Certificate of Early Childhood Education

Entry Requirements

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How Will I Be Selected?

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• Completion of Australian Year 10 or equivalent

Intermediate Level of English
OR
IELTS Test Score of 5.0
OR
Other recognised English Language tests such as:

• TOEFL iBT: 35-45
• PTE Academic: 36
• Cambridge English: 154
• OET: D Grade
• Duolingo English Test: 75-80
• CEFR Levels / Oxford Test: B1

OR
Completion of Australian qualifications, evidence of certificate III level or above

No prerequisite entry requirements exist for this course.

A candidate shall:

(a) (i) hold an AQF Level 5 Diploma of Early Childhood Education and Care or equivalent, approved by the Australian Children's Education & Care Quality Authority (ACECQA); and

(ii) after completion of the Diploma above, have completed early childhood workplace experience comprising one year full-time (or equivalent) room leader experience or two years full-time (or equivalent) experience as a family day care accredited provider or an early childhood teacher assistant/aide or an accredited before and after school carer. Applicants should provide a Statement of Service from the early childhood provider on centre/business letterhead signed by their supervisor specifying their work experience after completion of the Diploma. ACECQA accredits all early childhood providers and has a list of accredited providers on their website; and

(iii) meet the Standard Minimum English Language Requirement as set out in the University's English Language Requirements; or

(b) hold a three-year AQF Level 7 Bachelor degree in Early Childhood recognised by the Australian Children's Education & Care Quality Authority (ACECQA); and

(i) provide either a signed copy of Professional Experience Reports or a letter from the tertiary institution where the Bachelor was awarded specifying that the applicant completed at least 10 days Professional Experience with the Birth-2 age group; or

(ii) provide evidence (employer's letter on company letterhead) of at least 10 days experience with the Birth-2 age group acquired after the award of the Bachelor Degree.

Students not meeting criteria (b)(i) or (b)(ii) may be admitted but must complete the unit PREX310 Professional Experience Birth to 2 Years (10 days) in addition to the normal Program of Study.

The Bachelor of Education (Early Childhood Teaching) is open to those International Students only with an Australian Temporary Resident status that permits them to study online and to attempt Professional Experience Placements in ACECQA-approved Australian settings.

COVID-19 vaccination is no longer required for workers in high-risk settings including early childhood, primary and secondary education. Decisions on mandatory vaccinations will instead be made by the owner or operator of these settings. Preservice teachers will need to adhere to the individual education setting requirements. To be eligible to complete placements in early childhood settings, pre-service teachers may be required to show proof of immunisation against measles, mumps and rubella and influenza.

English (Units 3 & 4, C) or equivalent; and

General Mathematics, Mathematics Methods or Specialist Mathematics (Units 3 & 4, C) or equivalent; and

General Science subject (Units 3 & 4, C) or Psychology (Units 3 & 4, C)

Non-Academic Requirements

Non-academic capabilities of all initial teacher education applicants will be assessed based on the submission of a personal statement that addresses the key attributes and motivations to become an effective teacher, as outline by AITSL (Australian Institute for Teaching and School Leadership).

Applicants may consider the prompts mentioned below in each question to frame their response.

• Tell us what has inspired you to become a teacher and tell us why you think teaching is a good career choice for you.

(In your response, describe who and what has inspired you to become a teacher and describe the types of skills and abilities you will bring to teaching.)

• Describe one or two leadership, community and/or learning and development activities that you have engaged in.

(In your response describe how these leadership, community and/or learning and development activities demonstrate your conscientiousness and coping strategies when you are faced with challenges.)

• Describe how you manage your time when you are both planning and coordinating activities in your personal schedule.

(In your response provide examples of how you have put both your planning and coordinating skills to use.)

• Tell us about one or two times where you have utilised your problem-solving skills to achieve an outcome.

(In your response explain what you learned, regardless of whether the outcome you achieved was positive or undesirable.)

Please note, personal statement requirements may differ depending on application method.

English Language Proficiency Requirements

If you were not born in Australia, Canada, New Zealand, United Kingdom, Ireland or United States of America, you are required to meet the English Language Proficiency requirements set by the University.

