Nationally recognised - meets Australian Qualifications Framework standards.
Accredited by the Victorian Institute of Teaching (VIT).
Year 12 or Certificate IV qualification, or work experience.
91 days in total
Study from anywhere, when it suits you best and graduate with the identical qualification as an on-campus student.
Study part of the course online. Combine your online learning with classes or practical sessions on-campus at a college or university.
Attend classes on-campus at a university, TAFE or college and interact face-to-face with teachers and fellow students.
3 start dates per year.
This Swinburne University of Technology qualification is delivered by Swinburne Online.
As a Swinburne Online student you'll graduate with a nationally recognised Swinburne University qualification, and have the flexibility of studying online when it suits you.
Study now pay later – HECS-HELP
The cost of a course can vary depending on a few factors, including:
To gain entry into this course, applicants must meet ONE of the following entry criteria:
Courses are only available to Australian and New Zealand citizens and permanent residents.
Become trained in:
This course includes a total of 91 days of professional work placement.
The industry experience gives you invaluable real-life skills, so you graduate ready to step into a job.
This unit will introduce fundamentals of communication and learning in an online environment. Students will gain increased capability in a range of skills such as written and online communication, collaboration in individual and group work, and critiquing and analysing a variety of information sources. Students will be encouraged to draw on their own understanding and experience while contributing and sharing ideas with peers.
The unit aims to provide students with knowledge, skills anddispositions needed to teach children two to five years old effectively. The knowledge and skills will be used and extended in a supervised professional experience under the supervision of an experienced and qualified teacher. Building on previous studies, experience and learning, students will begin to gain skills to carry out the roles of a teacher in an early childhood setting. Students will gain knowledge about a variety of theoretical approaches to curriculum and assessment and become familiar with the EYLF.
This unit aims to help students understand the meaning of literacy and multiliteracy and introduces them to theories and understandings of literacy development and learning. In this unit students become familiar with what is meant by language and literacy and language and literacy learning; including multiliteracies. Theories and understandings of language and literacy development are examined and the different elements of literacy and language are unpacked. Students will consider how the skills of reading, writing, listening, speaking, viewing and representing experiences develop and will begin to relate them to the teaching of such skills.
This unit aims to familiarise students with mathematics in an educational context and beyond. Students will understand the difference between 'mathematics' and numeracy, and the implications of this on teaching and learning. Students will be enticed by the wonder mathematics presents in our everyday lives, and how this can be utilised in educational contexts. This unit will also briefly look at how children develop mathematical thinking. Students will consider what mathematics is and how it is learnt.
This unit aims to introduce students to theories of learning and teaching. In this unit students consider what is meant by the concept of 'learning' and what is meant by theories of learning. They are introduced to the major perspectives of learning and explore contemporary theories of learning and how these relate to teaching processes. In addition, students will be challenged to reflect upon their own belief system and how this relates to different contemporary approaches to learning and its potential impact on teaching.
In this unit students undertake a professional practicum in an Australian Lower Primary School under the supervision of a registered teacher mentor. Students involve themselves in the life of the school and reflect on their practice and performance in discussion with their school supervisor and university staff. They observe a variety of classes at different levels and at the discretion of their supervisor, students may be introduced to teaching through one-to-one coaching or small group work before taking responsibility for a full class. However, students should have experience of taking a full class in a variety of content areas before the end of this teaching round. In preparation for their placement in schools, students engage with material relating to the primary curriculum and assessment for learning in the primary classroom and establishing professional relationships from the onset.
The aim in this unit is to introduce students to contemporary perspectives and contexts of 21st century teaching and learning.
This unit aims to familiarise students with literacy in early learning environments. Students will consider children's language development and how this corresponds to teaching and learning in literacy for young children. Students will be provided with an understanding of the ways in which children acquire skills, knowledge and attitudes relating to a wide range of literacies, enabling.
