Bachelor of Arts/Bachelor of Teaching (Primary)

Course Code4220
CRICOS Code090540D
Course duration /
Study mode

Course Duration: 4 years full-time or part-time equivalent
Study Mode: On-campus with distance education available for some units

LocationAvondale Campus - Lake Macquarie
Fee Support

Commonwealth Supported Places (CSP)*
*For eligible students - see www.studyassist.gov.au

About


The Bachelor of Arts/Bachelor of Teaching (Primary) (BA/BTch (Primary)) is a highly practical course with hands-on classroom experience from the second year of full-time study. The degree not only qualifies and prepares graduates to competently teach from Foundation to Year 6, but also to be responsible and ethical leaders to children who need positive role models. During the course, students will engage in five professional experience opportunities. These are undertaken at various schools to enable the application of theory in a practical setting. Students may also be able to undertake an overseas professional experience. 

There is an increasing demand for Christian teachers to be employed in all school sectors across Australia, including the rapidly expanding Christian school sector. 

Primary KLA teaching areas include:

  • English,
  • Mathematics,
  • Humanities & Social Sciences,
  • Creative Arts,
  • Science, and
  • Physical Education and Health.

Learning Outcomes


Upon successful completion of the Bachelor of Arts/Bachelor of Teaching (Primary), graduates will be able to:
  • 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.

Career Opportunities


Avondale's teaching graduates are highly sought after in the Australian education sector.

Successful completion of the BA/BTch (Primary) will allow the student to graduate with the qualifications to teach from Foundation to Year 6 and the potential to gain employment as a:

  • Primary school teacher
  • Primary school administrator
  • Primary school specialist teacher (Creative Arts, PDHPE, Science, Humanities & Social Sciences, English and Mathematics)
  • Tutor

Graduates leave qualified to teach 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.


Admission Criteria


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

Applicants with overseas qualifications
  • An overseas qualification comparable to an Australian Qualifications Framework AQF Level 4 or higher

SPECIFIC ADMISSION CRITERIA

The following are the specific criteria for admission:


If you plan to study any of the following primary teaching specialisations, you must meet the relevant criteria for admission:

Mathematics
  • Recent secondary Mathematics Extension 1 (or equivalent); or
  • Recommendation from the School of Education and Science

Science
  • Recent secondary Chemistry, Biology, or Physics; or
  • Recommendation from the School of Education and Science

Music
Admission to a music specialisation, music major or music minor through Avondale Conservatorium is by interview, audition and evaluation. Applicants must meet the following minimum standards and submit certified copies of certificates as follows:

  • Performance: AMEB Grade 6 minimum (or equivalent) music performance certificate; and or
  • Musicianship & Theory: AMEB Grade 4 minimum (or equivalent) musicianship; and or
  • Music Craft Level 2A and 2B certificate

Where an applicant does not meet the required minimum standard, admission is possible with other appropriate music experience upon approval from the Director of Music.

POST ADMISSION REQUIREMENTS

The post-admission requirements for this degree are:
  • Working with Children Check
  • Child protection awareness training
  • ASCIA anaphylaxis e-training
  • National Literacy and Numeracy Test (LANTITE)
  • Fitness for teaching

For more information, refer to the post-admission requirements for Education.

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). Refer to the Advanced Standing Policy for more information.

INTERNATIONAL APPLICANTS

International applicants must meet the Australian Government's visa requirements to reside in Australia while studying at Avondale University.

For more information, visit https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-finder/study

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.

Course Structure


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

The BA/BTch (Primary) course is designed to successfully prepare Primary teachers. It consists of thirty-two 6 credit point units (192 credit points) studied over eight semesters full-time or the equivalent part-time. A full year of discipline only units (non-teacher education studies) is completed prior to the first scheduled professional experience. The course composition is set out below.

The course structure is based on eight semesters (each of 13 weeks in duration), with four units normally studied in each semester. The course is comprised of:

  • 12 Education Units (including 5 Curriculum and Pedagogical Studies Units)
  • 20 Curriculum Units (shown below)

Students will normally complete their discipline units in the following way:

4 x Units to make up a Primary specialisation in a Key Learning Area (KLA)
4 x Core discipline units

12 x Education units (including 5 Curriculum and Pedagogical Studies Units)
12 x Curriculum Studies units to make up a major in Primary Curriculum

Primary KLA teaching areas include:

English, Mathematics, Humanities and Social Sciences (HASS), Creative Arts, Science, and Health and Physical Education.

COMPONENTS AND DESCRIPTIONS

Core Education and Pedagogical Studies Units

These units cover a range of current educational topics designed to prepare teacher education students to successfully teach young people. These units involve a variety of topics including: Classroom Management; ICT and Learning; Relationships and Development; Students with Special Educational Needs and Multicultural & Indigenous Education.

Curriculum Studies Units

These units provide teacher education students with the opportunity to apply quality-teaching principles to specific teaching areas.

