Education (Early Years)
Bachelor of
Most of our courses are being taught remotely with an interactive and supportive learning environment, including assessments wherever possible.
Limited activity or training which cannot be delivered entirely remotely will be delivered on campus, with strict health and safety measures in place.
Overview
Preston
Preston
4 years full time / 8 years part time
4 years full time / 8 years part time
Interivew. Working with Children's Check. Successful completion of Year 12 or relevant industry or life experience.
Academic IELTS 7.0 or Melbourne Polytechnic recognised equivalency with no individual band below 7.0. Interview.
February
February
Help shape the next generation
Australia’s demand for high quality teachers is growing as our population and education system expand. With an estimated 93,000 job openings predicted for primary teachers in the next five years, this is an ideal time to pursue a career where your skills are constantly in demand. Melbourne Polytechnic’s Bachelor of Education (Early Years) will provide you with the skills and qualifications to work in early childhood education, from kindergarten through to primary school teaching. You’ll work closely with young children, develop their core skills and competencies and promote healthy development early on in their education. Teaching is a career where you can make a real difference to young lives.
Purposeful and authentic learning
Melbourne Polytechnic’s Bachelor of Education (Early Years) focuses on the early years of learning and teaching from preschool through to primary school. We have a strong emphasis on experiential and applied learning approaches, encouraging authentic engagement from students, teachers and lecturers alike. Melbourne Polytechnic developed this course in response to recent government studies into early childhood education to ensure that you’re incorporating the latest evidence-based research in the field. You will participate in a holistic and integrated program through a mix of on-campus learning in Melbourne Polytechnic’s dedicated early childhood education facilities. Your professional placement includes an embedded practical component of 125 days placement in child care, kindergarten and primary school settings. Our experienced academics are experts in their field and will focus on supporting you to develop and share your own professional voice and practice.
A great start to a meaningful career
This degree has a strong employment success rate. It is approved by the Australian Children’s Education & Care Quality Authority (ACECQA)and the Victorian Institute of Teaching against the Australian Professional Standards for Teachers for the purposes of teacher registration in Victoria. You will be qualified to work in early childhood education, across kindergartens and childcare through to primary teaching at public or private educational institutions. You may also pursue postgraduate study to progress your career, facilitated by further study and experience, for senior or specialised roles.
Personal Attributes and Selection
The Bachelor of Education, Early Years, has designed selection criteria and an interview process to ensure that applicants can clearly demonstrate both academic and non-academic competencies needed for effective teacher practice. These are in accordance with the Victorian Selection Frameworks (VSF), and take into consideration both academic and non-academic attributes. The program is committed to assessing an applicant’s whole of study experience, life experience and aptitude for teaching and learning. The one on one interview with an academic within the program will assess a candidates personal attributes.
These attributes include motivation to teach, strong interpersonal and communication skills, willingness to learn, resilience, self-efficacy, conscientiousness, organisational and planning skills.
For further information on the VSF please visit the Victoriran Institute of Teaching website here.
More information
Please contact us if you require clarification or to find out the latest fees information.
Melbourne Polytechnic has a limited number of Commonwealth Supported Places available to students enrolling in the full degree.
Please note: it is in your best interest to use both VTAC codes (CSP and Full Fee) when applying through VTAC as this increases your chances of selection.
Higher Education Admissions Criteria
If you have already studied Higher Education
You may meet the admissions criteria for higher education at Melbourne Polytechnic if your highest level of study since leaving secondary education is a higher education course, such as a university degree.
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If you have studied a VET course
You may meet the admissions criteria for higher education at Melbourne Polytechnic if your highest level of study since leaving secondary education is a vocational education and training (VET) course.
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If you have recent Secondary Education
You may meet the admissions criteria for higher education at Melbourne Polytechnic if you are a recent secondary education student whose admission is primarily based on the completion of Year 12 within the past two years.
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If you have work and life experience
You may meet the admissions criteria for higher education at Melbourne Polytechnic if you have work and life experience and left secondary education more than two years ago and have not undertaken vocational education training (VET) or higher education study since then.
