Bachelor of Arts/Bachelor of Teaching (Birth-12 years)

Avondale’s Bachelor of Arts/Bachelor of Teaching (Birth – 12 years) (BA/BTch (Birth - 12 years)) is available on campus, or by distance education. This course is offered by distance for those currently working in childcare (only), making it even easier for students to fit study around your work and personal life.

Upon successful completion of the Bachelor of Arts/Bachelor of Teaching (Birth-12 years) course, graduates will be able to:

• demonstrate the ability to draw broadly, coherently and analytically on a range of current education philosophies, discourses, debates and theories of play, development and learning, to inform pedagogical practices and curriculum in early childhood education and care and primary settings;
• apply teaching strategies that are responsive to the learning strengths, needs, involvement & well-being of students from diverse linguistic, cultural, religious and socioeconomic backgrounds;
• exhibit a knowledge of practical techniques and ethical approaches, based on a Christian world-view, to problem solving in learning space management;
• apply principles of assessment, feedback and reporting to students, parents and other stakeholders;
• use technological and information literacy skills to identify and evaluate new knowledge and practices in teaching and judge the suitability of adapting and applying new technologies information to differing contexts of practice;
• employ critical thinking skills and judgment to design and implement solutions to pedagogical and managerial problems in early childhood education and care and primary school settings that are socially inclusive and just;
• present persuasive and sustained verbal and written arguments based on contemporary research in early childhood education and care and primary education;
• demonstrate the capacity to use initiative and judgment in the design, implementation & assessment of programs and units of work across a range of early childhood education and care and primary school settings, which both meet the requirements of framework and syllabus documents, and use a variety of models of pedagogy;
• practice competently and ethically from a Christian world-view, at a graduate level, in accordance with professional standards outlined in the AITSL Graduate Standards for Teachers and ACECQA National Quality Standards;
• provide evidence of proficiency in the strands of literacy, mathematics and ICT as outlined in the Australian Curriculum and the NSW Education Standards Authority Syllabus;
• contribute to their community through service;
• demonstrate effective interpersonal skills such as the capacity for self-management, collaboration, multidisciplinary teamwork and leadership skills and the ability to communicate clearly and coherently in various forms in professional and academic contexts.

BA/BTch (Birth - 12 years) graduates leave with the skills to gain employment in the following areas:

• Early Childhood teacher
• Primary school teacher (Prep or Kindergarten to Year 6)
• Preschool teacher
• Day care centre educational leader or nominated supervisor (after one year of teaching)
• Family day care coordinator

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

To be eligible for entry into the Bachelor of Arts/Bachelor of Teaching (Birth-12 years), you must qualify for admission. General admission is based on your academic background. There are also specific admissions requirements for this course.

GENERAL ADMISSION CRITERIA

General admission requirements are met by any of the following:

1. Applicants with higher education study
   • Successful completion of at least one (1) semester (typically four (4) subjects) of a higher education degree/diploma; or
   • Successful completion of a bridging or enabling course, or other recognised tertiary preparation course; or
   • Successful completion of the first one (1) or two (2) semesters of the Diploma of General Studies
2. Applicants with vocational education and training (VET) study
   • Successful completion of a national qualification at Certificate IV level or higher.
   Note: Students who hold a Diploma of Early Childhood Education and Care (or equivalent) may be eligible for up to 13 credit points of advanced standing
3. Applicants with work and life experience
   • Appropriate scores in both the uniTEST and the Tertiary Online Writing Assessment (TOWA); or
   • An appropriate score in both the Multiple Choice and the Written English Special Tertiary Admissions Test (STAT).
4. Applicants with recent secondary education (within the past two years)
   • ATAR of 63.00*; or
   • OP of 15 or less; or
   • Satisfactory completion of Year 13 with NCEA Level 3 results, identifying University Entrance attainment; or
   • Successful completion of the International Baccalaureate (IB) Diploma with a minimum of 24 points; or
   • Overseas secondary qualifications considered equivalent to Australian studies, as stated in the Admission to Higher Education Undergraduate Courses Policy
   
   *After adjustment factors have been applied

SPECIFIC ADMISSION CRITERIA

• Completed Personal Statement for Initial Teaching Training www.avondale.edu.au/education-non-academic-entry-requirements
• Students planning to study the course in distance mode must supply evidence of employment (at least on a part-time basis) in an early childhood education and care setting or a school setting, for the duration of their enrolment as a student at Avondale University College.

