Bachelor of Education (Early Childhood and Primary)

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Sight 

Students in the Bachelor of Education (Early Childhood and Primary) will use and interpret visual information, including colour and facial cues, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Noticing visual cues to support safety, hygiene and wellbeing by scanning for hazards, including spills, equipment misuse or unsafe play

• Noticing expressions, body language and responses to support wellbeing and learning

• Reading and interpreting student work, visual outputs and practical tasks to assess learning

• Using visual information, demonstrations and digital resources while monitoring student responses
   

Sound 

Students in the Bachelor of Education (Early Childhood and Primary) will use hearing to respond to vocal cues and differentiate sounds and tone, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Listening and responding to children’s or students’ voices, questions, distress or communication cues

• Noticing and separating sounds in busy learning or play spaces to support safety and participation

• Recognising tone, volume or urgency in voices and responding

• Responding promptly to calls for help, instructions or emergency signals

• Engaging in professional conversations, meetings and feedback discussions
   

Touch

Students in the Bachelor of Education (Early Childhood and Primary) will use touch to feel tactile differences and changes in objects, assess physical conditions, and respond to discomfort or danger, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Supporting hands-on routines or learning activities while maintaining safety, hygiene and comfort

• Identifying hazards through touch or handling materials, equipment and learning spaces

• Responding to safety risks by guiding movement, moving objects or clearing hazards

• Handling materials during sensory, practical or classroom activities while monitoring safe use

• Noticing children’s physical condition, such as illness, discomfort or injury, through touch

• Checking classroom equipment, materials and learning spaces for safety and condition
   

Smell 

Students in the Bachelor of Education (Early Childhood and Primary) will use smell to distinguish the differences and changes in smell for identifying odours, detecting hazards (like smoke or gas), and enhancing taste, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Noticing and acting when children need changing or are unwell (e.g. soiled nappies or vomit)

• Noticing and acting when there are hygiene or safety issues in learning and eating areas (e.g. spoiled food, waste or a need for cleaning)

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Endurance 

Students in the Bachelor of Education (Early Childhood and Primary) will develop and use endurance to sustain physical effort and concentration over extended periods without experiencing excessive fatigue.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Supervising children for extended periods across full placement days

• Staying actively involved in routines and transitions to maintain safe practice

• Transitioning regularly between standing, walking, bending and floor-based interaction
   

Stamina 

Students in the Bachelor of Education (Early Childhood and Primary) will develop and use stamina to perform short-term, high-intensity physical tasks while maintaining control and energy.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Responding quickly and moving between children and learning areas to maintain active supervision

• Acting promptly during routines and transitions while maintaining calm, controlled support for children's safety and interactions
   

Strength 

Students in the Bachelor of Education (Early Childhood and Primary) will develop and use strength to lift, move, or hold objects safely using physical effort.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Lifting and carrying children when required to support care, safety and participation

• Setting up and moving learning materials and equipment to ensure indoor and outdoor spaces are safe
   

Dexterity

Students in the Bachelor of Education (Early Childhood and Primary) will use fine and coordinated movements of the hands and limbs to complete tasks that require precision and control.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Supporting care routines that require careful hand use (e.g. hygiene tasks and dressing support)
   

Steadiness 

Students in the Bachelor of Education (Early Childhood and Primary) will use steadiness to maintain balance, control, and stable movement while standing, walking, or performing physical tasks.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Maintaining balance when working at the floor level with infants and toddlers

• Being physically positioned on or close to the floor to interact with children 

• Navigating busy rooms and outdoor spaces while carrying resources and maintaining supervision

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Activities in this course where required components are applicable will be observed and assessed during compulsory placements to meet standards overseen by Australian Children's Education and Care Quality Authority and Australian Institute for Teaching and School Leadership (AITSL) and applied by Victorian Institute of Teachers (VIT) for professional registration.

Codes of conduct 

Students in the Bachelor of Education (Early Childhood and Primary) will follow professional rules, standards, and ethical guidelines provided by professional association(s). 

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating the application of professional standards of conduct, integrity and legal obligations

• Respecting professional boundaries, legislative requirements, education policies, procedures and standards

• Maintaining professional boundaries and acting in line with child-safe and ethical standards when working with children and families

• Applying confidentiality and privacy requirements when handling information about children, families and services
   

Duty of Care 

Students in the Bachelor of Education (Early Childhood and Primary) will act in ways that support personal safety and the safety of others. 

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating the application of professional standards to make ethical decisions, and to be accountable for your actions and conduct

• Supervising children continuously to identify risks and respond immediately to unsafe situations

• Acting quickly to maintain safe environments during routines (e.g. meals, sleep, transitions and play)

• Following mandatory reporting requirements and reporting concerns about child safety or wellbeing

• Responding appropriately to incidents, emergencies and health needs during placement.
   