Find out moreCareer Pathways
Where will this take me
By enrolling in the Bachelor of Education (Early Years), you are able to become a qualified kindergarten and primary teacher, your choice would enable you to apply for dual registration (Kindergarten and Primary) with the VIT (Victorian Institute of Teaching).This qualification will allow you to apply for dual registration (Kindergarten and Primary) with the VIT (Victorian Institute of Teaching). You can also work as an educator (room leader) in a long day care children’s service or as a co-educator (assistant) in kindergarten
- Day Care Worker
- Kindergarten Assistant
- Educator
- Kindergarten Program Worker
- Education Assistant
- Childcare Centre Room Leader
- Childcare Centre Coordinator
- Kindergarten Teacher
- Primary School Teacher
- Primary School Assistant
- Kindergarten Co-Educator
Pathways
Successful completion of this course may enable you to study for a Post-graduate qualification.Akolda Bil
"It means 'future' to me. All I was doing before this was working in small jobs, or jobs that aren't going to get me far in life, so studying is a huge deal to me. It got me where I am now.... Studying gave me a path to go somewhere in my life."
Course Details
Delivery methods
Your professional placement includes an embedded practical component of 130 days placement in child care, kindergarten and primary school settings.
Course delivery continues at Melbourne Polytechnic during the challenges of the coronavirus (COVID-19) situation the world is facing right now. Our top priority remains the health, safety and well-being of our community.
This program has responded to the COVID-19 restrictions by modifying its delivery to a blended model supporting remote learning. For the immediate term, we’ve changed the way our students attend class, with all lectures, tutorials and seminars moved online.
A collaborative learning environment is created through the requirement of students to attend synchronous online sessions at the normal class times. These sessions are run through Moodle, our learning management system, and conferencing software (e.g. Zoom or Teams). This includes assessment wherever possible.
Alternative arrangements are being made for activities which must be conducted on-campus.
- Face-to-face
- Flexible
- Practicum
- Classroom
Class Schedule
Detailed timetable information will be provided prior to course commencement.
Assessment Methods
Assessment methods include written reports, presentations, group activities and practical demonstration of skills.
Units of Study
Credit points are a basic measure of student workload. All subjects are given a credit point value. Most subjects at Melbourne Polytechnic are 12 credit points. A normal full-time annual workload is 96 credit points. The academic year is divided into two main semesters; full-time students usually enrol in 48 credit points each semester, part-time students usually enrol in 24 credit points each semester or less.
| Code | Subject | Elective | Description | Year | Semester |
| BED111 | FOUNDATIONS IN EDUCATION | Core | Provides an introduction to education through an investigation of the early years of education’s historical, philosophical, political and sociological bases and its intersections with broader curriculum theory and praxis. You will be introduced to different perspectives of education to understand how philosophies and beliefs influence teacher’s decisions and practices in the classroom. You will critically reflect on the implications and outcomes of these. You will explore diverse educational theories and examine contemporary perspectives and issues in early childhood and primary education in Australia and internationally. You will reflect on your own background and experiences of education and the impact of these on your identity as a teacher. You will develop broad understandings of the range of contemporary practices available across the early years continuum and to develop and reflect on your own philosophy of education. | 1 | 1 |
| BED112 | EDUCATION FOR WELLBEING | Core | This first year subject links directly with three of the key course themes of social justice, equity and multiple perspectives. Explore practices which promote wellbeing and strategies and experiences which support wellbeing, including classroom and behaviour management. You will learn about the range of factors that influence children’s growth, learning and social behaviours including traditional and contemporary issues such as bullying and cyber bullying. | 1 | 1 |
| BED113 | CURRICULUM 1: PLAY BASED LEARNING | Core | This first year subject is the first of a series of four subjects within the curriculum stream. It provides an introduction to curriculum theory and praxis and critically examines play based learning as a pedagogical approach in early years education. You will begin to develop knowledge of the connections between, learning, teaching and play, and the skills required to question and reflect on this in order to implement responsive, reciprocal and respectful teaching practices across diverse contexts in the early years. | 1 | 1 |
| BED114 | LANGUAGE AND COMMUNICATION | Core | This first year subject develops and explores a diverse range of communication theories and practices and how they inform the development of respectful, responsive and reciprocal partnerships with children, families, staff and the wider community. Gain knowledge of a repertoire of communication strategies to draw on when engaging across diverse educational contexts. You will also develop the skills to explore communication through active participation, ICT and digital literacies and self-reflection and adapt your own communication skills across a range of situational contexts that are responsive to key equity issues. | 1 | 1 |
| BED115 | THEORIES OF IDENTITY | Core | This subject explores diverse identity theories and includes the role of equity considerations and the teacher’s perceptions and responses in children’s identity formation and in building relationships. | 1 | 2 |