In this unit students will consider and critique contemporary approaches and theories within a critical reflective approach which deepen understandings of the school aged child as individual persons and members of social groups. All students will consider and critique a range of theories concerning the physical, cognitive and psychosocial aspects of development and will examine ideas and debates about the context of development with specific reference to family, school, peers, culture and diverse social contexts, as well as developmental differences. The unit aims to help students acquire a deep knowledge of key characteristics, development, strengths and needs of and of contemporary societal influences.
The unit aims to provide students with an understanding of the concepts of education for sustainability and be able to apply those concepts to teaching and learning. An additional further aim is that the unit will empower students to incorporate effective advocacy for sustainability and provision of education for sustainability in their communities into their roles as professionals. This unit focuses on educating for a sustainable future and how can we better understand the complexity of the world and how the problems of the world are interconnected. This unit also examines the kind of world we want for the future, within the limits of the Earth's life support systems and how can we reconcile the requirements of economy, society, and the environment.
In this unit students focus on traditional and contemporary approaches and theories in early childhood education, professional understandings about children and key cultural-historical issues affecting children and their families. The unit aims to provide students with the opportunity to acquire knowledge of diverse traditional and contemporary theoretical, philosophical and pedagogical perspectives relevant to the early childhood profession and the capacity to use this knowledge to inform their professional judgments.
This unit is designed to develop and deepen pre-service teachers' knowledge of children's literature to enable them to make informed decisions about selecting and using literature and language experiences in early childhood education These learning experiences are an essential part of language and literacy development. They will become familiar with and knowledgeable critics of a wide variety of genres including poetic, narrative and informational literature, traditional tales, picture books, popular culture and new technologies suitable for use in early childhood education.
In this unit students focus on curriculum and assessment with very young children (birth to two years). Major emphasis is given to respectful relationships, the potential for learning opportunities throughout the child's total experience in early learning settings and the critical importance of knowing children in the context of family, community and culture.The unit aims to provide students with knowledge, skills and dispositions needed to teach infants and toddlers effectively. These knowledge, skills and dispositions will be used and extended under the supervision of an experienced and qualified teacher.
In this unit students will gain knowledge and skills to support and identify children with additional needs. Students will be able to work collaboratively with children, families, supporting agencies and other professionals to provide inclusive educational experiences for children with additional needs.
In this unit students focus on the skills and knowledge related to music, visual arts, dance and drama in the early childhood/ primary classroom and design and implement arts teaching programs. Students will have the knowledge and understanding of the contribution of music, dance, drama and visual arts to learning in the lives of children and they will have the skills to support children's creativity, self-expression, imagination and use of multiple methods of communication and expression.
The unit aims to develop knowledge and understanding of a range of health related areas that impact on the lives of children and their families. Students will learn about specific childhood illnesses and conditions, the importance of overall health and nutrition and how to offer a variety of opportunities for young children to engage in a range of physically active play opportunities and learning experiences that foster health and wellbeing.
This unit focuses on the identity of the early childhood professional and what it means to be a contemporary professional with its associated opportunities and challenges The unit aims to identify international, national and jurisdictional policy contexts and current key issues. Students will begin to see themselves as belonging to a profession and be able to explain and describe key features. This clarity will enable them to function effectively and comfortably as active members of the profession, to value their unique contribution and to maintain their resilience and wellbeing.
This unit aims to give students experience in teaching in primary school (up to Grade 2) under the supervision of an experienced and qualified teacher. This unit also ensures that students are 'Ready to Teach' and meet the National Standards for Graduate Teachers.
This unit focuses on contemporary and historical Aboriginal and Torres Strait Islander cultures, identity, languages, histories, status, challenges, contributions and perspectives. The unit aims to enable students to synthesise perspectives about Indigenous education and how these can enhance Western education practices. An additional aim is to plan and develop authentic curriculum and pedagogy for teaching Indigenous children and analyse how Indigenous teaching and learning practices can benefit all children. This knowledge and understanding contributes to graduates' cultural competence and promotes culturally inclusive teaching practices based and sensitive and informed relationships.
