Bachelor of Education (Early Childhood)(Birth - 5 Years)

• synthesise their personal and professional beliefs into a worldview that enables them to work ethically, respectfully and collaboratively with children, families, colleagues and communities;
• create child-centred, culturally responsive and inclusive play-based learning opportunities that promote child agency through intentional teaching driven by critical reflection on the Early Years Learning Framework planning cycle;
• demonstrate the acquisition of a body of knowledge and skills specific to the creative and professional practice of an early childhood teacher working within the National Quality Framework;
• assess personal learning and development priorities using the Australian Professional Standards for Teachers and the National Quality Standards to enhance knowledge acquisition, communication, problem solving, creativity and sustainability;
• design, implement, pedagogically document and evaluate play-based curriculum for diverse learners using an approved curriculum framework in a range of early childhood education and care settings;
• create inclusive, sustainable, safe, socially just and respectful learning environments that promote competence and support every child?s participation in exploration and play-based learning;
• support and promote physical, mental and spiritual wellbeing practices in early childhood education and care settings;
• address educational issues through research to improve teaching knowledge and practice in early childhood and care settings;
• demonstrate and employ a philosophy of service and servant leadership in responsive and meaningful relationships where the dignity, rights and wellbeing of children, families, colleagues and communities is secured;
• reflect critically on professional practice, professional commitment, and ethical and moral responsibilities of the early childhood teaching profession.

There are many options for satisfying the entry requirements for our courses. An applicant needs to meet at least one of the following entry requirements to be given an offer to study at Avondale.

I have completed my secondary education in Australia or New Zealand and achieved:

• a selection rank of at least 63. A selection rank is calculated as the ATAR plus any adjustment factors that may be applicable; or
• a minimum of 24 points in the International Baccalaureate (IB) Diploma; or
• New Zealand Year 13 NCEA Level 3 results, identifying university entrance attainment; or
• appropriate scores in Avondale University-approved entrance exams;
• the International Big Picture Learning Credential.

*Applicants must not be a current year 12 (or equivalent) student and must be 18 years or older at the time of commencing their course.

I have completed a Vocational education and training (VET) course in Australia or New Zealand and achieved:

• an Australian Certificate IV or higher, or
• an Australian Certificate III, or
• an equivalent New Zealand certificate, as approved by the Director, Student Administration Services.

I have already attended university in Australia or New Zealand and:

• successfully completed at least 2 units of a bachelor’s degree or
• completed a bridging or enabling course, or another recognised tertiary preparation course; or
• successfully completed at least three units of Avondale’s Undergraduate Certificate in University Preparation.

I have completed my secondary education or higher education qualification overseas:

• refer to the Admission Policy (HE) for specific information regarding both the minimum academic entry standards (Appendix 1) and the English language proficiency requirements (Appendix 2).

The Bachelor of Education (Early Childhood) (Birth-5 years) consists of 32 units of study and 192 credit points.

• All units are worth 6 credit points
• The course structure is based on 8 semesters (each of 13 weeks duration), with 4 units taught in each semester
• The course can be studied over 4 years full-time, or part-time equivalent
• All 32 units are compulsory
• There are no electives
• Professional experience requirements embedded within the various EDEP (Professional Development and Experience) units total 95 days. Satisfactory completion of the professional experience requirements of the units in the course is compulsory.
• The course prepares graduates to meet the Australian Institute for Teaching and School Leadership (AITSL) Graduate Teacher Standards.

This course has 5 areas of study:

• Curriculum Studies
• Christian Education Studies
• Education Studies
• Professional Development and Experience Studies
• Academic Literacy Studies

Curriculum Studies - EDCE coded units focus on the development of practices and processes of teaching the play-based, intentional, socially just and inclusive early childhood curriculum. They also allow the pre-service educator to develop familiarity with curriculum framework documents and the National Quality Standards and National Quality Regulations for Australian early childhood settings.

Christian Studies - WHPE, EDCE & EDUC coded units reflect the unique philosophy of Avondale and convey in a systematic and intentional manner the religious, ethical and social justice values of Avondale’s own faith tradition; the Seventh-day Adventist Church. There is a particular emphasis on the purposes and practices of Christian education.

Education Studies - EDUC coded units provide a theoretical base to the teaching and learning process while contributing to the development of attributes of caring, competence, commitment, and critical-reflection.

Professional Development and Experience - EDEP coded units address the strategies, skills and practices involved in teaching in an early childhood education and care setting and provide opportunities for continued professional experience, offering increasing responsibility within a variety of settings for periods of 1 to 6 weeks at a time.

Academic Literacy Studies - ARTS coded units scaffold students' skills in academic literacy and academic integrity.

Rules of Progression - Normally students complete 100 and 200 level units before progressing to higher units. All EDEP Professional Development and Experience units have an enrolment pre-requisite of the prior EDEP unit.