| BED116 | ARTS IN CURRICULUM | Core | This first year subject develops your knowledge, skills and practices in the Arts curriculum. It is the first Arts subject in a series of 3 subjects focusing on Arts for both the Bachelor of Education (Early Years) and Associate Degree of Early Years Studies. You will engage in an enquiry about values and influences that inform teacher efficacy and capacities for establishing effective and inclusive learning environments that support children’s creativity across: Dance, Drama, Media and Digital Arts, Music and Visual Art. This subject emphasises the importance of engaging children in diverse creative arts experiences. Drawing on understandings of the core themes; multiple perspectives, intentional and strategic teaching, social justice and equity and critical reflection this subject requires you to investigate how children engage with and develop knowledge and skills in and through the Arts, and explores how educators observe and document these experiences as a teaching and learning strategy. | 1 | 2 |
| BED117 | ETHICAL AND PROFESSIONAL PRACTICE (CURRICULUM FRAMEWORKS) | Core | This first year subject will introduce you to the relevant legislation, frameworks, codes of ethics and legal responsibilities you need to be aware of when working across diverse contexts in Victoria. Begin to explore professional and ethical expectations and how these inform leadership and advocacy within the profession. Develop the skills required to establish and maintain professional partnerships with children, families, colleagues and other professionals within the profession and reflect on your own professional identity. In doing this, you will continue to deepen your knowledge and understanding of equity and diversity considerations in professional contexts. | 1 | 2 |
| BEC118 | CURRICULUM 2: INTRODUCTION TO CURRICULUM AND PEDAGOGY | Core | This first year subject provides further exploration of curriculum theory and how curriculum development principles intersect with concepts of individual and group dynamics in learning to support equitable educational outcomes for children across diverse contexts. Engage with broad principles of curriculum theory and explore the model of the curriculum cycle to investigate key aspects of observation, documentation, interpretation, planning, implementation and reflection in teaching and learning. Develop teaching skills by undertaking, documenting and interpreting diverse observations of children and collecting relevant data to use to evaluate student learning and modify teaching practice. Identify the ways that data is used to inform individual and group learning plans and support the planning and delivery of learning programs that maintain and build on learning outcomes. Become skilled in drawing from diverse theoretical understandings of the child and their social contexts in order to consider the most effective and equitable ways to support children’s learning. Use a range of observational data to plan, implement and assess learning goals and evaluate how your learning plans improve student learning. | 1 | 2 |
| BEP118 | CURRICULUM 2: INTRODUCTION TO CURRICULUM AND PEDAGOGY | Core | This first year subject provides further exploration of curriculum theory and how curriculum development principles intersect with concepts of individual and group dynamics in learning to support equitable educational outcomes for children across diverse contexts. Engage with broad principles of curriculum theory and explore the model of the curriculum cycle to investigate key aspects of observation, documentation, interpretation, planning, implementation and reflection in teaching and learning. Develop teaching skills by undertaking, documenting and interpreting diverse observations of children and collecting relevant data to use to evaluate student learning and modify teaching practice. Identify the ways that data is used to inform individual and group learning plans and support the planning and delivery of learning programs that maintain and build on learning outcomes. Become skilled in drawing from diverse theoretical understandings of the child and their social contexts in order to consider the most effective and equitable ways to support children’s learning. Use a range of observational data to plan, implement and assess learning goals and evaluate how your learning plans improve student learning. | 1 | 2 |
| BED211 | EXPLORING NUMERACY 1 | Core | This first year subject will introduce early numeracy and mathematics concepts and identify diverse learning experiences that support children to develop early number concepts and spatial understandings. The subject will outline the role of early childhood educators, as well as parents, in fostering young children’s curiosity and enthusiasm for exploring mathematical ideas. | 2 | 1 |
| BED213 | INCLUSIVE EDUCATION | Core | This second year subject examines the social, biological, psychological and developmental factors that affect children’s learning. Examine a range of theories and concepts in which diverse learning needs can be understood and defined. In particular, there will be a focus on understanding how the notions of 'normalisation', as well as environmental factors, are major contributors to establishing barriers to inclusion. Explore strategies to support inclusion of all children across a range of diversities within an educational setting, as well as understanding legislative and regulatory responsibilities of educators. Examine teaching approaches that support optimum learning for children across a diverse range of conditions and issues that children can present with, including cognitive, sensory, linguistic, emotional, behavioural, physical, and any combination of these. Consider how family change, trauma, grief and bullying can affect children’s engagement within educational contexts. You will also identify and establish connections with professional educational support programs; community programs; local, national and international resources; and formal referral processes available for teachers, children with additional needs and their families. | 2 | 1 |
