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Bachelor of Teaching (Early Childhood Education)


Faculty of Human Sciences
Bachelor of Teaching (Early Childhood Education) (BTeach(ECE))
English Language Proficiency:
Academic IELTS of 7.5 overall (with minimum 7.0 in Reading, 7.0 in Writing, 8.0 in Listening, 8.0 in Speaking) or equivalent
Study Mode:
Full-time, Part-time
Attendance Mode:
Internal, External
Candidature Length:
Full-time: 4 years
North Ryde — Session 1 (25 February 2019)
External — Session 1 (25 February 2019)
Volume of Learning:
Equivalent to 4 years
General requirements:
Minimum number of credit points for the degree 96
Of your 96 credit points, complete a maximum of 36 credit points at 100 level
Minimum number of credit points at 200 level or above 60
Minimum number of credit points at 300 level or above 30
Completion of a designated PACE unit
Completion of other specific minimum requirements as set out below

In order to graduate students must ensure that they have satisfied all of the general requirements of the award.

Specific minimum requirements:

Credit points

100 level

Introducing Indigenous Australia (3)
Academic Communication in the Social Sciences and Humanities (3)
Play and Inquiry in Early Childhood (3)
Health and Wellbeing (3)
The Arts in Children's Lives (3)
Infancy and Early Development (3)
History and Philosophy of Early Childhood (3)
Exploring Australian Education: Social and Historical Contexts (3)
Learning and Development: An Introduction for Educators (3)

200 level

Child Development Preschool to Adolescence (3)
Teaching and Learning Mathematics, Science and Technology 1 (3)
Early Childhood Pedagogy and Curriculum (3)
Practice of Teaching: Introduction to the Early Childhood Context (3)
Language and Literacies (3)
Language and Literacy Learning in Early Childhood (3)
STEAM Integration in the Early Years (3)

300 level

Management and Leadership 1 - The Socio-Political Context of Teaching (3)
Children, Families and Communities in a Diverse Society (3)
Inclusive Education (3)
Play-based Curriculum: Discovery and Creativity in Outdoor Environments (3)
Infant and Toddler Curriculum and Pedagogy (3)
Practice of Teaching: Outdoor Learning Environments (3)
Working as Early Childhood Centre Directors (3)

400 level

Practice of Teaching: Transition to the Early Childhood Profession (3)
Practice of Teaching: Making Learning Visible with Infants and Toddlers (3)
Creativity and the Arts (3)
The Educational Leader (3)
Using and Interpreting Educational Data (3)
3cp from
Individual Educational Project (3)
Teaching and Learning Science and Technology (3)
Early Education for Young Children with Disabilities (3)
Child Development: Research and Practice (3)

Balance of credit points required:




The Bachelor of Teaching is a professional program listed on Schedule 2 of the Academic Progression Policy. Students enrolled in this program are governed by both the Academic Progression Policy and the General Coursework Rules. The General Coursework Rules may supersede the Academic Progression Policy.

General Coursework Rule 10(7) stipulates that if a student fails a required unit twice in an undergraduate professional program listed on Schedule 2, they may be permanently excluded from further enrolment in that program.

Students completing a double degree will be able to continue with their other degree program provided they meet the academic progression requirements of the Academic Progression Policy.

Student completing a single Education degree are advised to seek academic advice.

Units marked with a C are Capstone units.
Units marked with a P are PACE units.

AQF Level Level 7 Bachelor Degree
CRICOS Code 083745E
Overview and Aims of the Program This degree qualifies graduates to teach children aged birth to five years in a broad range of prior-to-school settings. The program focuses on developing specialist knowledge of young children's learning and development and to plan, implement and evaluate curriculum and learning experiences in preschool, childcare and community programs. Students explore a range of philosophical, theoretical and practical aspects of learning and teaching which equips them with the professional capacity to respond to the complexity and diversity of children, families and communities in Australian society. The program enables students to become reflexive, responsive, research engaged, resilient graduates ready to engage in lifelong learning. A key component of this program is focussed on the development of leadership and advocacy skills with an emphasis on working collaboratively with families and communities to achieve best learning outcomes for young children.
Graduate Capabilities

The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:

Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative

Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible

Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning

Program Learning Outcomes By the end of this program it is anticipated you should be able to:

