Bachelors Of Education (Early Childhood And Primary)(Honours)

Full Time

Bachelors Of Education (Early Childhood And Primary)(Honours)

The University of Newcastle
  • $ 34840
    1st year fees
  • Unkown
    CREDITS
  • Campus
    BASED
  • Bachelor
    DEGREE
  • 4 years
    DURATION

Admission Requirements

The minimum requirements for admission in Bachelors Of Education (Early Childhood And Primary)(Honours) at The University of Newcastle for all applicants (Domestic or International) are:

  • program specific academic requirment set by The University of Newcastle.
  • English Language OR any other language requirments as set by The University of Newcastle as pre-requiste for admission in Bachelors Of Education (Early Childhood And Primary)(Honours).

Note: Please check the university website in the link below.

  • Anaphylaxis Training

  • Working With Children Check

  • Child Protection Awareness Training

    Admission to the Bachelor of Education (Early Childhood and Primary) (Honours) program is via Direct Honours Application.  Admission is not available through UAC or Internal Program Transfer.

    Eligible applicants must achieve a minimum Grade Point Average (GPA) of 5.0 (Credit grade average) over the first two years (160 units) of the program, including 80 units of Education courses incorporating both EDUC1103 and EDUC2102.

More Information

The Bachelor of Education (Early Childhood and Primary) (Honours) program at the University of Newcastle aims to develop the knowledge, skills and dispositions necessary for a highly successful career in teaching. Graduates of this program will be able to seek employment as Preschool and Early Childhood teachers, and K-6 (Primary) teachers in and beyond the New South Wales Government, Catholic, and Independent school sectors. The program aims to develop graduates who are inspirational teachers with the capability to act professionally, knowledgeably and effectively in their educational destinations; insightful scholars with the capability to engage in rational enquiry into curriculum, policy and practice; and innovative leaders with the capability to play a constructive role in public discourse on and beyond education.


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