| BED214 | SUPPORTIVE LEARNING ENVIRONMENTS | Core | In this second year subject, three of the five course themes are particularly evident. They are social justice and equity and diversity, intentional teaching and critical thinking. These themes are represented in the course content, the outcomes and in the assessment tasks. This subject explores the relationship between the environment, the curriculum and the behavioural response of the learner. | 2 | 1 |
| BEC212 | LITERACY 1: INTRODUCTION TO MULTIPLE LITERACIES | Core | This second year subject continues to build on students’ understanding of diverse theories of early literacy development and investigates the links between language, literature and literacy. This subject will introduce key principles of critical literacy theories and their contributions to establishing multi-lingual, inclusive and anti-bias learning communities. Students will gain knowledge about the importance of oral language, as a basis for literacy. Concepts and principles will be examined with a focus on the diversity of cultural, linguistic and oral language experiences. They will develop the skills to plan, implement and evaluate purposeful, respectful and integrated literacy experiences across diverse programs | 2 | 1 |
| BEC212 | LITERACY 1: INTRODUCTION TO MULTIPLE LITERACIES | Core | This second year subject continues to build on students’ understanding of diverse theories of early literacy development and investigates the links between language, literature and literacy. This subject will introduce key principles of critical literacy theories and their contributions to establishing multi-lingual, inclusive and anti-bias learning communities. Students will gain knowledge about the importance of oral language, as a basis for literacy. Concepts and principles will be examined with a focus on the diversity of cultural, linguistic and oral language experiences. They will develop the skills to plan, implement and evaluate purposeful, respectful and integrated literacy experiences across diverse programs | 2 | 1 |
| BED215 | ISSUES OF EQUITY: EDUCATION, FAMILIES AND COMMUNITIES | Core | In this second year subject, four of the five course themes are particularly evident. They are social justice and equity and diversity, multiple perspectives, intentional teaching and critical thinking. The subject critically examines traditional and contemporary understandings of diverse family groups and explores the role of education in providing equitable learning environments for children, families and communities. Research the historical and contemporary perspectives of diverse families and communities within Australian society and the economic, political and social policy contexts that impact on family groups and communities and education. Examine equity issues affecting children, families and communities and the structural, religious, cultural, racial and linguistic diversity in Australia and explore the interconnections between policy and the definitions of families, communities and education. This includes the historical and cultural perspectives of local Aboriginal families and communities and Torres Strait Islander peoples and their experiences and connections with educational services. | 2 | 2 |
| BED216 | INTERDISCIPLINARY LEARNING THROUGH THE ARTS | Core | This second year subject develops knowledge, skills and practices when integrating discipline knowledge through the Arts. It is the second Arts subject in a series of 3, focusing on Arts for both the Bachelor of Bachelor of Education (Early Years) and Associate Degree of Early Years Studies. Following on from Learning in Arts in Curriculum, this subject engages students in exploring how the Arts (Dance, Drama; Media Arts; Music; and Visual Art) can support learning in other discipline areas (for example literacy and numeracy). Engage with contemporary research to build a philosophical and pedagogical position on how the Arts can engage and support learners. The subject will require you, through hands on art experiences, to question your own philosophical and pedagogical biases in order to deepen your understandings of the core themes, multiple perspectives, intentional and strategic teaching, social justice and equity and critical reflection this subject requires pre-service teacher to investigate how children engage with and develop knowledge and skills through the Arts. | 2 | 2 |
| BED218 | EXPLORING SCIENCE IN THE EARLY YEARS | Core | This second year subject explores the diverse theories that underpin science education and how these inform curriculum design and teaching practices. It critically examines the historical contexts of science education with particular attention to equity considerations such as gender and culture in relation to teacher confidence and efficacy. Gain knowledge about scientific concepts and a range of approaches to teaching science and technology and continue to develop the skills to plan, implement and evaluate early learning science experiences that support children to critically problem solve and develop creative thinking skills. | 2 | 2 |
| BEC217 | CURRICULUM 3: THE CURRICULUM CYCLE | Core | Examine equity issues affecting children, families and communities and the structural, religious, cultural, racial and linguistic diversity in Australia and explore the interconnections between policy and the definitions of families, communities and education. This will include the historical and cultural perspectives of local Aboriginal families and communities and Torres Strait Islander peoples and their experiences and connections with educational services. | 2 | 2 |
| BEP217 | CURRICULUM 3: THE CURRICULUM CYCLE | Core | Examine equity issues affecting children, families and communities and the structural, religious, cultural, racial and linguistic diversity in Australia and explore the interconnections between policy and the definitions of families, communities and education. This will include the historical and cultural perspectives of local Aboriginal families and communities and Torres Strait Islander peoples and their experiences and connections with educational services. | 2 | 2 |
