• synthesise their personal and professional beliefs into a worldview that enables them to be effective and ethical teachers;
• create quality learning experiences for all students;
• demonstrate the acquisition of a body of knowledge and skills specific to the creative and professional practice of chosen discipline areas;
• use personal competencies to enhance knowledge acquisition, communication, problem solving, creativity and sustainability;
• design, implement and evaluate curriculum and assessment for diverse learners;
• create sustainable, safe, respectful, socially just, and supportive learning environments;
• promote holistic wellbeing practices in personal and professional settings;
• address educational issues through research to improve teaching knowledge and practice;
• demonstrate and employ a philosophy of service and servant leadership in professional and personal spheres;
• reflect critically on professional practice, professional commitment, and ethical and moral responsibilities of the teaching profession.

GENERAL ADMISSION CRITERIA

To qualify for admission, you must meet one of the following criteria:

Applicants with higher education study

• Completion or partial completion^ of an Australian Qualifications Framework AQF Level 7 qualification at an accredited university or higher education provider: or
• Successful completion of bridging or enabling course, or another recognised tertiary preparation course; or
• Successful completion of an Avondale pathway program

^You must pass at least two units/subjects. Show cause is required if you failed 50% or more overall.

Applicants with vocational education and training (VET) study

• An Australian Qualifications Framework AQF Level 4 qualification or higher; or
• A New Zealand Qualifications Framework NZQF Level 4 qualification or higher

Applicants with work and life experience

• An ATAR equal to or above 63.00; or
• An appropriate score in the uniTEST and the Tertiary Online Written Assessment (TOWA); or
• An appropriate score in the Special Tertiary Admissions Test (STAT)

Applicants with recent secondary education (within the past two years)

• A Selection Rank of 63.00 or above after adjustment factors are applied; or
• International Baccalaureate (IB) Diploma with a minimum of 24 points; or
• Year 13 NCEA Level 3 results, identifying university entrance attainment; or
• An equivalent offer for admission from another Australian or New Zealand University; or
• An appropriate score in the uniTEST and the Tertiary Online Written Assessment (TOWA); or
• Equivalent overseas secondary qualifications as stated in the Admission to Higher Education Undergraduate Courses Policy

Applicants with overseas qualifications

• An overseas qualification comparable to an Australian Qualifications Framework AQF Level 4 qualification or higher.

SPECIFIC ADMISSION CRITERIA

You must meet the following specific admission criteria for admission.

• Complete and submit a Personal Statement for Initial Teaching Training
• Evidence of part-time employment in an early childhood education or care setting, or a school setting, is required if you chose to study via distance (online).

POST ADMISSION REQUIREMENTS

The post admission requirements for this degree are listed below. For more information, refer the post admission requirements for Education.

• Working with Children Check
• Child protection awareness training
• ASCIA anaphylaxis e-training
• National Literacy and Numeracy Test (LANTITE)
• Fitness for teaching

ADVANCED STANDING

Applicants with an Australian Qualifications Framework AQF Level 5 qualification or higher in a cognate area may be eligible for advanced standing (credit recognition).

ENGLISH LANGUAGE REQUIREMENTS

International applicants must demonstrate English language proficiency in one of the ways outlined in Appendix 2 of the Admission to Higher Education Undergraduate Courses Policy.

Title of course of study: Bachelor of Arts/Bachelor of Teaching (Birth – 12 years)

Course duration: Four years full-time (or part-time equivalent)
Study mode: On-campus with distance education
Maximum time to complete: Ten years

Course structure:

The course structure is based on eight semesters (each of 13 weeks duration). It comprises:

• 33 compulsory units of six credit points each over four years full-time, or part-time equivalent (198 credit points).
• Compulsory professional experience requirements embedded within the various Professional Development & Curriculum & Pedagogical units total 115 days.

Content of the course of study

The course has seven core units and six areas of study:

Primary Specialisations

• 4 specialisation units – in English.

Core Discipline Studies

• MATH10000 Applied Numeracy
• SCTS11100 Exploring the Physical & Natural World
• HPFH 20101 Families & Their Communities
• WHPE10101 Foundations of Wellbeing

Curriculum Studies:

• EDUC11101 Curriculum Studies – Teaching Mathematics I & EC Numeracy
• EDUC11105 Curriculum Studies – Teaching Creative Arts I & EC Arts
• EDUC11107 Curriculum Studies – Teaching Initial English & EC Literacy
• EDUC21103 Curriculum Studies – Teaching Creative Arts II & EC Arts
• EDUC14102 Curriculum Studies – Teaching English I
• EDUC24104 Curriculum Studies – Teaching English II
• EDUC24106 Curriculum Studies – Teaching Mathematics II
• EDUC21107 Curriculum Studies – Teaching Science & Technology & EC Science
• EDUC31110 Curriculum Studies – Teaching Humanities & Social Sciences
• EDUC31105 Curriculum Studies – Teaching Health & Physical Education & Outdoor Play
• EDUC31107 Curriculum Studies – Teaching Biblical Studies & EC Spirituality & Faith