Cultural sensitivity (including equity awareness) 

Students in the Bachelor of Education (Early Childhood and Primary) will use awareness to remain conscious of surroundings and external factors to be able to respond appropriately and safely, even when managing interruptions or medication effects.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating professional and ethical behaviours that are informed by cultural awareness and competence

• Interacting respectfully with diverse students and family members through culturally safe practices, without bias or discrimination. This will be observed and assessed through compulsory placements

• Supporting inclusive learning environments that reflect children's identities, cultures and experiences
   

Engage Effectively 

Students in the Bachelor of Education (Early Childhood and Primary) will interact with others honestly, respectfully, and responsibly to build trust and professional relationships.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating respectful communication with integrity, honesty and accountability towards students, families, school staff and peers

• Accepting feedback to build professional practice
   

Professional reflection 

Students in the Bachelor of Education (Early Childhood and Primary) will develop skills to review their learning and performance and identify areas for improvement.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Reflecting on feedback and incorporating feedback on safe and professional practice

• Completing the Graduate Teacher Performance Assessment (GTPA), which is a compulsory examination in the final year placement unit, reflecting on teaching practice

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Understand and apply information

Students in the Bachelor of Education (Early Childhood and Primary) will use and interpret information by following instructions, making decisions, solving problems and applying knowledge.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Integrating theoretical information into practice, accurately following instructions, making decisions, recognising risks and escalating concerns in a timely manner

• Creating lesson plans based on logic, reason and judgement
   

Critical thinking and analysis

Students in the Bachelor of Education (Early Childhood and Primary) will develop and use skills in analysing and evaluating information objectively to form well-reasoned conclusions.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Analysing and responding to student learning needs and classroom dynamics in real time to make immediate decisions connected to teaching and safety
   

Adaptable components

The following learning and knowledge creation abilities are required in this course. Reasonable adjustments can likely be supported.

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Verbal communication

Students in the Bachelor of Education (Early Childhood and Primary) will use spoken language to express ideas clearly, supported by tone and body language, to support understanding and feedback.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Giving clear, age-appropriate instructions to whole classes and small groups, including explaining tasks, transitions, and safety expectations during lessons and play activities

• Using tonal variation, clarity and repetition to guide expectations, de-escalate situations, respond to distress and maintain safe classroom environments

• Providing immediate verbal feedback to students during activities to reinforce learning and maintain safe participation

• Communicating with families about children's learning, care and wellbeing

• Speaking with colleagues during placement to coordinate safe and consistent practice
   

Social cues

Students in the Bachelor of Education (Early Childhood and Primary) will use social cues to notice and respond to unspoken communication such as body language, facial expression, gestures and pace of conversations.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Identifying and intervening in peer interactions by observing gestures, proximity and unspoken cues that indicate conflict, exclusion or unsafe conduct

• Adjusting teaching in real time based on student understanding by noticing confusion, hesitation or lack of response

• Noticing children's non-verbal signals (e.g. distress, discomfort and withdrawal) during play and routines to maintain safe and inclusive environments

• Considering interactions based on children's cues to support engagement and emotional safety

These activities involve continuous observation of students and real-time decision-making, which support early risk detection as many safety and wellbeing issues first appear through non-verbal signals.

Written communication

Students in the Bachelor of Education (Early Childhood and Primary) will develop and use written communication skills to express information through written formats, including via software, print or handwriting.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Preparing written teaching materials, including lesson plans, instructions and learning resources for classroom delivery across curriculum areas

• Assessing and documenting student learning by marking work, recording observations and maintaining accurate assessment records over time

• Writing formal student reports that communicate learning progress, achievement, and areas for development to families and schools

• Communicating professionally in writing with colleagues and school staff through emails, planning documents and administrative records (which may be legally binding)
   

Conflict resolution

Students in the Bachelor of Education (Early Childhood and Primary) will develop and use skills to address disagreements calmly and respectfully to reach beneficial outcomes.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• De-escalating incidents by addressing aggression, refusal or conflict between students in real time

• Intervening in peer conflict by resolving disputes such as bullying, exclusion, or physical and verbal disagreements

• Engaging in professional discussions with parents and colleagues where concerns or disagreements arise

These activities require independent judgement and response, which cannot be delayed or delegated.

Emotional regulation

Students in the Bachelor of Education (Early Childhood and Primary) will develop and use skills to take part in interactions with others in a way that supports respectful and productive communication.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Responding calmly to student distress, including anxiety, frustration or conflict, while continuing to support learning and classroom stability

• Engaging in difficult conversations with parents or carers about student anxiety, frustration, conflict, progress, or concerns in a respectful and professional manner

• Participating in professional interactions with colleagues, including receiving feedback, addressing disagreements and working within team environments during practicum

Professional expectations require interactions with children and parents to remain calm to avoid risks to child safety, wellbeing and to ensure effective professional relationships are developed and maintained.

Adaptability

Students in the Bachelor of Education (Early Childhood and Primary) will develop and use skills in responding to change through adjusting plans and managing different tasks as situations change.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Adjusting teaching in real time by changing lesson plans, instructions and speed of delivery in response to student understanding and engagement

• Adjusting activities and routines in real time based on children's needs and responses

• Managing competing demands by shifting between teaching, supervision, incident management and administrative tasks

• Responding to unexpected situations (e.g. changes to situations, safety issues and interruptions)

• Modifying approaches during practicum based on feedback from mentor teachers, school expectations and evolving classroom contexts.

These activities require constant task-switching and reprioritisation to respond to changing circumstances.

Adaptable components

The following interpersonal abilities are required in this course. Reasonable adjustments can likely be supported.