Primary Specialisation

Students who complete the required 6 units in the one discipline area complete a KLA specialisation. The Primary specialisation is comprised of 4 units within a chosen discipline area related to a KLA of the primary curriculum. Primary specialisations may include English, Creative Arts, Mathematics, HPE, HASS, and Science. These are content units which are taught by the relevant disciplines and are designed to build a strong body of knowledge in one area of the Primary Curriculum.

Primary Curriculum

The Primary Curriculum units for the BA/BTch (Primary) prepare students to teach in Primary School settings focusing on Primary Curriculum Studies. These units cover all mandatory Key Learning Areas and prepare students for work in a primary setting.

Core Discipline Units

These units are compulsory core discipline units for all Primary students in the BA/BTch (Primary) providing students with a foundational understanding for successful completion of their course.

 

CONTENT OF THE COURSE OF STUDY

All units are worth 6 Credit Points unless otherwise stated.

Core Education and Pedagogical Studies Units

  • EDUC12101 Curriculum and Pedagogical Studies Primary – Preparing for the Learning Environment
  • EDUC20100 Exploring a Christian World-view
  • EDUC10102 Child Development & Learning
  • EDUC12102 ICT & Curriculum
  • EDUC22102 Curriculum and Pedagogical Studies Primary – Planning & Assessment for Learning
  • EDUC22103 Curriculum and Pedagogical Studies Primary – Teaching & Researching for Effective Learning
  • EDUC22104 Managing the Primary Classroom Environment
  • EDUC30101 Professional Development: Preparation for the Workplace
  • EDUC30102 Students with Special Education Needs
  • EDUC20104 Indigenous Education
  • EDUC30108 Educational Research & Diversity
  • EDUC30105 Exploring a Philosophy of Christian Education

Primary Curriculum Units

  • EDUC14101 Curriculum Studies-Teaching Creative Arts I
  • EDUC14104 Curriculum Studies - Teaching Initial English
  • EDUC14102 Curriculum Studies-Teaching English I
  • EDUC14105 Curriculum Studies-Teaching Mathematics I
  • EDUC24104 Curriculum Studies-Teaching English II
  • EDUC24106 Curriculum Studies-Teaching Mathematics II
  • EDUC24107 Curriculum Studies-Teaching Science & Technology
  • EDUC34110 Curriculum Studies- Teaching Humanities & Social Sciences
  • EDUC24112 Curriculum Studies-Teaching Creative Arts II
  • EDUC34109 Curriculum Studies-Teaching Health & Physical Education
  • EDUC34111 Curriculum Studies- Teaching Biblical Studies

Core Discipline Units

  • WHPE10101 Foundations of Wellbeing
  • MATH10000 Applied Numeracy
  • SCTS11100 Exploring the Physical & Natural World
  • GSTL15000 Tertiary Writing

Primary Science specialisation

Choose 4 units: contact the Primary Course Convenor for details

Primary Mathematics specialisation

Choose 4 units: contact the Primary Course Convenor for details

Primary HPE specialisation

Choose 4 units: contact the Primary Course Convenor for details

Primary Creative Arts specialisation

Choose 4 units: contact the Primary Course Convenor for details

Primary English specialisation

Choose 4 units: contact the Primary Course Convenor for details

Primary HSIE specialisation

Choose 4 units: contact the Primary Course Convenor for details

All teacher education students are required to pass a literacy and numeracy test. For more information on this test visit www.nswteachers.nsw.edu.au/future-returning-teachers/become-a-teacher/literacy-and-numeracy-tests/

COURSE SEQUENCE

192 Credit Points

Each unit is worth 6 Credit Points unless otherwise stated.

 

BA/BTch (Primary) – Course Grid

Year

Semester

Subject

Subject

Subject

Subject

1

1

Primary specialisation 1 (select a unit from the same specialisation area)

 

Primary specialisation 2 (select a unit from the same specialisation area)

 

Core
WHPE10101
Foundations of Wellbeing

Core

MATH10000 Applied Numeracy

2

Primary specialisation 3 (select a unit from the same specialisation area)

 

Primary specialisation 4 (select a unit from the same specialisation area)

 

Core
GSTL15000 Tertiary Writing
Core
SCTS11100
Exploring the Physical & Natural World

2

1

EDUC14104
Curriculum Studies-Teaching Initial English
 
EDUC14101
Curriculum Studies-Teaching Creative Arts I
EDUC12102
ICT & Curriculum
 
EDUC12101
Curriculum & Pedagogical Studies Primary- Preparing for the Learning Environment

Professional Teaching Experience I (July - 15 days)

2

EDUC14102
Curriculum Studies - Teaching English I
EDUC24112
Curriculum Studies-Teaching Creative Arts II
EDUC10102
Child Development & Learning
 
EDUC22102
Curriculum & Pedagogical Studies Primary-Planning & Assessment for Learning

3

Professional Teaching Experience II (February – 10 days)

1

EDUC24104
Curriculum Studies-Teaching English II
EDUC14105
Curriculum Studies-Teaching Mathematics I
 