| BED311 | EXPLORING NUMERACY 2 | Core | This third year subject builds on the knowledge gained in the previous subject Exploring Numeracy 1 to extend understanding of teaching and learning of mathematics. The subject identifies diverse learning experiences and teaching strategies that support children to develop positive views of themselves as mathematicians, as well as enhancing their mathematical understandings, problem solving and creative thinking skills. Learning theories will be interpreted and analyses of the links to current curriculum learning continuums will be made. Through reflection on your own experiences with mathematics, evaluate the impact on your developing pedagogy. You will be supported in developing positive views of yourself as a mathematics educator. The roles of assessment, reporting and moderation will be critically examined. Includes a four week primary school literacy and numeracy placement. | 3 | 1 |
| BED318 | HEALTH AND PHYSICAL EDUCATION | Core | This third year subject develops Physical Education in the Australian curriculum. Critically analyse and engage with health and physical education (HPE) curricula and pedagogies in the early and primary years. Develop knowledge, skills and understanding of teaching and learning strategies that ensure student health and physical education. Learn how to plan and implement the EYLF and Australian curricula, to develop confidence and competence within this field. | 3 | 1 |
| BED319 | SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS | Core | 3 | 1 | |
| BEC313 | LITERACY 2: ENGLISH LANGUAGE AND LITERACY IN PRIMARY SCHOOLS | Core | This third year subject develops knowledge, skills and practices gained in Literacy 1 to critically examine the formal processes of teaching English, language, literature and literacy in the early years and primary school. Examine the EYLF and the Australian Curriculum in English. Explore theories of critical literacies and their importance in understanding the role of multiple literacies in contemporary and culturally and linguistically diverse educational spaces. Investigate the foundational skills required for reading, writing, and speaking of English, in some cases as the learner additional language (EAL). Deconstruct literacy knowledge required for the development of efficacious teaching and learning programs for implementation of the curriculum. Develop an awareness of how to identify and respond to individual learning styles and abilities. Research contemporary literature on teaching and learning of English to inform their planning, implementing and evaluating of anti-bias and inclusive programs that demonstrate understanding of the core themes: multiple perspectives, intentional and strategic teaching, social justice and equity and critical reflection. | 3 | 1 |
| BEP313 | LITERACY 2: ENGLISH LANGUAGE AND LITERACY IN PRIMARY SCHOOLS | Core | This third year subject develops knowledge, skills and practices gained in Literacy 1 to critically examine the formal processes of teaching English, language, literature and literacy in the early years and primary school. Examine the EYLF and the Australian Curriculum in English. Explore theories of critical literacies and their importance in understanding the role of multiple literacies in contemporary and culturally and linguistically diverse educational spaces. Investigate the foundational skills required for reading, writing, and speaking of English, in some cases as the learner additional language (EAL). Deconstruct literacy knowledge required for the development of efficacious teaching and learning programs for implementation of the curriculum. Develop an awareness of how to identify and respond to individual learning styles and abilities. Research contemporary literature on teaching and learning of English to inform their planning, implementing and evaluating of anti-bias and inclusive programs that demonstrate understanding of the core themes: multiple perspectives, intentional and strategic teaching, social justice and equity and critical reflection. | 3 | 1 |
| BED314 | CURRICULUM 4: ASSESSMENT AND EVALUATION | Core | This third year subject is the fourth in a series of four subjects dedicated to the study of curriculum theory and practices. Developsunderstandings of and engagement with assessment philosophies, principles, approaches and practices and the relationship between teaching, learning and curriculum design. Critically examine a range of assessment designs and reporting and moderation approaches that correspond to the EYLF, AusVels and Australian curriculum and draw on these to provide timely and appropriate feedback to students about their learning. Assessment approaches to be analysed are formative and summative, assessment, assessment for learning, assessment as, assessment for and assessment of learning, formal and informal assessments, self- and peer-assessments and assessment using digital technology. Additionally, develop and refine skills in quantitative and qualitative data analysis and interpretation through engagement with various samples of assessment data. | 3 | 2 |
| BED315 | ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION | Core | The author of this text would like to acknowledge the Wurundjeri people the traditional owners of the land on which this subject is taught. This third year subject provides a theoretical framework for understanding colonisation and its impacts broadly across Australia and applying this to understand the impact of colonisation on local Indigenous peoples. Develop skills in implementing curriculum that addresses the realities of Australia’s history and in employing culturally appropriate and respectful approaches to introducing Indigenous Australian content within and through curricula for all children. | 3 | 2 |
| BED316 | CRITICAL EDUCATION IN A GLOBAL WORLD | Core | This third year subject develops understandings of the theories, principles and pedagogies that inform critical education. It critically examines the relationships among power, society, oppression, education and change as a philosophical and pedagogical exploration. Continue to develop and hone capacity for reflective, focused, sensitive inquiry. Read and analyse official curriculum documents from various perspectives. Further develop skills to critically reflect own identities and articulate how this informs capacity to advocate for social justice and transformation across diverse educational contexts. | 3 | 2 |