In this unit students gain knowledge of the principles and practices of teaching and learning mathematics in the foundation years of education. They explore a range of strategies for assessing children's numeracy and understandings, and design and implement learning experiences, lessons and lesson sequences that progress children's mathematical thinking.
This unit aims to help pre-service teachers to understand why children display different behaviours within a learning environment and how to approach and negotiate these behaviours.
This unit aims to provide students with the knowledge, skills and resources that enable them to offer a variety of science experiences to young children and to teach an appropriate science and technology curriculum for the foundation years of education.
In this unit students learn about pedagogical practices, particularly ways of interacting and communicating with young children, that support children to develop reciprocal and respectful relationships with adults and other children. Students explore theories about children's behaviour and the factors that influence it, as well as ways to encourage children's engagement in learning. This unit aims to provide students with the knowledge and skills required by early childhood professionals to develop positive relationships with children, guide their behaviour effectively and help children gradually learn to guide their own behaviour.
In this unit students focus on contemporary families in Australia and a range of issues impacting on family life. A variety of theoretical approaches are considered. This information is applied in an exploration of the nature of desirable relationships between teachers and families in early learning settings and schools. The unit aims to assist students to understand social constructs of family and community. They acquire knowledge and skills to enable them to work effectively in a variety of settings in ways that acknowledge that families are experts on their children and that knowing children in their family and community context is crucial.
This unit aims to provide students with the skills and knowledge to lead effectively in a variety of roles and to work successfully in management positions within an early childhood service. Students will also gain skills that enable them to be effective communicators.
The unit aims to provide students with knowledge about the complexity of play and the importance of physical environments and their contributions to curriculum in education programs and children's learning in general, and particularly to children's resilience and wellbeing. The aim is that this knowledge will underpin their teaching.
The unit aims to provide students with an understanding of the concept of social justice and the skills and motivation to use that understanding to be effective advocates for children, families and their profession. An additional aim is that they gain a commitment to social justice as professionals and to teach children effectively about fairness, equity and social justice. Students will also gain knowledge and understanding of theoretical perspectives relating to difference and diversity. They will learn about an anti-bias approach and explore its implications for their teaching as they explore ways of developing meaningful connections with and children, families the community.
This unit aims to prepare pre-service teachers to take a leadership role in the design, implementation and evaluation of curriculum for children aged three - five years and assess learning. Building on previous studies, experience and learning, students will focus their direction towards the role of a teacher in an early childhood setting. In this unit students build more advanced skills and gain additional knowledge for curriculum decision-making, including using a variety of means of assessing children's interests, skills, knowledge and learning.
You will need to complete 4 electives as part of this course.
With many distance education courses, content originally designed for traditional face-to-face learning is adapted for online use, which may not always be practical.
With Swinburne Online, your course has been developed specifically for online delivery, so you get the most out of your online studies. The entire learning experience is designed to be supportive, engaging and collaborative. Your course content is supplemented by online communication technologies such as discussion boards, chat sessions, email and blogs.
This Bachelor of Education (Early Childhood) is accredited by the Victorian Institute of Teaching (VIT). VIT recognition enables you to register as a teacher Australia wide.
There are 2 ways you can pay for this course:
This course can be paid for through the HECS-HELP government loan scheme.
This means you don’t need to pay upfront for the course if you:
Through HECS-HELP the Australian government pays the amount of your course to the education provider on your behalf. You’ll start paying back this loan through the tax system once your earn more than the minimum threshold (which is $54,869 for the 2016-2017 financial year).
The total cost of this course is government-subsidised if you pay via a HECS-HELP loan.
This means the price you pay for the course is much cheaper – the Australian Government covers part of the course fee. Government-subsidised places in this course are called Commonwealth-supported places.
You can pay for this course upfront via credit card or bank transfer.