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

Why study with us?

The Bachelor of Education (Early Childhood) (Birth – 5 years) is designed to equip students with the necessary skills needed to teach in Christian, private, state and corporate early childhood education and care services in both Australia and overseas.

Avondale University graduates are reflective, creative, and confident classroom teachers who have also acquired service leadership knowledge and skills.

The degree qualifies and prepares graduates to teach children from birth to five years of age and to be responsible ethical leaders to children, families and staff. The BEd (EC) (Birth – 5 years) is a highly practical degree with hands-on classroom experience throughout the course. Students will engage in seven professional experience placements. These are undertaken in various types of early childhood settings to enable the application of theory in a practical setting.

The degree is offered on campus and online making it even easier for students to fit study around your work and personal life.

Graduates of this course are not eligible for primary teacher registration.

Key Information

Study Mode:
On campus, Off campus
Location:
Lake Macquarie
Duration:
Full-time: 4 years, Part-time: Equivalent years
Course Code:
4770
CRICOS Code:
083263A
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Course Details

Upon successful completion of the Bachelor of Education (Early Childhood)(Birth - 5 Years), graduates will be able to:
  • 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:

*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 Diploma of Early Childhood Education and Care qualification or higher; or
  • An equivalent New Zealand Certificate IV or Diploma of Early Childhood Education and Care or equivalent, 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:

I have other work and life experience:

  • If a Senior Secondary Certificate has not been completed, an eligible applicant may sit an admission test (uniTEST and TOWA or the Skills for Tertiary Admission Test).

In exceptional circumstances, an applicant may be admitted based on equivalent qualifications or work and life experience as assessed by the Course Convenor or delegate and/or the DVC Academic.

This course has additional entry requirements which are listed below:

Complete and submit a Personal Statement for Initial Teaching Training (PSITE) for the Course Convenor to assess.

International Students

who are on a student visa:

  • This course is available to international students who meet the Australian government requirements for a student visa to reside in Australia for the duration of the course.
  • These students must study on campus in full-time mode to meet student visa requirements.
  • International students in Australia on a student visa cannot enrol in this course by distance mode.

For information regarding visas refer to: https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/student-500.

who are on a visa other than a student visa:

  • International students on a visa other than a student visa with no study limitations, may choose to study full-time or part-time in any study mode.

Students are considered a domestic student if they hold a permanent residency visa.

who do not require a visa:

  • This course is also available online for international students who want to study from their home country.

English Language Requirements

Applicants whose primary language is not English must demonstrate English language proficiency by:

  1. achieving a minimum overall IELTS score of 7.5, with a minimum score of 7.0 in reading and writing, and a minimum score of 8.0 in listening and speaking, or
  2. one of the other ways outlined in Appendix 2 of the Admission Policy (HE).

English Language Requirements

Applicants whose primary language is not English must demonstrate English language proficiency by:

  1. achieving a minimum overall IELTS score of 7.5, with a minimum score of 7.0 in reading and writing, and a minimum score of 8.0 in listening and speaking, or
  2. one of the other ways outlined in Appendix 2 of the Admission Policy (HE).

Advanced Standing

Applicants who have completed prior study may be eligible for advanced standing (credit recognition). For example, applicants with a Diploma of Early Childhood Education and Care (or higher) will be eligible for a minimum of 8 units of advanced standing (credit recognition). Refer to the Advanced Standing Policy for more information. Additional credit may be awarded for approved early childhood work experience as a room leader.

Applicants should discuss their eligibility for advanced standing with the Admissions Team or the Course Convenor.


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

  • All units are worth six credit points
  • The course structure is based on eight semesters (each of 13 weeks duration), with four units taught in each semester
  • The course can be taken over four years F/T, or P/T 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 five areas of study:

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

Curriculum Studies - EDCE Codes 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 Codes 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 Codes 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 Codes 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 one to six weeks at a time.

Academic Literacy Studies - ARTS Codes scaffold students' academic literacy and academic integrity skills.

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

EDUC11106Health & Safety in ECEC
ARTS11110The Art of Scholarship
WHPE10101Foundations of Wellbeing
EDEP10000Professional Development and Experience IA

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


Year 1 Semester 2

EDUC22500Pedagogies of Relationships
ARTS12500Play-based Pedagogies
WHPE12000EC Curriculum - The Arts I
EDEP11000Professional Development and Experience IB

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


Year 2 Semester 1

EDCE22000EC Curriculum - The Arts II
EDUC29610Indigenous & Multicultural Education Studies in ECEC
EDUC28000Administration & Management I
EDEP20000Professional Development and Experience IIA

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


Year 2 Semester 2

EDUC23500Child Development II
HPFH20101Families and Their Communities
EDCE21500EC Curriculum - Numeracy Technology & Science
EDEP20100Professional Development and Experience IIB

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


Year 3 Semester 1

EDUC37400Planning Assessment and Evaluation
EDUC28100Administration and Management II - Journeys of Change
EDCE21400EC Curriculum - Outdoor Play & Nature Play
EDEP30000Professional Development and Experience IIIA

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


Year 3 Semester 2

EDUC21210Inclusion & Early Intervention - Birth - 5 yrs
EDCE31290Digital Technologies in Early Childhood
EDCE23000EC Curriculum - Multiple Literacies
EDEP30100Professional Development and Experience IIIB

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


Year 4 Semester 1

EDCE25100EC Spirituality Faith & Christian ECEC
EDUC38300Leadership & Advocacy
EDUC26100Alternative Pedagogies & Historical Perspectives in ECE
EDEP35000Professional Development & Experience IVA

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


Year 4 Semester 2

EDUC30105Exploring a Philosophy of Christian Education
EDUC31117Social & Environmental Education
EDUC35200Curriculum in EC – Contemporary Issues
EDEP35100Professional Development & Experience IVB
To view unit information, note the unit code and search for the unit in  Unit Outlines.

Students have regular opportunities to practice their developing teaching skills in the classroom through Professional Experience Placement. For those in an undergraduate degree this is a minimum of 95 days. This provides 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 at a service for any reason, they will not be able to complete this degree.

Fitness for Teaching

Students need to demonstrate their fitness for teaching to complete a Professional Experience Placement. This means being able to:

  • 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 Professional Experience Placement,
  • relate to students in an age-appropriate and professional manner,
  • be able to model appropriate literacy and numeracy skills in the classroom and beyond.

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.

Career Opportunities

Bachelor of Education (Early Childhood) (Birth – 5 years) graduates leave with the skills for potential employment as an:

  • Early Childhood Teacher
  • Educational Leader or nominated supervisor of a day care service (after one year of experience)
  • Family Day Care Coordinator.

Graduates are qualified to teach in the prior-to-school settings for birth - 5 years in both Australia and overseas. In addition to education-related careers, teachers often find careers in the corporate world where employers value organisational and relationship skills.


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