Professional Practice Specialisation before undertaking EDFE14021 Professional Practice 4 – Engaged Teaching and Learning.

Placements should be completed as per the structure identified in the Professional Practice Calendar which can be accessed from the School of Education and the Arts Professional Practice website at the beginning of each academic year. In situations where variations to the calendar are unavoidable, the pre-service teacher should obtain approval from the Academic Director of Professional Practice.

All professional practice materials, including information and reporting booklets and placement calendars can be located on the following website: https://www.cqu.edu.au/about-us/structure/schools/ea/professional-experience   

In order to have a placement sourced for you for any of the Professional Practice units, all pre-service teachers will need to register for placement by completing an online form through the placement system Sonia.  All summative reports are also completed through this platform and can accessed through the following site: https://sonia.cqu.edu.au/

Pre-service teachers must be aware that they cannot receive remuneration in any form for duties carried out as part of Professional Practice placements.

 
Working with Children Check

Pre-service teachers must be enrolled in a CQUniversity Professional Practice unit and be in possession of a current Positive Notice Blue Card (or equivalent “Working with Children” check issued in other Australian states or territories) to be eligible for placement in a school/early learning centre/educational site. Please log onto the placement system Sonia to access the online form to apply for a Working with Children Check.

 

Service Learning

Students will also be required to undertake 20 hours of volunteering in a community organisation as part of EDED12448 Service Learning - Contexts and Communities.

 
Credit for Prior Learning

Credit transfer will not be granted towards curriculum and pedagogy units within the Bachelor of Education courses on the basis of work experience and/or informal and non-formal learning.

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

  • A completed Cert 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 in a school within the Diocesan region.

 

Career Opportunities

Like other professions, the teaching profession is impacted by issues of supply and demand. It is therefore wise to investigate your employment prospects prior to deciding on a course specialisation. This is especially important if you are unable to relocate.