| BEC312 | REFLECTIVE AND CRITICAL PRACTICE | Core | This third year subject develops critical reflective and critical thinking skills when thinking about own practices. In this first of two research subjects, you are introduced to the role and importance of research in forming education policy and practice and introduced to basic research methods used in educational research as it applies to practice in teaching contexts. Examine action learning research methodologies, ethical considerations and data analysis methods as they apply to research in educational practice and will investigate the contexts in which these might be best utilised. Examples of recent teacher action learning research in education will be reviewed and analysed to assist you to form an understanding of the value of research to inform your own philosophy and pedagogy. Your action learning project will see you reflect on your own biases and understandings of the core themes: multiple perspectives, intentional and strategic teaching, social justice and equity and critical reflection. | 3 | 2 |
| BEP312 | REFLECTIVE AND CRITICAL PRACTICE | Core | This third year subject develops critical reflective and critical thinking skills when thinking about own practices. In this first of two research subjects, you are introduced to the role and importance of research in forming education policy and practice and introduced to basic research methods used in educational research as it applies to practice in teaching contexts. Examine action learning research methodologies, ethical considerations and data analysis methods as they apply to research in educational practice and will investigate the contexts in which these might be best utilised. Examples of recent teacher action learning research in education will be reviewed and analysed to assist you to form an understanding of the value of research to inform your own philosophy and pedagogy. Your action learning project will see you reflect on your own biases and understandings of the core themes: multiple perspectives, intentional and strategic teaching, social justice and equity and critical reflection. | 3 | 2 |
| BED413 | DESIGN TECHNOLOGY AND DIGITAL LITERACIES | Core | This fourth year subject develops skills and practices in design technology and digital literacies. Design is a vital step in transforming ideas into creative and practical realities. Designing and its application involves planning and organising, production, and evaluating products in a real contexts - for example, what we grow, eat, wear, build, make, our health and safety, and how we travel and spend our leisure time. Explore how design technology and digital literacies can be taught within primary school settings in ways that engage and extend upon children’s diverse interests, skills and needs. Examine philosophical and pedagogical approaches that underpin quality design technology and digital literacy programs in the primary school years, including the use of digital technologies to support the diverse learning needs of children. Actively participate in creating and presenting work through a portfolio. | 4 | 1 |
| BED415 | INQUIRY LEARNING IN THE ARTS | Core | This fourth year subject develops knowledge, skills and practices in inquiry based learning in and through the Arts and builds on the learning completed in Arts in Curriculum and Interdisciplinary Learning through the Arts. Explore how the disciplines of the creative arts (Dance, Drama, Media Arts, Music, Visual Art) can be taught within primary school settings in ways that engages and extends upon children’s interests, skills and needs. Examine philosophical and pedagogical approaches that underpin quality creative arts programs in the primary school years. Select a topic (for example, race, class, differing abilities or gender) to research, learn about and draw on to inform your own art project and be encouraged to work as an artist and explore the working lives of artists to develop an appreciation of the Arts in ways that incorporate historical and contemporary perspectives, knowledge and skills. Actively participate in creating and presenting your art work (through an exhibition or performance) and learn to appreciate and critique both your own and others art work. | 4 | 1 |
| BED416 | EXPLORING NUMERACY 3 | Core | This fourth year subject develops and builds on the knowledge gained in the previous subjects Exploring Numeracy 1 and 2 to extend and enhance understanding of teaching and learning of mathematics along a continuum of learning in early years and primary school settings. Investigate the contexts for mathematics learning and teaching across the preschool and the primary school curricula as children move into more formal mathematical learning processes. Examine contemporary research and theoretical frameworks of mathematical learning as they relate to curriculum design and delivery, with particular reference to AusVELS and the Australian Curriculum and integrate theories and practices of teaching mathematics and designing effective and responsive teaching strategies that reflect individual learning styles. During the teaching practicum, you will develop strategies and skills in effectively and respectfully implementing and evaluating learning and teaching strategies as you apply to the teaching of mathematics. Through critical reflection on your own experiences with mathematics, you will analyse and evaluate the impact on your developing pedagogy. | 4 | 1 |
| BEC317 | TRANSITIONS LEADERSHIP AND ADVOCACY | Core | This third year subject explores the diverse theories that underpin leadership models, with a particular focus on the potential of feminist post-structural and critical theories to transform leadership practices. It critically examines the connection between leadership, transitions and advocacy, highlighting the importance of these for creating critical communities. Gain knowledge of a range of strategies for building critical communities and professional partnerships that draw on key principles within Codes of Ethics and Conduct. Further develop skills to critically reflect on professional identity and articulate how this informs your capacity to advocate for social justice and change across diverse educational contexts. | 4 | 1 |
