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Bachelor of Primary Education (STeM) (322JA.4)
Please note these are the 2025 details for this course
| Selection rank | English language requirements | Duration | UAC code |
|---|---|---|---|
| 60 | 4.0 years | 364024 | |
| Faculty | Discipline(s) | Location | Available teaching periods |
| Faculty of Education | Academic Program Area - Education |
UC - Canberra, Bruce |
View teaching periods |
Fees
English language requirements
There are non-standard English language requirements for this course. To be eligible you must have an overall IELTS Academic score (or equivalent) of 7.5, a score of not less than 8.0 in both speaking and listening, and no band score below 7.0. For alternate/equivalent ways of meeting the English requirements for this course please view the English Proficiency Requirements document on the university website.
Fees disclaimer
Annual fee rates
The fees shown are the annual fee rates for the course. The annual rate is the fee that applies to standard full-time enrolment, which is 24 credit points. The final fee charged is based on the proportion of 24 credit points in which a student enrols. Students enrolled in a Commonwealth Support Place (CSP) are required to make a contribution towards the cost of their education, which is set by the Commonwealth Government. Information on Commonwealth Supported Places, HECS-HELP and how fees are calculated can be found here.
Please note: Course fees are assessed annually and are subject to change.
| Academic entry requirements | English language requirements | CRICOS code | Faculty |
|---|---|---|---|
| 088691G | Faculty of Education | ||
| Discipline(s) | Location | Available teaching periods | Duration |
| Academic Program Area - Education |
UC - Canberra, Bruce |
View teaching periods | 4.0 years |
Fees
Fees disclaimer
Annual fee rates
The fees shown are the annual fee rates for the course. The annual rate is the fee that applies to standard full-time enrolment, which is 24 credit points. The final fee charged is based on the proportion of 24 credit points in which a student enrols. Information on how fees are calculated can be found here.
Please note: Course fees are assessed annually and are subject to change.
English language requirements
There are non-standard English language requirements for this course. To be eligible you must have an overall IELTS Academic score (or equivalent) of 7.5, a score of not less than 8.0 in both speaking and listening, and no band score below 7.0. For alternate/equivalent ways of meeting the English requirements for this course please view the English Proficiency Requirements document on the university website.
Academic entry requirements
To study at UC, you’ll need to meet our academic entry requirements and any admission requirements specific to your course. Please read your course admission requirements below. To find out whether you meet UC’s academic entry requirements, visit our academic entry requirements page.
Get an educational advantage by specialising in STeM
This exciting four-year degree allows you to gain a qualification as a primary school teacher with a specialisation in the innovative fields of science, mathematics and technologies. You’ll develop a comprehensive knowledge of the educational theories and teaching skills required in today’s primary school classrooms, as well as a solid understanding of the national primary school literacy and numeracy curriculum from Kindergarten to Year 6.
On top of becoming a confident teacher of English, humanities and social sciences, and health and physical education for children aged five to 12, you’ll develop a focused comprehension of the in-demand subjects of science, technologies and maths. From year two of your studies, you’ll take a range of Pedagogical Content Knowledge (PCK) units which are taught on-site in primary schools, culminating in a specific Science Education Internship in your final year. On completion of the course, you’ll be ready to take your passion for STeM and use it to create an imaginative and creative classroom from your first year of teaching onwards.
Study a Bachelor of Primary Education (STeM) at UC and you will:
- gain appropriate scientific, literacy and numeracy knowledge
- learn the theories and principles that are the foundation for educational practice in primary settings
- demonstrate an understanding of student needs and differences, and the relevance of these to learning in inclusive, indigenous, English as an Additional Language or Dialect (EALD) and mainstream settings
- plan and develop appropriate teaching activities for students from a diverse range of backgrounds
- develop and implement effective assessment strategies and carry out evaluation of teaching programs, resources and your own teaching
- apply the required content knowledge for all primary school curriculum areas to teaching, assessment and reporting methods, alternate/enhanced literacy and numeracy strategies, and the effective use of Information and Communication Technologies (ICT) in teaching and learning
- reflect on your practice and experiences, and engage in a process of continual improvement.
Work Integrated Learning
A teaching degree, by its very nature, is the embodiment of Work Integrated Learning (WIL), with its focus on compulsory professional teaching practice. During this course, you’ll undertake a minimum of 80 days of practical placement across a range of different primary school levels and settings, including STeM-specific positions, culminating in a 30-day Science Education Internship in your final year.
