Bachelor of Education (Early Childhood and Primary)
The Bachelor of Education (Early Childhood and Primary) is an Initial Teacher Education (ITE) program that equips students for careers as a teacher for early childhood teaching and all primary school year levels. This course is overseen by Program Director Mr Stephen Brinton.
This course is for people who sense a calling to primary teaching or early years education.
The Bachelor of Education (Early Childhood and Primary) – BEEP – is an Initial Teacher Education (ITE) program, designed to meet the ACECQA standards for early childhood teaching program assessment and the Graduate Teacher Standards Descriptors – professional knowledge, professional practice and professional engagement at the undergraduate teacher level. It equips students for provisional registration as generalist teachers for early childhood teaching and all primary school year levels.
It provides a core of pedagogy in each of the Key Learning Areas (KLAs) and professional experience. In addition to developing general skills in critical thinking, problem-solving, teamwork, and communication, graduates will be equipped with theoretical knowledge in curriculum development and pedagogy, to equip them for classroom teaching.
We tailor learning and teaching to students’ individual needs, in small classes where each student is known and mentored. Most students choose blended learning: students come on campus for a one-week seminar for each subject and complete the remainder online. However, all our subjects can now be studied fully online.* Students can also choose to apply to study at one of Alphacrucis's school hubs.
Alphacrucis College expects this new course to be professionally recognised in 2022.
The course structure is based on eight semesters (each of 13 weeks duration), with four subjects taught in each semester. This includes:
- 10 credit points from Christian Studies
- 150 credit points ECEC and K-6 Education (includes 20 days of ECEC Professional Experience)
- 30 credit points ECEC Experience (includes 20 days of ECEC Professional Experience)
- 100 credit points from K-6 Curriculum Studies (including 20 credit points of specialisation or elective subjects)
- 20 credit points K-6 Professional Experience (50 Days)
- 10 credit points ECEC Professional Experience (10 Days) (plus 10 Observation Days across EC and K-6 in Year 1)
To qualify for the award of the degree of Bachelor of Education (Early Childhood and Primary), Teacher Education Students (TES) shall accrue an aggregate of at least 320 credit points from listed subjects. TES must complete the required number of teaching days to register with the relevant State teaching authority as stipulated by local registration/employing bodies.
Students are encouraged to complete two CRS-coded subjects as electives to meet the requirements for professional registration as Primary Teachers.
Rules of Progression
Maximum of 10 subjects (100 credit points) at 100 level, and at least eight subjects (80 credit points) at 300 level.
Must have the appropriate approvals for working with children before they may enter a classroom.
Must pass LANTITE before their final placement and preferably earlier in their program.
The Diploma of Education Studies, Associate Degree in Education Studies, and Bachelor of Arts (Education Studies) are nested within the Bachelor of Education (Primary).
Academic Entry Requirements
Applicants with Recent Secondary Education (within the past 2 years)
Applicants admitted on the basis of their recent secondary education must demonstrate the completion of NSW Higher School Certificate with an ATAR of no less than 65 (or the completion of the interstate or overseas equivalent qualification and result) for admission into this course. This must include a minimum of three Band 5 HSC results, including one in English.
Special admission is also available for Year 12 students whose ATAR (or equivalent) falls within 5 points of the published lowest ATAR to receive an offer but have done well in subjects relevant to the course of study. These Special Admission Pathways are evaluated on a case-by-case basis by the Program Director and then tabled for approval by the Admissions Committee.
Applicants with Vocational Education and Training (VET) Study
Applicants whose highest level of study since leaving secondary education is a complete Vocational Education and Training (VET) qualification are advised to seek entry into the Diploma of Education Studies.
Applicants with Higher Education Study
Applicants whose highest level of study enrolment since leaving secondary education is a complete or partially complete higher education qualification must demonstrate the completion or partial completion of an AQF Level 5 Higher Education Diploma (or higher) by an authorised institution for admission into this course.
Applicants with Work and Life Experience
If you are over the age of 21 at the time of commencement, you can apply for admission into this course on the basis of provisional entry, and complete the provisional entry qualifying period to become a full candidate.
If English is not the applicant’s first language or if their first degree was awarded in a non-English speaking nation, they will be required to show proficiency in the International English Language Testing System (IELTS) (or equivalent). Such students admitted into our programs must attain an overall IELTS (or equivalent) score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening). For full details of the policy on the ‘English Language Proficiency for Teachers see the NESA English Language Proficiency Policy.