Education Studies:

• EDUC11112 Child Development & Learning B-12
• EDUC21106 Managing the Classroom Environment B-12
• EDUC31101 Leadership, Management & Advocacy
• EDUC31104 Diversity & Inclusion B-12
• EDUC21113 ICT & the Curriculum B-12
• EDUC21114 Indigenous Education B-12
• EDUC31108 Educational Research & Diversity B-12
• EDUC31111 Alternative Pedagogies & Contemporary Issues in EC

Professional Development and Experience Studies:

• EDUC11103 Professional Development 0-36 months – Planning for the Learning Environment
• EDUC21112 Curriculum & Pedagogical Studies Primary – Planning & Assessment for English
• EDUC22103 Curriculum & Pedagogical Studies Primary – Teaching & Researching for Effective Learning
• EDUC21105 Professional Development 0-5yrs – Planning for the Learning Environment
• EDUC31109 Preparation for the Christian Teaching Workplace B-12
• EDPX30001 Professional Experience

Core Discipline Studies

Core Discipline Studies units are non-teacher education units that focus on the development of content knowledge across, health, families, communities, numeracy and science. These areas constitute core background knowledge that early childhood education and care educators can apply to their future role as educational leaders and administrators of children, families and their communities. All of these units promote reflective practice and encourage students to re-negotiate their stories of self. These units, together with the 4 specialisation units are undertaken in the first year of the course.

Curriculum Studies

Focus on the development of practices and processes of teaching the play based, socially just and inclusive early childhood curriculum and primary school curriculum. They also allow the pre-service educator to develop familiarity with curriculum framework documents for Australian early childhood settings and syllabus documents for the Australian Curriculum and NSW School System.

Education Studies

Provide a theoretical base to the teaching and learning process

Professional Development and Curriculum & Pedagogical Studies

Address the strategies, skills and practices involved in teaching in an early childhood setting and primary school setting. They provide opportunities for continued professional experience, offering increasing responsibility within a variety of settings in both prior to school and primary school.

Rules of progression

Normally students complete 100 and 200 level units before progressing to higher units.

All units in semester 1 & 2 of the first year of the course, must have been completed successfully before a student can enroll in any Curriculum Studies, Professional Development or Curriculum and Pedagogical Studies units.

All Professional Development or Curriculum and Pedagogical Studies units have an enrollment pre-requisite of the prior Professional Development or Curriculum & Pedagogical Studies unit.

Students must have attempted the National Literacy and Numeracy Test for Initial Teacher Education Students, (LANTITE) by the end of their first year of study, and must have passed LANTITE prior to undertaking their final professional experience placement.

Course Sequence

Bachelor of Arts/Bachelor of Teaching (Birth – 12 years) Placements

Professional experience placement requirements total 115 days (55 days in early childhood education and care and 60 days in a school setting).

The goal of professional experience in the workplace is to prepare teacher education students to take charge of the classroom and cope with the demands of teaching early childhood education and care contexts and primary school contexts. Placements provide opportunities for teacher education students to:

• Experience the teaching role in a variety of settings;
• Observe links between theory and practice;
• Apply knowledge to practice at regular intervals during their course;
• Work towards achieving the Graduate Teaching Standards in the Professional Knowledge, Professional Practice and Professional Engagement domains.

While there is a common approach to professional placements, the scope is appropriate to specific courses. We expect students to demonstrate their proficiency based on the particular outcomes relevant to their study. This means they can:

• Maintain satisfactory academic progression before professional experience placement;
• Act in a way that demonstrates sound cognitive, mental, emotional and physical health, and be able to cope with the varying demands of classroom situations;
• Demonstrate the ability to cope effectively with stressful situations;
• Demonstrate the ability to maintain a duty of care while on placement;
• Relate to students in an age-appropriate and professional manner;
• Model appropriate literacy and numeracy skills in the classroom and beyond.

We do not permit students who cannot demonstrate their fitness for teaching on placement.

Professional experience placements occur throughout all teaching programs, as per the course structure. It is the student’s responsibility to be available at those times.

Pre-service teachers will experience a range of placement settings in private and community-based childcare services, public and independent schools, and one rural/regional school. Students are responsible for placement-related expenses, including accommodation and transport and other related costs.

Endorsement of Avondale University’s Bachelor of Arts/Bachelor of Teaching (Birth – 12 years) by the New South Wales Government Institute of Teachers Advisory Panel (NESA) qualifies graduates for employment as teachers in NSW schools. Other Australian state governments have different requirements for teachers to become registered to teach in their state. Before practising in the classroom, you must register for accreditation with the relevant state professional teaching body.

Information concerning certification requirements is available from the Professional Experience Coordinator. It would be best to familiarise yourself with the requirements, as responsibility for teacher registration rests with you.

English Language Proficiency Requirements for Teachers in NSW

International students may require an International English Language Test Score (IELTS), or equivalent, of at least 7 in reading and writing and 8 in speaking and listening for teacher registration if part of their qualifications are from a country where English is not the primary language.