General Information

Overview

Inspire and teach children up to five years old in kindergartens, preschools and early learning centres. 

Learn how to support and grow a child’s social, emotional, intellectual and physical development through innovative teaching methods. Engage in unique units of study of nature play, social justice, sustainability and Indigenous knowledges.

Study structure

Successful completion of the Bachelor of Education (Early Childhood Teaching) requires students to complete units of study to the value of 400 credit points. All units of study are valued at 12.5 credit points unless otherwise stated. 

  • Full-time study: 100 credit points/eight standard units of study per year

  • Part-time study: 50 credit points/four standard units of study per year

  • One credit point is equivalent to one hour of study per week per semester (including contact hours and private study)

  • See the course planner for an example degree structure.

  • Full-time study: 100 credit points/eight standard units of study per year

  • One credit point is equivalent to one hour of study per week per semester (including contact hours and private study)

  • See the course planner for an example degree structure.

Units of study Unit code
Core units
Understanding Language and Literacy
Core unit, 12.5 credit points
EDU10002
The World of Maths
Core unit, 12.5 credit points
EDU10003
Theories of Teaching and Learning
Core unit, 12.5 credit points
EDU10004
Indigenous Education and Perspectives
Core unit, 12.5 credit points
EDU10005
Introduction to Curriculum Planning and Assessment: Practicum 1
Core unit, 12.5 credit points
EDU10001
Teaching and Learning in the 21st Century
Core unit, 12.5 credit points
EDU10006
Contemporary Perspectives of Learning and Development for Early Childhood
Core unit, 12.5 credit points
EDU10007
Introduction to Academic Language, Literacy and Numeracy in Education
Core unit, 12.5 credit points
EDU10026
Developing Literacy
Core unit, 12.5 credit points
EDU20001
Mathematics in Practice
Core unit, 12.5 credit points
EDU20002
Understanding and Supporting Behaviour
Core unit, 12.5 credit points
EDU20004
Curriculum Planning and Assessment: Practicum 2
Core unit, 12.5 credit points
EDU20053
Science and Technology
Core unit, 12.5 credit points
EDU30002
Wellbeing and Resilience
Core unit, 12.5 credit points
EDU30004
Imagining the World Through Language and Literature
Core unit, 12.5 credit points
EDU30001
Curriculum, Planning & Assessment for Infants: Practicum 3E
Core unit, 12.5 credit points
EDU30003
Understanding and Supporting Inclusion
Core unit, 12.5 credit points
EDU30005
Play and Environment
Core unit, 12.5 credit points
EDU40002
Families, Community and Citizenship
Core unit, 12.5 credit points
EDU30006
Imagining the World Through the Arts
Core unit, 12.5 credit points
EDU30007
The Healthy and Active Child
Core unit, 12.5 credit points
EDU40001
Identity: the Early Childhood Profession(al)
Core unit, 12.5 credit points
EDU40003
Educational Leadership, Management and Program Assessment
Core unit, 12.5 credit points
EDU30062
Nature Pedagogies
Core unit, 12.5 credit points
EDU40020
Achieving High Quality Early Learning
Core unit, 12.5 credit points
EDU40021
Sustainable Education and Perspectives
Core unit, 12.5 credit points
EDU20005
Advocacy and Social Justice
Core unit, 12.5 credit points
EDU40004
Ready to Teach Early Childhood: Practicum 5E
Core unit, 12.5 credit points
EDU40006

Choose from a combination of the following course components to complete 50 credit points of other study. Students may also select elective units (12.5 credit points each).

Minors are a structured set of 4 units or 50 credit points and may be chosen from any field of study. 

  • Accounting 
  • Creative Writing 
  • Design Principles and Processes 
  • Digital Advertising Technology 
  • Indigenous Studies 
  • International Relations and Security 
  • Literature 
  • Media Industries 
  • Politics 
  • Social Media 
View minor units

Any of the following recommended units may be undertaken as an elective unit. A full list of available elective units can be found upon enrolment.

  • EDU30001 Imagining the World Through Language and Literature
  • EDU30002 Science and Technology
  • EDU30004 Wellbeing and Resilience
  • EDU30005 Understanding and Supporting Inclusion
  • EDU30006 Families, Community and Citizenship
  • EDU30007 Imagining the World Through the Arts
  • EDU30062 Educational Leadership, Management and Program Assessment
  • EDU40001 The Healthy and Active Child
  • EDU40002 Play and Environment
  • EDU40003 Identity: the Early Childhood Profession(al)
  • EDU40004 Advocacy and Social Justice
  • PSY10007 Brain and Behaviour
  • PSY10008 Fundamentals of Psychology
  • PSY20006 Cognition and Human Performance
  • PSY20007 Developmental Psychology
  • PSY20016 Social Psychology
  • PSY30003 Psychology Project
  • PSY30008 Psychology of Personality
  • PSY30016 Mental Health Diversity, Diagnosis and Treatment

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 
  • apply knowledge and skills to create and maintain supportive, safe and engaging learning environments, with an ability to critically analyse information in diverse early childhood contexts 
  • 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 
  • demonstrate conceptual knowledge of the principles of diversity and difference and the implications to children’s rights and inclusive practice, and have the ability to adapt such knowledge in diverse contexts

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: 

  • 24 units of core units of study (300 credit points)
  • 4 placement units (50 credit points)
  • 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).

Informed choices

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.

Sensory abilities

Some tasks in education courses require certain sensory abilities, including: visual ability and auditory ability.

Will reasonable adjustments be considered?

Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation.

