Faculty of Education

Bachelor of Education (Primary)

The Bachelor of Education (Primary) award is gained upon successful completion of a four-year program. The degree qualifies you for registration and employment as a general teacher in primary schools and is recognised throughout Australia as a four-year teacher education award.

The compulsory program of studies in School Experience, Education, and Learning Area (Curriculum and Standards Framework related) components in each of the four years includes teaching experience in a range of primary schools, as well as studies in child development and special education, learning and the primary school curriculum, education theory, the role of the teacher in the classroom and the school, indigenous Australian studies and computers in the classroom.

Elective choice within the course is offered through advanced studies and the Learning Area Options.

Teachers who hold a Diploma of Teaching award and have completed at least one year of full-time teaching experience may also qualify for an award of Bachelor of Education (Primary) by undertaking a further year of full-time study or part-time equivalent in the BEd(Primary) fourth year course for post-initial students.

On completion of the Bachelor of Education (Primary) course graduates should be able to:

• understand the development of children, their ability to learn in a variety of ways and situations taking into account their individual needs and abilities;

• demonstrate an understanding of the diversity of Australian society, particularly in relation to socio-economic class, ethnicity, gender and disability, and the influence of these on the education of children;

• demonstrate a high level of interpersonal and communication skills including both written and verbal abilities relevant to the teaching profession;

• demonstrate the knowledge, understanding and skills needed to design, implement and evaluate curricula, learning programs and classroom practices;

• demonstrate a broad perspective on education and the skills to reflect on and debate current educational concerns in Victoria, Australia and internationally;

• demonstrate an understanding of teaching as a process, a craft, a career and a profession; and

• demonstrate a commitment to personal and professional development.

A high degree of proficiency in all aspects of English is desirable for prospective teachers. Applicants who have not completed VCE English may be required to undertake language tests as part of the process of selection.

The course comprises four years of pre-service full-time study or equivalent part-time study. Throughout the program you will accumulate points in the three major study areas: School Experience, Education Studies and Learning Areas.

To qualify for the Bachelor of Education (Primary) you must satisfy the following requirements:

• gain a cumulative score of at least 400 points;

• complete the equivalent of 100 days of approved, supervised experience in schools;

• complete Education 1, 2A or 2A Advanced, 2B, 2C, 3A or 3A Advanced, 3B or 3B Advanced, 4A or 4A Advanced, 4B or 4B Advanced, 4C or the Honours Project;

• complete the four year Learning Area sequences in Language and Literacy, and Mathematics;

• complete the three year Learning Area sequence in Science and Technology;

• complete the two year Learning Area sequences in Arts, Health and Physical Education;

• complete studies in Studies of Society and Environment in first year,, which continue as components of third year Education subjects.

• complete 30 points of Learning Area Option studies.

Students who enrolled in the Bachelor of Education (Primary) prior to 1996 should refer to the 1995 handbook for details of course requirements.

The compulsory subjects after first year are offered at two levels - standard and advanced. The advanced level subjects have the same number of points and the same amount of assessment, but they assume a strong interest and a more secure understanding, set higher expectations for the quality of work assessed, and have a more rigorous approach. Generally students work at a higher level in that subject. An H2A result in the prerequisite subject(s) is required to enter the advanced stream in any subject sequence.

To obtain an Honours degree you must:

• obtain an average grade of 65 or more in at least 140 points of advanced subjects;

• obtain a mark of 65 or more in Honours Project; and

• obtain an average mark of 65 or more in School Experience 1-4.

From 1997 lateral entry to Year 2 of the course is possible, depending on details of studies undertaken previously. Applications for credit are assessed on an individual basis according to the guidelines set out in the Faculty's credit policy. Students entering with credit will not normally be eligible for an Honours degree.

Bachelor of Education (Primary) students are eligible to apply for the Diploma in Modern Languages offered by the Faculty of Arts (Diploma in Modern Languages). Enrolment must be approved by both the Arts Faculty and the Faculty of Education. Further details are available from the Arts Faculty Office.

If you hold an approved three-year teaching qualification and have completed approved teaching experience, you are eligible to apply for the BEd(Primary) fourth year course.

You select an Education subject to gain a total of at least 50 points in Education Studies and you must complete a total of at least 91 points in General Studies in a single Related Study Area.

One of School Studies D1 - Curriculum Integration, or School Studies D50 - Curriculum Integration and Practice, is a required study. You may select further School Studies subjects to extend the depth and breadth of your curriculum and teaching studies. School Studies D subjects are specifically designed for practising teachers. Alternatively, subjects in other areas may be taken to gain the overall 400 points required for the award of Bachelor of Education (Primary).