Essential Requirements for Admission
The Program Director conducts a pre-admission interview (either face-to-face or phone or via Skype) with all academically eligible applicants. This interview aims to assess the key capabilities associated with successful teaching.
Literacy and Numeracy Test
AC students are required to sit for and pass the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to enrolling in their final Professional Experience Placement.
Working with Children Check
AC students are required to complete the Working with Children Check online. You are classified a ‘volunteer’ in Education. Submit application online and also print a copy and upload as an attachment to your application.
Training is provided free online by the Australian Society of Clinical Immunology and Allergy (ASCIA). On completion of the online module participants receive a certificate of completion which must be included with your application. The training is required to be successfully undertaken every two years. This is the only training for anaphylaxis management in schools that New South Wales Education Standards Authority (NESA) will accept.
NSW Department of Education Child Protection Awareness Training
All students are required to complete the NSW Department of Education Child Protection Awareness Training before enrolling into a work-integrated learning subject and undertaking Professional Experience. Students who have met the academic and essential entry requirements can progress into the course prior to completing this training.
Delivery Mode: Blended
Duration: 4 years full-time/ up to 12 years part-time
Intakes: Semester 1, Semester 2.
Fees & Timetable
Fee-Help information and a complete Fee Schedule for all Alphacrucis courses can be found in our Fees Information section.
For a full list of course dates for new and continuing students, please see our Timetables.
FEE-HELP may be available for eligible students to assist you in financing your studies. For more information and other options, please visit the Financing Your Study page. For students who cannot access government loans, an alternative option is Study Loans, a private student loan provider. To learn more about loans provided by Study Loans, click here.
Course Learning Outcomes
- broad and coherent knowledge of Christian doctrine, tradition and history as a foundation for the development of a Christian worldview;
- in-depth knowledge of key issues and practices in the discipline area of early childhood and primary teaching;
- general knowledge of scholarship and recent developments in the KLA’s pertaining to primary teaching, including, where appropriate, across disciplines;
- broad and coherent understanding regarding the planning, implementation, assessment and reporting of pedagogically sound learning activities consistent with a Christian worldview and appropriate to the demands of the teaching context;
Demonstrated ability to:
- analyse and interpret the stages of development in physical, cognitive, social/emotional and spiritual growth in children and apply it to diagnosis and teaching strategies for progression of students;
- analyse and synthesise various pedagogical approaches with differing ideologies and develop skills and strategies (including technologies) to enhance the quality of learning for all students, including those from marginalised communities;
- communicate effectively coherent ideas and proposed solutions to peers and general audiences in diverse contexts;
- identify and critically evaluate new developments of research and scholarship in the discipline area of early childhood and primary teaching;
- discuss and analyse contemporaneous topics, issues and challenges impacting on early childhood and primary teaching, from a Christian worldview, to develop appropriate solutions;
- comply with professional codes of ethics and regulations which impact on the ability to work with children and keep abreast of changes in the legislation and practice applicable to the specific teaching context;
- work independently, responsibly and with the level of professionalism expected of an expert in early childhood and primary teaching;
- collaborate with the broader community of Christian teachers and school leaders to provide appropriate collegial support;
- undertake self-reflection and evaluation of teaching performance for the purpose of vocational development.
Graduates of the Bachelor of Education (Early Childhood and Primary) may find employment in early childhood centres, schools (faith-based, government and non-government schools), not-for-profit and mission-focused organisations, community service-orientated positions, and positions that require research skills and critical thinking, including careers as: corporate trainers and development managers, curriculum consultants and developers, educational administrators, educational researchers, government policy advisers, community educators education publication writers or editors, or education policy analysts. Additionally, graduates may progress further along the pathway toward Level 8 and 9 (postgraduate studies) upon completion of the course.
Students are required to complete 90 days of Professional Placement across the course and 10 observational days.
In addition, the pre-service teacher, once admitted into the course, may apply for a Clinical Teaching Module (CTM) placement. This is a mode of study that places the student, typically one day a week in a host school under a Host Coach(es), where they can practice their new skills and understanding without the pressures of assessment. They are encouraged to seek modifications to their subject assignments for their CTM context and so create synergy with their CTM commitment and their academic study.
For more information on the suite of student support services available, please see our Student Services section.
This course is not currently available to international students.