Sensory ability What is this? How is this relevant to education courses?
Visual ability The extent to which a person can see or interpret visual information. This may also include colour vision. If you have any concerns about your visual ability, please contact us to determine what rasonable adjustments may be possible to support you.
Auditory ability The sense of hearing, and the extent to which a person can be responsive to aural cues, and differentiate vocal sounds and tone. If you have any concerns about your auditory ability, please contact us to determine what reasonable adjustments may be possible to support you.

Strength and mobility

Some tasks in education courses require strength and mobility, including: gross motor skills and fine motor skills.

Will reasonable adjustments be considered?

Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation. 

Strength and mobility What is this? How is this relevant to education courses?
Gross motor skills The use of large muscle groups that coordinate body movements and provide strength for activities such as lifting, pushing, pulling, walking and maintaining balance. If you have any concerns about your gross motor skills, please contact us to determine what reasonable adjustments may be possible to support you.
Fine motor skills The ability to undertake precise coordinated movements of the hands for activities such as writing and manipulating small objects. If you have any concerns about your fine motor skills, please contact us to determine what reasonable adjustments may be able to support you.

Behaviours

Some tasks in education courses require certain behaviours, including: ethical behaviour, mental wellness and behavioural stability, as well as sustainable performance and endurance.

Will reasonable adjustments be considered?

Yes. Please contact AccessAbility to consider reasonable adjustments suitable for your situation. 

Behaviours What is this? How is this relevant to education courses?
Ethical behaviour Ability to comply with and be governed by quality and professional standards. Acting in ways consistent with the recognised values of society and avoiding activities that do harm. Learning and assessment activities require confidentiality and integrity in order to perform in academic and professional settings. Practice and registration requires adherence to the Australian Professional Standards for Teachers.
Mental wellness and behavioural stability A state of well-being in which an individual can cope with the normal stresses of life and can work productively and fruitfully, maintaining consistent behaviour that is acceptable and appropriate. Exposure to situations which are challenging and unpredictable is common in teaching practice. Learning and assessment activities require sensitive, perceptive and delicate interactions and responses. Learning and assessment activities require behavioural stability to manage challenges objectively and professionally
Sustainable performance and endurance The ability to undertake a task over a predetermined period of time, including physical performance such as standing for a period of time, or mental performance such as concentrating and maintaining focus for a particular length of time Teaching practice while on placement requires exposure to unexpected and sometimes emergency situations. There is a requirement for a sustained level of physical and mental performance in learning and assessment activities.

Admission criteria

Information about Swinburne's general admission criteria can be found at Admissions at Swinburne - Higher Education webpage.

English language requirement

Applicants who did not complete their studies in English at an approved Institution in Australia, Canada, New Zealand, the Republic of Ireland, the United Kingdom or the United States of America must sit an approved English language test and meet the minimum requirements.  

Minimum scores required:  

  • PTE: Minimum score 58 (no communication skill less than 50) 
  • IELTS academic module: Overall band 6.5 (no band below 6.0)  
  • TOEFL IBT: Minimum score 79 (reading no less than 18, writing no less than 20)

Working with Children (WWC) Check

All enrolled students must maintain a current Working with Children Check (from the appropriate State Authority).

Police Record Check

A police record check may be required by a school prior to a professional placement. Find out more about national police record checks and fingerprinting.

Entry requirements

A. Applicants with recent secondary education (within past three years)

ATAR

This course uses the ATAR as part of its selection considerations.

Guaranteed ATAR: if you receive an ATAR of 65 or higher and meet all the essential requirements for this course, you will be guaranteed an offer.

Educational history 

An applicant's entire academic history, including ATAR results, will be considered for entry into this course. 

Selection rank adjustments

Selection ranks for this course will be calculated based on your ATAR with adjustments to overall study scores based on subjects studied, location of your home address, SEAS application, and participation In Swinburne's Early Leaders program. For further details about selection rank adjustments, see Admissions at Swinburne

Subject adjustments 

A study score of 25 in any English, Health and Human Development, any LOTE, any Mathematics, any Science or Sociology equals 2 aggregate points per study. Overall maximum of 15 points.  

Meeting course prerequisites 

VCE units 3 and 4: a study score of at least 25 in any English (except EAL) or at least 30 in English as Alternate Language (EAL) or equivalent.

ATAR profile for those offered places wholly or partly on the basis of ATAR in Semester 1 2023

ATAR-Based offers only, across all offer rounds ATAR
Excluding adjustment factors
Selection Rank
ATAR + any adjustment factors
Highest rank to receive an offer 61.7 72.6
Median rank to receive an offer 60.2 65.2
Lowest rank to receive an offer 53.4 62.55

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. 

Student profile

The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students who commenced in this course in the most relevant recent intake period, including those admitted through all offer rounds and international students studying in Australia.

  Semester 1, 2023
Applicant background Number of students Percentage of all students
(A) Higher education study (includes a bridging or enabling course) 94 26%
(B) Vocational education and training (VET) study 172 48%
(C) Work and life experience (admitted on the basis of previous achievement not in the other three categories) 63 18%
(D) Recent secondary education:    
Admitted solely on the basis of ATAR (regardless of whether this includes the consideration of adjustment factors such as equity or subject bonus points) 8 2%
Admitted where both ATAR and additional criteria were N/A considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR) N/A N/A
Admitted on the basis of other criteria only and ATAR was N/A not a factor (e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) N/A N/A
International students 20 6%
All students 357 100%

Notes: 
N/A – Students not accepted in this category.

Interested in the Bachelor of Education (Early Childhood Teaching)?

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