1. review, analyse and synthesise in-depth knowledge of children’s learning and 1. Articulate and apply in-depth knowledge of education theory, content knowledge and curriculum approaches that result in best outcomes for children’s learning.
(K, T, P)
2. Critically reflect on and apply a range of evidenced based theories in child development, health and wellbeing, curriculum, pedagogy, leadership and management to understand children/students in the context of families, schools and communities (K, T)
3. Demonstrate authentic relationships with children age birth to five years and their families to support and guide children’s behavior and engagement in the education and care environment.
4. Design and implement learning experiences that meet curriculum, assessment and reporting requirements and use evaluation of children’s learning and development to reflect on the impact of teaching approaches. (K, T, P, I, C, J)
5. communicate effectively as ethical, reflective and informed teachers when working with colleagues, children, families, and other early childhood stakeholders (K, C, E, J)
6. critically evaluate early childhood curricula documents and policies drawing on knowledge of educational research principles and methods (K,T, P, C)
7. Apply an understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages in early childhood teaching to design, implement and differentiate teaching strategies that are responsive to the local community and cultural setting of Aboriginal and Torres Strait Islander children. (K, T, J, I)
8. Design, implement and differentiate teaching strategies to be responsive to the learning strengths and needs of children with a range of abilities and from diverse linguistic, cultural, religious, socioeconomic and LGBTQI backgrounds. (K, T, J, I)
9. demonstrate an understanding of codes of ethics and conduct, initiative, accountability and professional judgment and autonomy when undertaking research, policy development and teaching practice (K, T, P, C, J)
10. apply professional judgment in relation to the Australian regulatory environment for early childhood and use the National Quality Framework as a tool for increasing the quality of education and care experiences for children from birth through to the transition to school (K, T, E, A, J, L)
11. model leadership, management and advocacy skills and act as mentors to other early childhood educators based on a critical knowledge of policy, pedagogy and practice (K, C, E, A, J, L).
12. Work collaboratively and ethically with colleagues and demonstrate reflective professional practice, responding to feedback from peers, mentors, supervisors, children and families.
Learning and Teaching Methods The program reflects a multi-disciplinary approach. These methods are designed to develop both knowledge and capabilities in:
• integrating theories of child development with contemporary approaches to curriculum and pedagogy
• understanding theories of children’s learning and relating this to curriculum knowledge ,
• working with a diverse range of families
• understanding and applying the National Quality Framework as a tool for increasing the quality of education and care experiences for all children
• becoming competent, reflective and ethical professionals
• applying knowledge and skills to effective professional experience in early childhood centres.

You will be exposed to classroom teaching from your first year of enrolment, ensuring relevancy and helping you to make connections from theory to real-world practice. Inquiry-led reflective practice experiences inform and enrich the learning that takes place at university. You will undertake supervised professional experience placements in a range of settings covering teaching experience across the age range from birth to 5 years. The program structure and sequencing of units reflects an integrated approach whereby content knowledge and pedagogical practice are addressed and revisited throughout the four-years of the program supporting your development to effectively link theoretical and content knowledge with pedagogy. The program provides a framework for you to develop knowledge, research skills and confidence to take a leadership role in teaching and advocacy for the education and care of children.
Assessment The program includes a range of formative and summative assessment approaches that allow you to demonstrate your developing knowledge and skills related to child development, health and wellbeing, educational theory, curriculum, pedagogy, professional practice, and management and leadership. Assessment tasks vary across units depending on the focus of the unit and the learning outcomes being assessed. Some examples of assessment tasks include:
• essays and reports identifying and critically analysing themes and issues in the professional literature, contemporary research and media
• development of resources for use in teaching practice
• development of resources for families aimed at supporting their children’s learning, development and wellbeing
• planning for learning and teaching across curriculum areas
• planning and presenting units of work to peers
• observation and analysis of learning in children’s play
• designing, planning and analysing children’s learning environments
• developing pedagogical documentation to provide insight into children’s interaction, dispositions, relationships, learning or behaviour which would not be as apparent through traditional observational or assessment procedures
• critical reflection of your professional experience practice
• articulating your own teaching philosophy
• responding to course content and readings via online discussions/blogs
• online quizzes
• formal examinations.

Your teaching practice during Professional Experience placements is evaluated in relation to professional standards of effective early childhood practice (building relationships; understanding children; facilitating learning; critical and reflective practice; and, working professionally).
Recognition of Prior Learning

Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit.

Information can be found at:

Support for Learning

Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.

Further information can be found at

Campus Wellbeing contact details:
Phone: +61 2 9850 7497

Program Standards and Quality

The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders.

Graduate Destinations and Employability This degree qualifies graduates to teach children aged birth to five years in prior-to-school settings such as preschools and childcare. Graduates have specialist knowledge of young children’s learning and development and are often employed as educational leaders to oversee the curriculum and learning experiences for children. Early Childhood teachers are often found in senior leadership positions in larger children’s services organisations and therefore a key component of this program is focussed on the development of advocacy and leadership skill development. Graduates can be employed in a range of prior-to-school settings as well as child and family programs in government and non-government organisations both in Australia and overseas.
Assessment Regulations

This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit

Fitness to Practice Requirements Students undertaking this program and its associated placements are required to demonstrate that they are fit to practice and compliant with these requirements. Students need to demonstrate that they are able to practice safely and properly throughout their program and placements to meet core learning outcomes.

Students identified at risk of not meeting Fitness to Practice Requirements will be notified, provided with support and monitored to assist them in achieving the program and/or placement requirements.

Students who fail to meet Fitness to Practice requirements will be permanently excluded from the program.
Accreditation This is an Australian Qualifications Framework (AQF) accredited qualification.

This degree was accredited by the Australian Children's Education and Care Quality Authority (ACECQA) in October 2014.

Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.

Inherent requirements for Macquarie University programs fall under the following categories:

Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.

Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.

Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

For more information see

2019 Unit Information

When offered:
S1 Day
Permission of Executive Dean of Faculty
HSC Chinese, CHN113, CHN148