POST ADMISSION REQUIREMENTS

• Working with children check(s)
• Child protection awareness training
• ASCIA anaphylaxis e-training
• National Literacy and Numeracy Test (LANTITE)
• Fitness for Teaching

For more information, visit the post-admission requirements for teacher education students.

INTERNATIONAL APPLICANTS

Overseas applicants will have their entry qualifications assessed in accordance with the Admission to Higher Education Undergraduate Courses Policy as well as the International Students Policy

ENGLISH LANGUAGE REQUIREMENTS

Applicants may be required to demonstrate proficiency in English as stated in 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 available available for students who are currently employed in an early childhood education and care or school setting
Maximum time to complete: Ten years

Course structure:

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

• 32 compulsory units of six credit points each over four years full-time, or part-time equivalent (192 credit points).
• Compulsory professional experience requirements embedded within the various Professional Development & Curriculum & Pedagogical units total 120 days.

Content of the course of study

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

Discipline Specific Studies

 

• COMM11100 Writing for Media Contexts
• ARTS11110 The Art of Scholarship
• MATH10000 Applied Numeracy
• GSTL15000 Tertiary Writing
• SCTS11100 Exploring the Physical & Natural World
• ARTS11100 Interpreting & Producing Media Messages
• HPFH 20101 Families & Their Communities

Christian Education Studies:

• WHPE10101 Foundations of Wellbeing
• EDUC30105 Exploring a Philosophy of Christian Education

Curriculum Studies:

• EDUC11101 Curriculum Studies – Teaching Mathematics I & EC Numeracy
• EDUC11105 Curriculum Studies – Teaching Creative Arts I & EC Arts
• EDUC21103 Curriculum Studies – Teaching Creative Arts II & EC Arts
• EDUC11104 Curriculum Studies – Teaching English I & EC Literacy
• EDUC24104 Curriculum Studies – Teaching English II
• EDUC31105 Curriculum Studies – Teaching Health, Physical Education & Early Childhood Outdoor Play
• EDUC24106 Curriculum Studies – Teaching Mathematics II
• EDUC24103 Curriculum Studies – Teaching Primary History, Civics, and Citizenship
• EDUC21107 Curriculum Studies – Teaching Science & Technology & EC Science
• EDUC24110 Curriculum Studies – Teaching Primary Geography, Economics & Business
• EDUC24108 Curriculum Studies – From Theory to Practice
• EDUC31107 Curriculum Studies - Teaching Biblical Studies & EC Spirituality & Faith

Education Studies:

• EDUC11102 Child Development Birth – 12yrs
• EDUC22104 Managing the Primary Classroom Environment
• EDUC31101 Leadership, Management & Advocacy
• EDUC31104 Diversity & Inclusion Birth – 12yrs
• EDUC21102 ICT, Learning & Research
• EDUC30103 Multicultural & Indigenous Education

Professional Development and Experience Studies:

• EDUC11103 Professional Development 0-36 mths
• EDUC21104 Professional Development 2-5yrs
• EDUC22102 Curriculum & Pedagogical Studies Primary – Planning & Assessment for Learning
• EDUC22103 Curriculum & Pedagogical Studies Primary – Teaching & Researching for Effective Learning
• EDUC31103 Alternative Pedagogies & Professional Development – Preparation for the Workplace

Discipline Specific Studies

Discipline Specific units are non-teacher education units that focus on the development of content knowledge across, health, families, communities and the management of a business. 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 are undertaken in the first year of the course.

Curriculum Studies

Focus on the development of practices and processes of teaching the play based, intentional, 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.

Christian Education Units

These units are specifically designed to allow students to examine education from a holistic Christian perspective where the spiritual dimension of personhood is included and integrated.