• BEd (Primary) course outline for students enrolling from 1996 onwards
• BEd (Primary) course outline for students enrolled prior to 1996

Year 1 studies

In Year 1 of the course, you undertake compulsory subjects in Education, School Experience and Learning Area subjects: Arts, Health and Physical Education, Language and Literacy, Mathematics, Science and Technology, and Society and Environment.

Year 2 studies

Education Studies, including Indigenous Australian Studies and Computers in Education, and School Experience continue in Year 2 of the course, in conjunction with Learning Area subjects: Arts, Health and Physical Education, Language and Literacy and Mathematics. At this stage, you may opt to undertake advanced subjects, providing you meet the pre-requisites for those subjects.

Year 3 studies

In Year 3 of the course, you will continue with Education, including Child Development and Curriculum Studies, plus Learning Area subjects: Language and Literacy, Mathematics, Science and Technology. You will also complete one Learning Area Option. You may continue with advanced studies in Year 3.

Year 4 studies

Year 4 studies continue in Education, covering curriculum integration and practice, and the role of the teacher in the school, which includes an action-based research component. This is also the final year of the sequences in Learning Area subjects: Language and Literacy, Mathematics and Science and Technology, and the year in which you complete a second Learning Area Option. The year ends with the final placement in a school setting. In conjunction with Year 4 advanced subjects you may undertake the Honours project in place of the action-based research project.

Education Subjects

The Education component of the BEd (Primary) course for students enrolling in 1997 is intended to develop a knowledge of major theories of child development and learning as well as theories of the school as a social institution and its contemporary role.

The major study includes particular reference to the legal and professional responsibilities and role of the teacher charged with the care of young children and with the need to deal productively with their skills. General principles of curriculum design, implementation and evaluation are learned in association with the complementary studies in the Learning Areas and School Experience components. Selected subjects are available at standard and advanced level after year 1. All subjects are compulsory except that students will take either Education 4C or the Honours Project in Year 4.

Year 1: systematic observation of children learning in classroom settings; the role of the teacher; social and cultural perspectives; education theory.

Year 2: theoretical perspectives underpinning practice; indigenous studies; computers in the classroom.

Year 3: the tasks of the classroom teacher, including assessment; inquiry learning; curriculum design; child development; special needs students; classroom management.

Year 4: an intensive sustained classroom-based experience in analysis, planning and classroom implementation of curriculum models; the role of educational research; the teacher as professional.

476-112 Education 1: Children, Schools and Society
476-211 Education 2A: Educational Theories and Practices
476-212 Education 2A (Advanced): Educational Theories and Practices
476-213 Education 2B: Indigenous Australian Studies
476-413 Education Studies D: Studying Contexts and Issues in Schools
476-214 Education 2C: Computers in the Primary Classroom

School Experience subjects

This core component of the BEd (Primary) course is offered in each year through placement with approved supervisors in designated schools. All subjects are compulsory and offered at standard subject level.

The sequence for students enrolling in 1997 is arranged within four subjects - School Experience 1, 2, 3 and 4. Normally these subjects will be taken concurrently with the Education subjects of the designated year. In addition to the twenty days of supervised School Experience in Year 4, students are required to spend 5 days in Orientation Week, and to negotiate 2 days a week in Semester 1, and 5 single days in the first part of Semester 2, in a school designated by the Faculty. During that time they will be required to conduct assigned tasks associated with fourth year subjects.

The School Experience placements are arranged by the School Experience and Professional Practice Unit. Teachers in schools associated with the Faculty, and staff from a number of teaching departments, are involved in the conduct of the subjects. The dates for School Experience periods are shown in the Schedule in the School Experience and Professional Practice General Manual.

Criteria for assessment for each placement are clearly related to the objectives of the course, the developing abilities of the student and the intended outcomes of the Education and Learning Areas subjects. All subjects require the student to demonstrate teaching capability and appropriate involvement in the life of the school as an associate member of staff.

Assessment in a subject will use a process in which supervising teachers and Faculty staff will make progressive assessment of a student's work and professional development and will have discussed these assessments with students at critical phases of the placement.

All subjects are graded and grades are determined by the marks derived by the scoring system as set out in each School Experience Assessment criteria sheet. The final result is derived from the average of the scores on the School Experience Assessment Reports and the scores recorded by Faculty supervisors.

The sequence for students enrolling prior to 1996 is arranged within four subjects: School Studies A, School Experience B, C and D and is linked with the professional studies sequence offered through School Studies B, C and D subjects.

For teachers who have relevant teaching experience and who enrolled for the BEd (Primary) prior to 1996, the enrolments in School Experience B and C are coded 460-205 (School Experience B91), 460-206 (School Experience B92), 460-313 (School Experience C91) and 460-323 (School Experience C92). This indicates that the subject requirements must be negotiated with School Experience and Professional Practice. These negotiated requirements take account of the nature and recency of the teachers' experience and their current teaching responsibilities. The Faculty reserves the right to obtain evidence of a teacher's competency as a generalist teacher in a primary school.