EDUC22104
Managing the Primary Classroom Environment
 
EDUC22103
Curriculum & Pedagogical Studies Primary-Teaching and Researching for Effective Learning

Professional Teaching Experience III (July – 15 days)

2

EDUC24106
Curriculum Studies-Teaching Mathematics II
EDUC24107
Curriculum Studies-Teaching Science & Technology
EDUC34109
Curriculum Studies - Teaching Health & Phylsical Education
EDUC20100
Exploring a Christian Worldview

4

1

EDUC20104
Indigenous Education
 
EDUC34110
Curriculum Studies-Teaching Humanities & Social Sciences
EDUC34111
Curriculum Studies-Teaching Biblical Studies
EDUC30101
Professional Development: Preparation for the Workplace

Professional Experience V (June/July, 40 days)

2

EDUC30102
Students with Special Education Needs
EDPX30001
Professional Experience
 
EDUC30108
Educational Research & Diversity
 
EDUC30105
Exploring a Philosophy of Christian Education

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

Practical Experience


Students need to do 80 days of professional experience (PEX) in schools over four sessions. PEX is a critical component of initial teacher education and offers teacher education students enrolled in teaching degrees work-integrated learning opportunities as part of their professional development. Avondale's PEX program is based on a framework of high-quality Professional Experience in Australian schools to provide high-quality experiences that will equip teacher education students to face the challenges and diversity of classrooms. All mentor teachers for domestic PEX placements are registered teachers at the Proficient level or higher of the Australian Institute of Teaching and School Leadership (AITSL) standards.

PEX placements occur regularly throughout all teaching degree programs at times listed in the course structure. It is the student's responsibility to be available at those times. Teacher education students will experience a range of school settings, including public and independent schools and one rural/regional school. Each PEX placement offers teacher education students the opportunity to apply their theoretical learning to real-life situations.

Transport to and from PEX placement and accommodation and related costs are the student's responsibility.

In addition to the listed admission criteria, students will need the relevant Working With Children Check applicable to any Australian state where they choose to complete a PEX placement. A supervised overseas placement may be allowable for one placement other than the final placement.

Students also need to be able to demonstrate their fitness for teaching. This means they are able to:

  • maintain satisfactory academic progression before PEX 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;
  • be able to model appropriate literacy and numeracy skills in the classroom and beyond.

Students who cannot demonstrate their fitness for teaching will not be allowed to do PEX placements.

IMPORTANT POINTS TO NOTE

Teacher education students should seek PEX placements in schools with no relatives or friends working or attending. This is to avoid a conflict of interest in mentoring and assessing teacher education students. If applying to such a school, relationships must be disclosed, with Avondale reserving the right to allow the PEX placement. Failure to disclose this information may mean that the grade for the PEX placement is subject to revision.

Students cannot complete a placement at a school where they are present or past employees.

Students must have passed the Government Literacy and Numeracy Test (LANTITE) to participate in their final PEX placement.

The final PEX placement is undertaken in the last year of the course or with permission from the course convenor.

Teaching Performance Assessment (TPA) 

The TPA is conducted within the final PEX placement of all Education degrees. The TPA reflects the elements of planning, teaching, assessing and reflecting. Each section is equally weighted (25%) and is deemed to be reflective of classroom teaching practice. The TPA assesses 31* out of 37* of the Australian Professional Standards for Teachers at the Graduate level (*depending on context), which have been mapped across tasks within each section of the TPA.

Each of the TPA tasks will be graded as Exceeds Expectations, Demonstrated or Not Demonstrated except for the lesson observation in the Teaching section, which is graded by the Tertiary Supervisor as Satisfactory or Unsatisfactory. Each section of the TPA must be passed for TES to meet the criteria for passing the TPA. The TPA will be graded as either a Pass (Satisfactory) or Fail (Unsatisfactory). 

All teacher education students must complete the TPA as a requirement for graduation.

 


Accreditation


The BA/BTch (Primary) is accredited by the New South Wales Education Standards Authority (NESA) and through Avondale's self-accrediting processes. Avondale is nationally registered with the Tertiary Education Quality and Standards Agency (TEQSA).


Registration and Self-Disclosure


At the completion of the course students must register with the state professional teaching body before practising in the classroom. In New South Wales this accrediting body is the New South Wales Education Standards Authority (NESA).

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.


Where to get further information


Course Enquiries

Student Administration Services

Phone: +61 2 4980 2377
Email: [email protected]
Monday-Thursday, 9.00am-5pm
Friday, 9.00am-12.00noon

Fees

Commonwealth Supported Places and FEE-HELP available for eligible students.


View current information on tuition fees

Scholarships

There are scholarships available for those enrolled in teaching courses. Visit http://www.avondale.edu.au/future-students/finance/scholarships/#avondale_course 

Testimonials

"I am so passionate about changing the lives of children. This course has given me the tools I need in order to create the best classroom environment for students. I've developed my knowledge of how students learn and the best ways to teach them. I will continue to love what I do because I do what I love." 
Zoe Claut