In addition to this, the course content is developed by primary education professionals, and kept relevant and up-to-date through consistent monitoring of, and engagement with, the industry. You’ll undertake authentic assessment tasks which are highly relevant to the day-to-day practice of teaching, and will take part in regular professional development activities, field trips to educational STeM sites such as Questacon, lectures hosted by guest speakers from a range of education and teaching backgrounds, and more.
Career opportunities
- Primary school teacher
- STeM teacher
- Principal
- Deputy principal
- Executive teacher
- Special needs teacher
- Gifted and talented teacher
- Relief teacher
- Private tutor
- Schools policy adviser
- Children’s services manager
- OSHC coordinator (Out of School Hours Care)
- Schools engagement coordinator
Course-specific information
This course is registered by the ACT Teacher Quality Institute (TQI) and recognised as a teaching qualification throughout Australia.
On graduating, students must register with the appropriate state teaching body in order to teach.
Students must obtain a Working with Vulnerable People Check before their first placement.
Professional accreditation
This course is registered by the ACT Teacher Quality Institute (TQI) and recognised as a teaching qualification throughout Australia.
Admission to this course is based on an entrance rank. A rank can be achieved by the following means:
- Year 12 ATAR
- other Australian Qualification
- work experience
- overseas qualification
We also offer a number of entry initiatives that give you the opportunity to gain entry to the University via alternate pathway programs and admissions schemes.
More information is available on our Alternative Entry page: http://www.canberra.edu.au/future-students/applications/apply-now/alternative-entry
Additional admission requirements
All applicants will be required to complete a written statement in response to questions designed to assess their suitability for the teaching profession. Applicants' responses to these questions must be deemed satisfactory for them to be admitted to this course. You can find the questions in the 'resources' section of the online application portal when you are applying. You can upload your responses in PDF format as part of your application.
https://www.canberra.edu.au/about-uc/faculties/education/docs/UG-Teacher-Education-questionnaire.pdf
Students must obtain a Working with Vulnerable People Check.
Assumed knowledge
None.
Periods course is open for new admissions
| Year | Location | Teaching period | Teaching start date | Domestic | International |
|---|---|---|---|---|---|
| 2025 | UC - Canberra, Bruce | Semester 1 | 03 February 2025 | ||
| 2025 | UC - Canberra, Bruce | Semester 2 | 28 July 2025 | ||
| 2026 | UC - Canberra, Bruce | Semester 1 | 02 February 2026 | ||
| 2026 | UC - Canberra, Bruce | Semester 2 | 27 July 2026 |
Credit arrangements
There are currently no formal credit transfer arrangements for entry to this course. Any previous study or work experience will only be considered as part of the application process in accordance with current course rules and university policy. Credit is not permitted towards completion of a graduate certificate.
Bachelor of Primary Education (STeM) (322JA) | 96 credit points
- The 21 credit point Major is for students enrolled in 326JA Bachelor of Early Childhood & Primary Education. All other students should complete the 24 credit point Major.
- The 21 credit point Major is for students enrolled in 323JA Bachelor of Primary Education (Creative Arts). All other students should complete the 24 credit point Major.
In addition to course requirements, in order to successfully complete your course you must meet the inherent requirements. Please refer to the inherent requirements statement applicable to your course
UC - Canberra, Bruce
Year 1
Year 2
Semester 1
Year 3
Semester 1
Course duration
Standard eight semesters full-time or equivalent. Maximum twenty semesters.