476-110 School Experience 1
476-215 School Experience 2
460-202 School Experience B
476-346 School Experience C
476-421 School Experience D

Learning Area subjects

The Learning Area component of the BEd (Primary) is intended to develop a thorough understanding both of the knowledge base of the key curriculum areas and of associated pedagogical principles and practice. Studies are designed to match the development of teaching skills through school experience. Opportunities for specialising in a learning area are given either in a sequence of advanced studies or by choosing appropriate options.

In fourth year, students are required to spend 5 days in Orientation Week, and to negotiate 2 days a week in Semester 1, and 5 single days in the first part of Semester 2, in a school designated by the Faculty. During that time they will be required to conduct assigned tasks associated with fourth year subjects.

Learning Area subjects are compulsory for students enrolling in the BEd (Primary) course in 1997.

483-124 Learning Area: Arts 1
485-130 Learning Area: Health and Physical Education 1
483-134 Learning Area: Language and Literacy 1
485-129 Learning Area: Mathematics 1
485-128 Learning Area: Science and Technology 1
476-111 Learning Area: Society and Environment 1
483-237 Learning Area: Language and Literacy 2
483-238 Learning Area: Language and Literacy 2 (Advanced)
483-239 Learning Area: Arts 2
483-236 Learning Area: Arts 2 (Advanced)
485-239 Learning Area: Mathematics 2
485-240 Learning Area: Mathematics 2 (Advanced)
485-237 Learning Area: Health and Physical Education 2
485-238 Learning Area: Health and Physical Education 2 (Advanced)

School Studies subjects

The complete School Studies sequence forms the professional core component of the BEd (Primary) course for students who enrolled before 1996. It consists of sequential programs of integrated experiences and studies over a four year period aimed at providing students with a theoretical and practical basis for the development of a personal theory of learning and teaching, expertise in the developments of policy and programs and the ability to organise learning environments in which children will develop skills, attitudes and knowledge in all areas of human development.

Special organisational features include various modes of team teaching, and opportunities for negotiated curriculum and collaborative learning.

A practical focus for integrated learning is provided. In Year 1 students are attached to a particular school with team members under the guidance of a Faculty staff member who also acts in a liaison capacity. Initial learning takes place through direct observation and experience about the school as an institution in a particular community, children in schools, the curriculum provided for them and the approaches of teachers. Education issues introduced and explored are developed in Education Studies B. Other A-level subjects allow students to develop their own mathematical, art, science and language competency and understanding.

In Year 2 the focus shifts to the individual child. Informal understanding of child development and learning are formalised and students develop evaluative and teaching strategies with particular reference to language and mathematics.

Year 3 provides for an extensive and comprehensive study of curriculum, emphasising the integrative nature of learning and teaching and the specifics of subjects, and is parallelled by sustained teaching experiences. Students are thus able to identify knowledge gaps which can be covered through the selection of appropriate elective subjects. Policy making and program development are examined in the school setting.

In Year 4 students examine learning in relation to their classroom experiences and develop integrated curriculum units appropriate to their particular teaching situation. Opportunity is provided for students to become active school-based researchers. Experienced teachers undertake a form of this study which has been adapted to their circumstances.

476-210 School Studies B33: Child Development
483-221 School Studies B44: Literacy
485-231 School Studies B55: Numeracy
483-228 School Studies B20: Arts in the Primary School
485-222 School Studies B30: Health and Physical Education
476-306 School Studies C1: Curriculum Issues and Approaches
476-303 School Studies C16: Integrating the Disabled Learner
476-304 School Studies C17: Assisting the Underachiever
485-320 School Studies C29: Physical Education Specialisation
483-321 School Studies C40: Language Arts Program
483-317 School Studies C47: Teaching English As A Second Language (TESL) I
483-326 School Studies C48: Language Other Than English (LOTE) Teaching I
485-318 School Studies C51: Mathematics - A Practical Approach
485-343 School Studies C62: Science in the Primary School
485-344 School Studies C65: Children and Science
476-414 School Studies D: Curriculum Integration and Practice
476-408 School Studies D1: Curriculum Integration
476-410 School Studies D10: Teachers' Practice
476-403 School Studies D44: Reading and Writing in the Classroom
476-406 School Studies D50: Curriculum Integration and Practice
483-417 School Studies D47: Teaching English As A Second Language (Tesl) 2
483-416 School Studies D48: Language Other Than English (LOTE) Teaching 2
485-401 School Studies D62: Specialist Studies in Science Education

Status:                   OFFICIAL 1997
Last Modified:            Wednesday March 12 3:36 pm
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Email Enquiries:          Course_Information@registrar.unimelb.edu.au