Applicants are required to provide evidence of completion within the last 5 years of:

• A secondary qualification (Year 11 and 12, or equivalent), or
• Bachelor level qualification study for a period of at least 1 year fulltime with a minimum GPA 4.0

completed within Australia, Canada, New Zealand, United Kingdom, Ireland or United States of America, which will meet the English proficiency.

If you do not satisfy any of the above, you will need to undertake an International English Language Testing System (IELTS Academic) test with an overall band score of at least 7.5 with a minimum 7.0 for Reading and Writing and 8.0 for Speaking and Listening.

English test results remain valid for no more than two years between final examination date and the date of commencement of study, and must appear on a single result certificate.

Each student will be assessed individually.

Students must be in possession of a current Positive Notice Blue Card (or equivalent "Working with Children" check issued in other Australian states or territories) to be eligible for placement in a school site.

Students must meet the inherent requirements for teaching and must ensure they adhere to any requirements within the scope of teaching across the curriculum learning areas.

Vaccination Advice

To be eligible to complete placements in early childhood settings, pre-service teachers may be required to show proof of immunisation against measles, mumps and rubella and influenza. In addition, some states and territories are requiring vaccination against COVID-19 for all school staff. Please be aware that these regulations would apply to preservice teachers. Regulations may be introduced in your state prior to, or at the time of, your scheduled placement/s and you must adhere to these requirements.

Nil

A student applying for the Graduate Certificate in Early Childhood Education should:

• Hold the equivalent of a four year primary teaching qualification;
• Hold a Teacher Registration; and
• Have a minimum of three years' teaching experience

Admission requirements you'll need to meet for this course.

• The following course-specific admission requirements are mandatory and must be satisfied by all applicants. These requirements are in addition to or supersede the minimum requirements outlined within the Academic admission requirements band section below.

  All applicants are required to satisfy non-academic criteria, in addition to satisfying academic entry criteria. Applicants' non-academic capabilities will be assessed based on completion of a Non-Academic Requirements for Teacher Entry (NARTE) online questionnaire.

  All applicants must meet the academic admission requirements for this course. The indicative or guaranteed ATAR is as published (where applicable) or academic admission requirements may be satisfied through completion of one of the following:

  • AQF Cert IV;
  • Successfully completed 0.25 EFTSL of study at bachelor level or higher at an Australian higher education provider (or equivalent);
  • Undergraduate Certificate;
  • Special Tertiary Admissions Test;*
  • University Preparation Course;*
  • Indigenous University Orientation Course;*
  • Aboriginal University Readiness Assessment; or*
  • Experience Based Entry Scheme.*

  * Further information can be found on the Study course entry page.

  For international students, requirements include your secondary school results.

• International students must attain an IELTS Academic with an average level of 7.5 or more, across the four components of listening, speaking, reading and writing; no score below level 7.0 in any of these components; and a score of 8.0 or more in the components of speaking and listening. Internationally schooled applicants may also be required to meet this requirement.

  Applicants who have completed secondary education, bachelor degree or master degree studies in Australia, Canada, Ireland, New Zealand, the UK or the USA are not required to provide an IELTS Academic test. Minimum English standard requirements may be satisfied with one of the following:

  • Year 12 English ATAR/English Literature ATAR grade C or better or equivalent;
  • Special Tertiary Admissions Test;*
  • Successfully completed 1.0 EFTSL of study at bachelor level or higher in the UK, Ireland, USA, NZ or Canada;
  • University Preparation Course;
  • Indigenous University Orientation Course;*
  • Aboriginal Student Intake Test;*
  • AQF Diploma, Advanced Diploma or Associate Degree; or
  • Successfully completed 0.375 EFTSL of study at bachelor level or higher at an Australian higher education provider (or equivalent).

  Note:
  Applicants who have completed their secondary education in South Africa in English, or have an undergraduate degree taught in English from a South African University are deemed to have satisfied English language requirements.

  Applicants from the Seychelles:
  Successful completion of the International General Certificate of Secondary Education (IGCSE) grade C or above, PLUS a completed 4 year National Diploma.