Learning outcomes
| Learning outcomes | Related graduate attributes |
|---|---|
| Apply the requisite content knowledge for all Primary School Curriculum areas to teaching, assessment and reporting methods, alternate/enhanced literacy and numeracy strategies and the effective use of ICT in teaching and learning. | UC graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; display initiative and drive, and use their organisational skills to plan and manage their workload; take pride in their professional and personal integrity. UC graduates are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; communicate effectively in diverse cultural and social settings; make creative use of technology in their learning and professional lives; behave ethically and sustainably in their professional and personal lives. UC graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; evaluate and adopt new technology. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing: Communicate and engage with Indigenous Australians in ethical and culturally respectful ways; apply their knowledge to working with Indigenous Australians in socially just ways. |
| Develop and implement effective assessment strategies and carry out evaluation of teaching programs, resources and their own teaching. | UC graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; take pride in their professional and personal integrity. UC graduates are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; behave ethically and sustainably in their professional and personal lives. UC graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; evaluate and adopt new technology. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing: Communicate and engage with Indigenous Australians in ethical and culturally respectful ways; apply their knowledge to working with Indigenous Australians in socially just ways. |
| Demonstrate knowledge of theories and principles that are the foundation for educational issues and practice in primary settings with a strong emphasis of STEM subjects. | UC graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; display initiative and drive, and use their organisational skills to plan and manage their workload; take pride in their professional and personal integrity. UC graduates are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; make creative use of technology in their learning and professional lives; behave ethically and sustainably in their professional and personal lives. UC graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; evaluate and adopt new technology. |
| Demonstrate that they possess the appropriate scientific, literacy and numeracy knowledge to properly inform their teaching, communication and administrative responsibilities. | UC graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; display initiative and drive, and use their organisational skills to plan and manage their workload; take pride in their professional and personal integrity. UC graduates are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; communicate effectively in diverse cultural and social settings; make creative use of technology in their learning and professional lives; behave ethically and sustainably in their professional and personal lives. UC graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; evaluate and adopt new technology. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing: Use local Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline; communicate and engage with Indigenous Australians in ethical and culturally respectful ways. |
| Plan and develop appropriate teaching activities for students from a diverse range of backgrounds. | UC graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; display initiative and drive, and use their organisational skills to plan and manage their workload; take pride in their professional and personal integrity. UC graduates are global citizens: Think globally about issues in their profession; understand issues in their profession from the perspective of other cultures; communicate effectively in diverse cultural and social settings; make creative use of technology in their learning and professional lives; behave ethically and sustainably in their professional and personal lives. UC graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; evaluate and adopt new technology. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing: Communicate and engage with Indigenous Australians in ethical and culturally respectful ways. |
| Reflect effectively on their practice and on their experiences within their profession and use that reflection to engage in a process of continual improvement. | UC graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; display initiative and drive, and use their organisational skills to plan and manage their workload; take pride in their professional and personal integrity. UC graduates are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; communicate effectively in diverse cultural and social settings; make creative use of technology in their learning and professional lives; behave ethically and sustainably in their professional and personal lives. UC graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; evaluate and adopt new technology. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing: Use local Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline; communicate and engage with Indigenous Australians in ethical and culturally respectful ways; apply their knowledge to working with Indigenous Australians in socially just ways. |
| Demonstrate knowledge and understanding of student needs and differences and the relevance of these to learning in inclusive, indigenous, EALD and mainstream settings within primary schools with special emphasis on STEM subjects. | UC graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; take pride in their professional and personal integrity. UC graduates are global citizens: Think globally about issues in their profession; communicate effectively in diverse cultural and social settings; behave ethically and sustainably in their professional and personal lives. UC graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing: Use local Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline; communicate and engage with Indigenous Australians in ethical and culturally respectful ways. |
| Demonstrate knowledge of the theoretical frameworks that underpin a comprehensive understanding of primary school learners. | UC graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; display initiative and drive, and use their organisational skills to plan and manage their workload; take pride in their professional and personal integrity. UC graduates are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; communicate effectively in diverse cultural and social settings; make creative use of technology in their learning and professional lives; behave ethically and sustainably in their professional and personal lives. UC graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; evaluate and adopt new technology. UC graduates are able to demonstrate Aboriginal and Torres Strait Islander ways of knowing, being and doing: Use local Indigenous histories and traditional ecological knowledge to develop and augment understanding of their discipline; communicate and engage with Indigenous Australians in ethical and culturally respectful ways; apply their knowledge to working with Indigenous Australians in socially just ways. |
Placements requirements
All students enrolled in programs of initial teacher education are required to complete the statutory checks for working in the school environment that exist in any state or territory where they undertake school based activity. Please note that all students commencing or continuing an initial teacher education course are required to successfully complete both components of the Literacy and Numeracy Test for Initial Education Students (LANTITE) during their degree. More information about the LANTITE can be found at: https://teacheredtest.acer.edu.au/ All students enrolled in an initial teacher education course are also required to successfully complete all components of a Teacher Performance Assessment (TPA) tool integrated into final-level school-based placements and associated units of study.
Majors
- Major in Science, Technology and Mathematics Education (MJ0280)
- Major in Educational Studies (MJ0275)
- Major in Pedagogy and Practice (MJ0278)
Awards
| Award | Official abbreviation |
|---|---|
| Bachelor of Primary Education (STeM) | B Prim Ed (STeM) |
Honours
None.
Alternative exits
EDS001 Undergraduate Certificate in Education
205JA Bachelor of Educational Studies
Enquiries
| Student category | Contact details |
|---|---|
| Current and Commencing Students | Please contact the University Student Centre by Email estem-courseadvice@canberra.edu.au or Phone 1300 301 727 |
| Prospective Domestic Students | Email study@canberra.edu.au or Phone 1800 UNI CAN (1800 864 226) |
| Prospective International Students | Email international@canberra.edu.au or Phone +61 2 6201 5342 |
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