BECE Bachelor of Early Childhood Education - Birth to 8

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Overview

The Bachelor of Early Childhood Education - Birth to 8 is an initial teacher education degree that prepares students with in-depth study of Early Childhood Education. This course aims to support pre-service teachers to become effective educators of young children (birth to age eight).

Student guidance

Study planner

Program of study overview

To qualify for the Bachelor of Early Childhood Education - Birth to 8, a student must complete 144 units with a grade of P or NGP or better in each topic, according to the program of study below.

Students should note that professional experience topics require full-time commitment for their duration.

No more than 45 units of first year level topics may be completed for the degree.

Not all topics are necessarily available each year.

Upon completion of 108 units a student may choose to exit with Bachelor of Education Studies subject to meeting the program of study for the award.

Program of study notes

Program of study
144 Units

Year 136 Units

Core27 Units

First half13.5 Units

Second half13.5 Units

Teaching Curriculum Specialisation Minor9 Units

Year 236 Units

Core27 Units

First half13.5 Units

Second half13.5 Units

Option4.5 Units

Teaching Curriculum Specialisation Minor4.5 Units

Year 336 Units

Core36 Units

First half18 Units

Second half18 Units

Year 436 Units

Core27 Units

First half13.5 Units

Second half13.5 Units

Option4.5 Units

Teaching Curriculum Specialisation Minor4.5 Units

Option9 Units

Select topics from the list and undertake where indicated in the program of study above.

COMS1001

4.5 Units

Academic and Professional Communication

EDUC2423

4.5 Units

Students with Literacy Difficulties

EDUC3620

4.5 Units

Relationships for Learning

EDUC4833

4.5 Units

Professional Experience Elective

EDUC4845

4.5 Units

Creating Calmer Classrooms: A Trauma Sensitive Approach

EDUC4852

4.5 Units

Multimodal Creativity in Early Childhood

EDUC4882

4.5 Units

Respectful Teaching With Infants And Toddlers

GEOG2142

4.5 Units

Environment, Economy and Culture

HIST1803

4.5 Units

The Lucky Country'? A Brief History of Australia

HLPE3534

4.5 Units

Sport Coaching, Management and Administration

INDG1000

4.5 Units

Indigenous Studies: An Introduction

INDG2002

4.5 Units

First Nations Visual Art

INDG2004

4.5 Units

Reconciliation and Indigenous Knowledges

INNO1001

4.5 Units

Innovative and Creative Thinking: Recognising Opportunities

NMCY1001

4.5 Units

Academic and Professional Numeracy

VISA3404

4.5 Units

Visual Thinking and Creativity

Minor18 Units

Admission requirements

Admission requirements

Inherent requirements

The course has inherent requirements in the areas of:

Literacy & Numeracy Test for Initial Teacher Education (LANTITE)
General requirements
Professional experience requirements
Skill requirements
Communication skills
Physical skills
Behavioural and social skills
Intellectual – conceptual, integrative and quantitative abilities

For further details visit the undergraduate education inherent requirements webpage.

Special requirements

Applicants must complete a non-academic assessment task known as a Teaching Capabilities Statement as part of their SATAC application to demonstrate their motivation to teach, their strong interpersonal and communication skills, willingness to learn, resilience, self-efficacy, and strong organisational and planning skills. This involves a short statement in response to three set questions used to demonstrate suitability for study and work in the teaching profession.

Applicants who select this course as a preference during the application process will be directed to a page to meet this requirement.

Visit the Teaching Capabilities Statement page for further information.

English Language requirements

Aims

This course aims to produce quality graduates who apply a specialised body of content and pedagogical knowledge, skills and dispositions to:

Articulate a coherent and considered view of how young children learn and develop
Co-construct inclusive and intellectually challenging curriculum for children from Birth to age 8
Form sustained and effective relationships with children, colleagues, parents/caregivers and community members
Reflect critically upon research, data and theoretical knowledge to inform practice
Realise jointly policies and practices which actively account for and improve the lives of children, families and communities
Use purposefully an effective repertoire of information and communication technologies

Learning outcomes

On completion of the course you will be able to:

Create opportunities to work with children as competent and active social participants within the contexts of their diverse families, local and global environments while ensuring opportunities for children to communicate and express ways of thinking using multi-modalities

Create inclusive and intellectually challenging curricula, technologies, pedagogical approaches and techniques which extend children’s learning and development from Birth to age 8

Articulate the importance of play, agency and relationships in young children’s lives in order to achieve high quality, equitable outcomes for young children, families, colleagues and the wider community

Collaborate within inter-disciplinary teams to ensure that all children have opportunities to access and participate in high quality and inclusive Early Childhood settings

Communicate effectively and professionally with a variety of audiences for a range of purposes

Apply and embed knowledge, respect and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages in teaching and learning and promote reconciliation between Indigenous and non-Indigenous Australians

Engage in professional learning and meet professional ethics and responsibilities

Student progression rules

The College of Education, Psychology and Social Work enact the Student Progress Policy to identify, intervene and provide assistance as required to pre-service teachers who are experiencing difficulty progressing in their enrolled course.

In addition, except with the permission of the Dean (Education) or nominee:

No professional experience placement may be taken more than twice
Pre-service teachers who demonstrate gross negligence or misconduct in the performance of an assigned duty will not be offered more than one professional experience placement
Students must pass both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) by the midpoint of their degree. The standard resit allowance permits an initial test attempt plus up to two additional resits for each component (literacy and numeracy) of the test. Students may only be granted a fourth or fifth attempt based on the judgement of the Dean (Education). This cap has been determined by the Australian Government LANTITE Governance Committee.
The degree must be completed within ten consecutive years

If a student is no longer able to meet the inherent requirements of the course, they should seek academic counsel from the Course Coordinator or Teaching Program Director, and/or they may be referred to the Student Progress Committee.

Professional accreditation and recognition

Professional accreditation

Graduates of the Bachelor of Early Childhood Education - Birth to 8 degree will meet the Australian Children’s Education and Care Quality Authority employment criteria.

Upon successful completion graduates will be eligible to apply for registration with the Teachers Registration Board of South Australia. Graduates looking for employment in other parts of Australia and overseas may be required to meet additional conditions.

Associations

Course/Exit award association

Honours - 1 year/Bachelor association

Overview

Student guidance

Program of study144 Units

Admission requirements

Aims

Learning outcomes

Student progression rules

Professional accreditation and recognition

Associations

Program of study
144 Units