Bachelor of Education (Early Childhood Teaching)

Learning outcomes

Students who successfully complete this course will be able to: 

• show broad and coherent knowledge of children aged 0-5 years, notably in relation to how they learn, with comprehensive knowledge of early childhood curriculum and quality frameworks within the Australian context 
  
• plan for and implement effective teaching and learning in diverse early childhood contexts, showing appropriate initiative and judgment 
  
• create and maintain supportive, safe and engaging learning environments, with an ability to analyse information in diverse early childhood contexts critically
• critically review and apply theory to practice, showing initiative and informed judgment in decision making and problem solving 
  
• assess children’s learning and use clear communication to report outcomes to parents and communities through critically analysing, consolidating and synthesising assessment information 
  
• articulate a deep knowledge of the early childhood profession that is informed by critical thinking and synthesis of theoretical and practical knowledge and ongoing professional learning 
  
• collaborate respectfully with colleagues, families and children, with communication skills that present clear, coherent and current knowledge 
  
• develop teaching and learning strategies and understandings that encompass differentiated and inclusive approaches appropriate for diverse learners in varied contexts, including Aboriginal and Torres Strait Islander peoples and their histories, languages, and cultures.

Career opportunities

Graduates will have the skills, knowledge and dispositions to be pedagogical leaders, effective advocates for social justice and equity, capable teachers of children from birth to five years in a variety of settings, and professionals whose practice is informed by critical reflection and ongoing learning.

Professional recognition

This course meets the teaching registration requirements of both the Victorian Institute of Teaching (VIT) and the Australian Children’s Education and Care Quality Authority (ACECQA).

Course rules

To qualify for the Bachelor of Education (Early Childhood Teaching), students are required to complete 400 credit points comprising of 32 units of study (12.5 credit points each). The 400 credit points must comprise of: 

• twenty four [24] units of core units of study (300 credit points)
• four [4] placement units (50 credit points)
• four [4] units comprising a minor or electives (50 credit points) 

Students may not complete more than 150 credit points (normally 12 units) at Introductory Level. A unit of study can only be counted once, where units are shared between minors, students must choose an approved alternative.

Maximum Academic Credit

The maximum level of credit that can be granted for the Bachelor of Education (Early Childhood Teaching) is 200 credit points (normally 16 units).

Accreditation placements

Accredited placements are structured opportunities that allow students to gain practical experience in their chosen fields. These placements are part of academic programs and are recognised by educational institutions, enhancing the credibility of the experience. They provide a valuable bridge between theoretical knowledge and real-world application, allowing participants to develop essential skills, network with industry professionals, and enhance their employability. 

Students undertaking the Bachelor of Education (Early Childhood Teaching) accreditation placement are subject to fees requirements and must obtain the following:

• uniform
• police check^*
• working with children check (WWCC)
• COVID-19 vaccination^#
• other requirements^*

Further information for students

Swinburne supports students to make informed choices when applying for and enrolling in courses. In education there are functional and behavioural abilities required to undertake tasks, learning activities or assessments. These functions are described below to assist prospective students when assessing whether they can successfully undertake an Initial Teacher Education Course.

Reasonable adjustments

Swinburne upholds inclusive academic practices, ensuring that students with disabilities and other conditions can undertake courses and participate in study. Reasonable adjustments can be implemented to support students through viable arrangements to enable students with a disability or a chronic health condition to undertake the studies while maintaining the academic integrityof core course requirements.

Students considering whether they may be eligible for reasonable adjustments should contact Swinburne’s AccessAbility Services and will need to complete an AccessAbility Registration Form.

B. Applicants with higher education study

Educational history 

An applicant's entire academic history, including results from previous higher education study will be considered for entry into this course. If previous higher education qualifications are incomplete, results must have been obtained in the last seven years. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

C. Applicants with vocational education and training (VET) study

Educational history 

An applicant's entire academic history from the past seven years, including complete and/or incomplete post-secondary VET studies, will be considered for entry into this course. Only graded results will be considered. 

Meeting course prerequisites 

As for Year 12 or equivalent. 

D. Applicants with work and life experience

Entire academic record 

This course uses an applicant's entire academic record as part of its selection considerations, including an applicant's ATAR results from the last seven years can be considered for entry into this course. 

Meeting course prerequisites 

As for Year 12 or equivalent.