| BEP317 | TRANSITIONS LEADERSHIP AND ADVOCACY | Core | This third year subject explores the diverse theories that underpin leadership models, with a particular focus on the potential of feminist post-structural and critical theories to transform leadership practices. It critically examines the connection between leadership, transitions and advocacy, highlighting the importance of these for creating critical communities. Gain knowledge of a range of strategies for building critical communities and professional partnerships that draw on key principles within Codes of Ethics and Conduct. Further develop skills to critically reflect on professional identity and articulate how this informs your capacity to advocate for social justice and change across diverse educational contexts. | 4 | 1 |
| BED411 | ENGAGING WITH RESEARCH | Core | This subject is the second of two research subjects, delivered following Reflective and Critical Practice as it builds on the initial research skills developed in the third year. You will review the importance of research in forming policy and practice and reinforce ethical issues related to undertaking research in education. You will need to support your placement site to evaluate your teaching program to improve student learning. Undertake an individual action research project identified by your placement site in an area relating to early years education. In this project, you will develop skills in research structure and design, data collection and report writing. Work independently, with the main form of teaching and learning taking place with the lecturer on an individual or small group tutorial basis. Additional support will be provided through online discussions and tutorials. | 4 | 2 |
| BED414 | HUMANITIES | Core | This fourth year subject will develop understandings of the Humanities and Social Sciences learning areas in the AusVELs and Australian Curriculum. This is a broad field of learning that provides scope for schools to organise curriculum in ways that include the disciplines in the Humanities and Social Sciences as well as learning encompassed in the general capabilities (through personal and social and intercultural learning) and the cross curriculum priority areas (Sustainability, Engagement with Asia and Aboriginal and Torres Strait Islander perspectives). Explore how the Humanities and Social Education can be taught in various ways in primary schools, including through specific subjects Geography, History, Economics and Civics and Citizenship, and/or through multidisciplinary units, utilising inquiry, philosophy and/or project-based approaches. Develop knowledge and understanding of various theories and pedagogies involved in teaching these learning areas and continue to develop and refine the skills of curricular analysis, planning and implementation in these learning areas. | 4 | 2 |
| BED417 | LITERACY 3: STUDIES IN ENGLISH | Core | The third in a three-unit sequence that develops student knowledge, skills and practices in the area of Language (English), Literature and Literacy. Students reflect and expand upon the key concepts explored in Literacy 1 and Literacy 2 to deepen their understanding of the subject of English in the Victorian curriculum. Through a critical analysis of contemporary children’s literature, students will consider the cultural and linguistic diversity they may encounter in primary schools. In the context of this, they will also consider the pedagogical implications tied to broad assumptions around the structures and semantics of language. | 4 | 2 |
| BEC418 | TEACHER IDENTITIES | Core | This subject develops readiness to enter into professional life and will critically examine the personal, social, cultural, political and professional contexts of the primary school teacher. Engage in exploring the National Professional Standards (Graduates) as you backward map your learning from the first three years of study. Investigate and build awareness of relevant legislation, registration processes, professional behaviour and Codes of Ethics and Conduct, legal responsibilities and organisational structures that govern the practice of primary school teachers in Victoria including those that support student participation and learning of students with disability. Examine and reflect on the role of the teacher as a leader, mentor and advocate for children, families and the profession and apply this knowledge in the workplace throughout the teaching practicum in primary school settings. | 4 | 2 |
| BEP418 | TEACHER IDENTITIES | Core | This subject develops readiness to enter into professional life and will critically examine the personal, social, cultural, political and professional contexts of the primary school teacher. Engage in exploring the National Professional Standards (Graduates) as you backward map your learning from the first three years of study. Investigate and build awareness of relevant legislation, registration processes, professional behaviour and Codes of Ethics and Conduct, legal responsibilities and organisational structures that govern the practice of primary school teachers in Victoria including those that support student participation and learning of students with disability. Examine and reflect on the role of the teacher as a leader, mentor and advocate for children, families and the profession and apply this knowledge in the workplace throughout the teaching practicum in primary school settings. | 4 | 2 |
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Specialist Training Facilities
Scholarships
One of the most common misconceptions about scholarships is that you have to be 'top in your class' to apply. Melbourne Polytechnic scholarships are awarded on a range of criteria such as merit, your area of study and personal circumstances.