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

Course Sequence

Professional Experience 60 days prior to school (45 days 3-5yrs, 15 days 0-2yrs) + 60 days school Each unit is worth 6 Credit Points unless otherwise stated.
Semester	Subject	Subject	Subject	Subject
1	ARTS11110 The Art of Scholarship (English Specialisation)	COMM11100 Writing for Media Contexts (English Specialisation)	WHPE10101 Foundations of Wellness	SCTS11100 Exploring the Physical & Natural World
2	ARTS11100 Interpreting & Producing Media Messages (English Specialisation)	GSTL15000 Tertiary Writing (English Specialisation)	HPFH20101 Families & Their Communities	MATH10000 Applied Numeracy
3	EDUC22104 Managing the Primary Classroom Environment	EDUC11105 Curriculum Studies-Teaching Creative Arts I & EC Arts	EDUC11104 Curriculum Studies-Teaching English I & EC Literacy	EDUC11103 Professional Development 0-36mths - Planning for the learning environment (4 days in-semester)
Professional Experience (July, 20 days) 0-2 year olds
4	EDUC11102 Child Development Birth-12yrs	EDUC21103 Curriculum Studies-Teaching Creative Arts II & EC Arts	EDUC22102 Curriculum & Pedagogical Studies Primary-Planning & Assessment for Learning	EDUC21104 Professional Development 2-5yrs – Planning for the learning environment (6 days in-semester)
Professional Experience ( February, 30 days) 3-5 year olds
5	EDUC24104 Curriculum Studies-Teaching English II	EDUC31101 Leadership Management & Advocacy	EDUC11101 Curriculum Studies-Teaching Mathematics I & EC Numeracy	EDUC22103 Curriculum & Pedagogical Studies Primary-Teaching & Researching for Effective Learning
Professional Experience (July, 20 days) Kindergarten – Yr2
6	EDUC24106 Curriculum Studies-Teaching Mathematics II	EDUC21107 Curriculum Studies-Teaching Science & Technology and EC Science	EDUC24108 Curriculum Studies-From Theory to Practice	EDUC24103 Curriculum Studies-Teaching Primary History, Civics and Citizenship
Professional Experience (February, 10 days) Yr3 – Yr6
7	EDUC31107 Curriculum Studies-Teaching Biblical Studies & EC Spirituality & Faith	EDUC31105 Curriculum Studies-Teaching Health & Physical Education & Outdoor Play	EDUC24110 Curriculum Studies-Teaching Primary Geography, Economics & Business	EDUC31103 Alternative Pedagogies Preparation for the Workplace
Professional Experience (July–August, 30 days) Kindergarten-Yr6
8	EDUC30105 Exploring a Philosophy of Christian Education	EDUC30103 Multicultural & Indigenous Education	EDUC21102 ICT, Learning & Research	EDUC31104 Diversity & Inclusion Birth - 12yrs

To find out more about any of the units listed here, copy the unit code and then search for that unit here.

BA/BTch Birth – 12 years Placements

Professional experience placement requirements in the course consist of 60 days in prior to school settings and 60 days in school settings.

The goal of professional experience in the workplace is to prepare pre-service teachers to take charge of classroom and cope with the demands of teaching within prior to school early childhood education and care contexts and primary school contexts. Placements provide opportunities for pre-service teachers 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; and
• Work towards achieving the Graduate Teaching Standards in the domains of Professional Knowledge, Professional Practice and Professional Engagement.

While the approach to professional placements is common, the scope is selected as appropriate to specific courses and students are expected to demonstrate their proficiency based on the specific outcomes relevant to their course.

The Bachelor of Arts/Bachelor of Teaching (Birth – 12 years) is accredited by Avondale through its self-accrediting status processes and nationally registered with the Tertiary Education Quality and Standards Agency (TEQSA). It also has professional accreditation with both  the New South Wales Education Standards Authority (NESA) & the Australian Children’s Education & Care Quality Authority (ACECQA).

Endorsement of Avondale’s BA/BTCH (Birth – 12 years) by the New South Wales Government Institute of Teachers Advisory Panel qualifies graduates for employment as teachers in the NSW State public system. Other Australian state governments have different requirements for teachers to become registered to teach in state schools, but normally registration in one state is considered as meeting the requirements for other states.

Information concerning certification requirements is available from the Head of Discipline. You are advised to familiarise yourself with these requirements, as responsibility for registration as a teacher rests with you.

Current legislation requires that all students who will be working with children or young people must take responsibility to make an online application for a NSW Working With Children Check https://www.kidsguardian.nsw.gov.au/child-safe-organisations/working-with-children-check and complete the Child Protection Awareness Training https://education.nsw.gov.au/student-wellbeing/child-protection/child-protection-training

All students enrolled in education degrees must complete the above and evidence of completion must be sent or given to the Professional Experience Placement Officer. This will cover all local school visits undertaken as part of education courses and school placements in New South Wales schools.

All students who undertake placements in states other than NSW must also complete a separate Working with Children Check relevant to the state in which they are doing their placement. The placement officer will help with this process.

Pre-service teachers must take a copy of the Working with Children Check form/card with them to their placement school. This applies to pre-service teachers doing Professional Experience placements in all Australian schools.

Note: If students become ineligible to visit schools for professional placement or are barred from attending at a school for any reason, they will not be able to complete this degree.

Course Enquiries

Student Administration Services

Phone: +61 2 4980 2377
Email: study@avondale.edu.au
Monday-Thursday, 9.00am-5pm
Friday, 9.00am-12.00noon