Bachelor of Education (Primary)
The Bachelor of Education (Primary) – BEd(P) – is an Initial Teacher Education (ITE) program, designed to meet the Australian Professional Standards for Teachers – professional knowledge, professional practice and professional engagement at the undergraduate teacher level. This course is overseen by Program Director Mr Stephen Brinton.
Course Description
Do you love when the penny drops and knowledge clicks into place for a child? Are you excited about seeing children learn and grow? We believe that the unique and tangible expression of our teacher training is in the encounter between a child and the heart of the Christian teacher. This course is for people who sense a calling to primary school 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.*
The BEd(P) equips you for provisional registration as a teacher for all primary school year levels and is accredited by TEQSA and NESA. 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.
Course Highlights
You can apply to study in one of our “Hubs” with partner schools. This complements our regular practical placements, which you can complete in a range of local or international schools. The hub model is an apprenticeship style of "on the job" learning where a student becomes part of a local school and has a mentor teacher. AC pioneers this program, based on the internationally renowned Clinical Teaching Model, for training the next generation of teachers. This is a global first initiative which flips the conventional educational structures and trains students onsite in partner schools.
*With the exception of professional experience placements, requiring 80 days in schools.
Course Structure
The course structure is based on eight semesters (each of 13 weeks duration), with four subjects taught in each semester:
- 10 cp from Research
- 10 cp from Christian Studies
- 110 cp from Education
- 140 cp from Curriculum Studies
- 10 cp Electives (1 Elective subject)
- 40 cp Professional Experience*
To qualify for the award of the degree of Bachelor of Education (Primary) a candidate must complete all 32 subjects, including satisfactory completion of the Professional Experience subjects.
*Professional Experience (including Community Engagement) consisting of community-based learning and a minimum number of supervised teaching days in primary schools as stipulated by local registration/employing bodies.
Subjects
Elective
1 subject taken from an accredited Level 7 course of study offered by the College.
For more details on which subjects you can choose, see the current enrolment guide for this course.
Admission Criteria
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.
Language
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
Pre-Admission Interview
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.
Anaphylaxis e-Training
Training is provided free online by the Australian Society of Clinical Immunology and Allergy (ASCIA) http://etraining.allergy.org.au/ 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.
Study Modes
Delivery Mode: Blended
Locations: Sydney
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 is 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
Demonstrate:
- 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 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 primary teaching;
- discuss and analyse contemporaneous topics, issues and challenges impacting on 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 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.
Student Stories
“I am constantly hearing from teachers how they would have loved this to have been available when they were training. Because of this model, I’m not wondering if, after four years of university, I will enjoy teaching or if it is what I want to do. I know now through my classroom experience that I’m made for teaching and I love it.”
Bethany Knaus,
Bachelor of Education (Primary) student
Career Opportunities
Graduates of the Bachelor of Education (Primary) may find employment in 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 Bachelor of Education (Primary).
Alumni Stories
“I recently had a 9-year-old student come up to me on excursion and ask why was I different to other teachers. When I asked her what she meant by “different”, she said ”Miss, you always give us a second chance.” This moment reminded me that it’s not about what you’re teaching... it’s about who you are to your students, believing in them and supporting them.”
Carolin Smolek
Education Graduate
Work-integrated Learning
To qualify for award of the degree of Bachelor of Education (Primary), all Pre-service Teachers will complete:
4 subjects (40 credit points) of Professional Placement:
1. EXP211 Professional Experience 1
2. EXP212 Professional Experience 2
3. EXP311 Professional Experience 3
4. EXP312 Professional Experience 4
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.
Professional Accreditation
Please see Applying for Accreditation with NESA for more information.
Student Services
For more information on the suite of student support services available, please see our Student Services section.
CRICOS Code
CRICOS Course Code: 089241C