ScholarshipsFees & Costs
| Per year | $6684 |
| Per semester | $3342 |
| Per year | $18676 |
| Per semester | $9338 |
When you are studying higher education courses you may qualify for FEE-HELP payments for part or all of your tuition fees. FEE-HELP loans do not cover materials costs.
Fees displayed are effective for new applications received on or after 1 November 2019. Tuition fees do not include textbooks, course materials or overseas student health insurance and visa fees.
After initial deposit, international students are able to pay tuition fees in installments, four times per year.
For more detailed information please read the International Student Fees.
Materials
Lists of required materials, books and timetables will be provided at course induction or class enrolment by the teaching department.Attend an Info Session
Requirements
All Applicants
- All applicants are required to undertake the Crick Learning for Resilient Agency (CLARA) assessment on line prior to interview (this is at no cost and is not a selection tool, the results help to inform the interview discussion).
- All applicants are required to attend an interview demonstrating personal attributes. These include suitability to teaching profession, capacity to undertake work at a degree level.
- All applicants are required to complete a written task completed during the interview process.
- A valid Working With Children’s Check (WWC) prior to undertaking professional placement.
Applicants with recent secondary education (within the past two years)
- Successful completion of Year 12 VCE or equivalent with a minimum ATAR score of 70.
- A study score of at least 25 in VCE 3&4 English
- Satisfactory completion of VCE Units 1&2 Mathematics (excluding Foundation Mathematics).
Applicants with vocational education and training (VET) study
- Applicants in this category are required to demonstrate a study score of at least 25 in VCE 3&4 English and satisfactory completion of VCE Units 1&2 Mathematics (excluding Foundation Mathematics).
- Or
- Applicants may demonstrate the equivalence constituting completion of the multiple-choice component of Special Tertiary Admission Test (STAT).
- Applicants who have successfully completed the Diploma of Early Childhood Education and Care (previously known as Diploma of Children’s Services) may be awarded credit to a maximum of eight subjects (1 year) toward the Bachelor degree.
Applicants with higher education
Any other higher education qualification. A completed Bachelor level qualification satisfies all academic requirements.
Applicants with work and life experience
- Relevant industry or life experience that informs applicants’ choice of study and their confidence in their ability to undertake the study.
- And
- A study score of at least 25 in VCE 3&4 English and satisfactory completion of VCE Units 1&2 Mathematics (excluding Foundation Mathematics)
- Or
- Applicants may demonstrate the equivalence constituting completion of the multiple-choice component of Special Tertiary Admission Test (STAT).
All applicants will be required to attend an interview, which can be arranged by Skype or telephone, demonstrating personal attributes suitable for teaching; capacity to undertake work at degree level as demonstrated through participation in an interview and selection process including completion of a written task.
Academic: Australian Year 12 equivalency, to include studies equivalent to VCE Units 1 and 2 Mathematics.
English: Academic IELTS 7.0 or Melbourne Polytechnic recognised equivalency with no individual band below 7.0
Credit for Prior Learning: Applicants holding the Australian Diploma of Early Childhood Development and Care, or equivalent qualification may also be eligible to eight subject credits and can enrol directly into the second year of the program
Next Steps
Melbourne Polytechnic is committed to providing transparency to the admissions process. In line with this commitment, we provide you with information that will help in making informed choices about your future studies.
Find out more about Melbourne Polytechnic’s commitment to admissions transparency.
Applicants for this course will need to have met the academic requirements. Meeting the minimum admission criteria does not guarantee entry into this course. Past academic performance may be considered.
You may also be required to attend an interview to discuss your career plans, aptitude and understanding of your chosen course of study and the requirements of tertiary study. (This may be conducted face-to-face or by through a video conference call using Skype or other application).
During your interview, you may be asked to provide:
- Your CV outlining your relevant work and life skills and experience
- Any letters of reference from employers
- Documents relating to prior study including course transcripts and subject outlines from other Higher Education Providers if you wish to apply for credit
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