Bachelor of Education (Primary)

There will no new intake into this course after 2008.

The Bachelor of Education (Primary) award is a 400-point four-year degree which qualifies students for registration and employment as a generalist teacher in primary schools and is recognised throughout Australia for registration and employment as a primary school teacher.

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 the learning area options.

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

• understand the development of children, their ability to learn in a variety of ways and in difficult situations taking into account their individual needs and abilities;
• demonstrate an understanding of the diversity of Australian society, particularly in relation to socioeconomic 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.

First Year

Second Year

Third Year

Learning Area Option 12.5 points

Students may, if eligible, undertake the advanced versions of the following subjects

Fourth Year

Learning Area Option 12.5 points.

Students may, if eligible, undertake the advanced versions of the following subjects.

Option subjects available

Applicants must have successfully completed the Victorian Certificate of Education or approved equivalent Year 12 certificate with a study score of at least 25 in VCE English (any) Units 3 and 4 and a satisfactory grade in Units 1 and 2 General Mathematics or Mathematical Methods. The clearly-in rank for 2006 was an ENTER score of 81.60.

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
   
   In courses requiring students to undertake practicum placements
   
4. The ability to undertake professional practice placements independently, including:
   a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
   b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
   c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
   d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
   e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
   f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
   g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.