Unit Sequence

Year 1 Semester 1

Professional Experience (July, 5 days) 3-5 year olds

Year 1 Semester 2

Professional Experience (February, 5 days) 0 - 2 year olds

Year 2 Semester 1

Professional Experience (July, 5 days) 3 - 5 year olds

Year 2 Semester 2

Professional Experience (February, 10 days) 2 - 3 year olds

Year 3 Semester 1

Professional Experience (July, 10 days) 0 - 2 yr olds

Year 3 Semester 2

Professional Experience (February, 30 days) 3 - 5yr olds

Year 4 Semester 1

Professional Experience (July–August, 30 days) 0 - 5yr olds

Year 4 Semester 2

Students have regular opportunities to practice their developing teaching skills in the classroom through 95 days of Professional Experience Placement. This provides students with opportunities to develop essential mastery of the Graduate Teaching Standards, required by the Australian Institute of Teaching and School Leadership (AITSL) prior to graduation.

It is important that teacher education students:

• Be available during regularly scheduled Professional Experience Placements, refraining from booking other events during this time
• Be willing to experience a variety of services contexts
• Take responsibility for any transport or accommodation costs associated with their Professional Experience Placement

Students must provide evidence of compliance on arrival at each services for their Professional Experience Placement. Evidence includes:

• Working With Children Check
• Child Protection Awareness Training and annual updates
• ASCIA anaphylaxis e-training

If students become ineligible to visit services for Professional Experience Placement or are barred from attending a service for any reason, they will not be able to complete this degree.

Inherent Requirements for Initial Teacher Education Courses and the Teaching Profession

Initial Teacher Education (ITE) courses at Avondale University (Avondale) include inherent requirements - core capabilities, knowledge, and skills essential for students to successfully achieve the course's learning outcomes. These requirements uphold the academic integrity of the program and align with professional and accreditation standards so that those on whom Avondale confers an award can present themselves as having met the inherent requirements of the course qualification and graduate teaching position.

The inherent requirement statements have been developed to support informed decision-making by prospective and current students as they determine whether teaching is a suitable career path. The Inherent requirements for initial teacher education courses and the teaching profession are available for download here.

Conflicts of Interest

Teacher education students should seek Professional Experience Placements in services where no relatives are working or attending. This is to avoid a conflict of interest in mentoring and assessing teacher education students. If applying to such a service, relationships must be disclosed, with Avondale reserving the right to allow the Professional Experience Placement. Failure to disclose this information may mean that the grade for the Professional Experience Placement is subject to revision or annulment. Students can only complete one placement at a service where they are present or past employees.

Post Admission Requirements

Working with Children Check (WWCC)

Students will need to obtain a New South Wales Working with Children Check, as well as the equivalent Working with Children Check in any state or territory in which they intend to complete a Professional Experience Placement. Students enrolled in an initial teacher education degree will need to have obtained an NSW WWCC no later than the end of their first year.

Students need to apply for a Working with Children Check online through the Office of the Children's Guardian. After the application is complete, the application number and the expiry date must be emailed to the Professional Experience Placement Officer.
E: [email protected]

Child Protection Awareness Training

Students are required to complete the Child Protection Awareness Training within the first two weeks of the semester, before the first Professional Experience Placement. The training is a self-paced online e-learning course available through the NSW Department of Education. Students should save their evidence of completion as a PDF file and email it to the Professional Experience Placement Officer.
E: [email protected].

Child Protection Update

When a student has completed the Child Protection Awareness training, they must register for MyPL, and then complete Child Protection Updates annually.

The specific focus of the annual Child Protection Update varies each year, depending on current needs as identified by the NSW Department of Education. The aim of the course is to provide a general refresher on recognising and responding to suspected risk of harm across a range of categories. It reminds those working in an education context of the actions to take when identifying and responding to students at risk of harm.

ASCIA anaphylaxis e-training

The NSW Department of Education mandates that students receive anaphylaxis management training before commencing their first Professional Experience Placement. Students are required to complete ASCIA anaphylaxis e-training for Australian schools.

Once completed, please print, scan, and email the certificate(s) to the Professional Experience Placement Officer.
E: [email protected]

Students who study off-shore must complete their placements at an English speaking childcare service that uses the Early Years Learning Framework for Australia v2.0, 2022. International students who complete their placements in Australia may apply to the Australian Government for a visa.

The Placement Officer is available to assist students with all post admission requirements and can be contacted at:
E: [email protected]
T: 02 4980 2180

The Bachelor of Education (Early Childhood) (Birth - 5 yrs) is accredited by the Australian Children's Education & Care Quality Authority and is recognised as an accredited course by the Tertiary Education Quality and Standards Authority.