Bachelor of Special and Inclusive Education (Primary)

Upon completion of this degree, students will be able to:

1. know their students and how students learn;
2. know their subject/content and how to teach that content to their students;
3. plan for and implement effective teaching and learning for all students across the range of abilities;
4. create and maintain supportive and safe learning environments, including for students with special needs;
5. assess, provide feedback and report on student learning;
6. continually improve by engaging in professional learning; and
7. continually engage professionally with colleagues, parents/carers and the community.

The Bachelor of Special and Inclusive Education (Primary) is an initial-teacher education program; it aims to prepare Primary teachers who can teach from Kindergarten to Year 6 in inclusive settings and special classes. It is a generalist primary program emphasising special and inclusive education. The course has been designed to meet the Australian Professional Standards for Teachers. Students graduate with a National Primary Specialisation as mandated by the Australian Institute for Teaching and School Leadership (AITSL), in English/Literacy in the inclusive classroom.

The course is structured to provide in the first year, eight discipline units across the Primary Key Learning Areas, to ensure a spread of content background; successful completion of this first year also gives all students, irrespective of their educational backgrounds, the opportunity to demonstrate they meet the Government's academic standards for studying teaching.

This course is accredited with the New South Wales Education Standards Authority (NESA) and is undergoing routine re-accreditation for 2023 and as such the course is subject to change prior to commencement in 2023. 

Recommended study pattern

The Program of Study and Course Plans can be accessed using the link below:

Students commencing in 2024

PLEASE NOTE: For OUA admitted candidates

All students must complete 48cps of Primary Discipline Units before being permitted to undertake the remainder of their Program of Study. 

The units approved to count towards the 48cps are: EDEE100, EDIT102, EDME145, EDSP100, EDSP102 and 18cps from three different Key Learning Areas (ENGL101, EDSE101, EDCX135). 

Completion of the 48cps of Primary Discipline Units before progressing further into this program is a requirement of accreditation and is deemed comparable to three Band 5 HSC results, including one in English.

Award requirements

1. To qualify for the award a candidate must pass subjects to the value of 192 credit points with not more than 18 credit points at 400-level including 100 days of embedded professional experience.
2. During the final professional experience placement, candidates must complete a Graduate Teacher Performance Assessment (GTPA). Candidates must pass the GTPA in order to graduate.
3. Candidates must pass both components (Literacy and Numeracy) of the National Literacy and Numeracy Test for Initial Teacher Education Students to qualify for the award. The test must be passed before the final professional experience placement.

Exit points

Candidates who discontinue their studies in the degree may be eligible to exit with the non-accredited, non-teaching qualification, Diploma in Educational Studies, on completion of 48 credit points at 100-level or above.

Candidates who discontinue their studies in the degree may be eligible to exit with the non-accredited, non-teaching qualification, Bachelor of Educational Studies, on completion of 144 credit points including at least 36 credit points at 300-level or above.

Degrees are usually made up of core subjects and electives. Some degrees include a choice of majors, so you can focus your studies on a specialisation.

This list is a general overview. Download the full Degree Guide for more information.

• Core Subjects - Open Enrolment Subjects

• Core Subjects

Students must contact UNE with their intent to graduate. 
UNE Graduation

2023 Changes

1.Due to the NESA re-accreditation process that occurred during 2022 all students who commenced in 2022 must be moved to 2023 rules and the updated 2023 Program of Study.

1.1. All students under clause 1 above, who have already completed EDEE112, can receive credit for EDEE150 in 2023 rules.

1.1. All students under clause 1 above, who have already completed EDSP101 can receive credit for EDSP102 in 2023 rules.

2. Students who commenced in 2020 and 2021 should continue under their Program of Study for that year. They do not need to move.

2.1. If any of the students under clause 2 above, are yet to complete EDEE112 they can instead complete EDEE150.

2.2. If any of the students under clause 2 above, are yet to complete EDSP101 they can instead complete EDSP102.

3. Any student who chooses to move from 2020 or 2021 rules into 2023 rules, will be subject to 2023 rules. Meaning, if they have completed any unit that is not in the 2023 Program of Study, they will NOT receive credit for said unit(s) - aside from those listed under clauses 2.1 and 2.2.

The following subjects have been removed from the 2023 Program of Study but are still required for any students who commenced 2020 - 2021:

• EDSP245 Development and Learning in Childhood and Adolescence
• EDEE212 English Teaching: Focus on Reading and Viewing
• EDEE300 Literacies and Numeracies in Context
• EDEE312 English Teaching: Focus on Writing and Creating
• EDUC456 Reflective Practitioner 1

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To be admitted to the Bachelor of Special and Inclusive Education (Primary) you need to complete the following four subjects, and achieve a minimum GPA of 4.0:

• EDEE100 English Language in Use
• EDIT102 Assistive Technologies
• EDME145 Primary Mathematics 1: Numeracy
• EDSP102 The Twice Exceptional Student

Grade Point Average (GPA) Requirements:

The 4.0 GPA requirement equates to a minimum of a Pass in all four subjects.

Be aware that if you fail a subject it is included in your GPA calculation and means you will need to achieve higher grades to obtain admission to the degree.

For this reason, we recommend students consider their study load and academic skills before attempting a subject.

Personal Statement and Initial Teacher Education Degree Entry:

Initial teacher education students must also satisfy the UNE School of Education of their suitability for teaching through the satisfactory completion of a non-academic capability assessment.

Fit for Practice/Informed Consent Information:

Prospective candidates should only accept an offer of a place in this course if they are able to meet the following "Fit for Practice" requirements:

(a) abide by relevant UNE Rules and Procedures, for example, Student Behavioural Misconduct Rules, and any relevant School of Education Policies, for example, the Professional Experience Policy for professional placements;

(b) exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of teaching situations;

(c) demonstrate personal resilience and persistence to cope and maintain wellbeing under stressful situations;

(d) demonstrate satisfactory academic progression prior to professional placement;

(e) safeguard the University's integrity and demonstrate duty of care to students/children while engaged in professional experience;

(f) show personal maturity to ensure that a professional relationship is established with students/children;

(g) communicate to students/children with clarity and in an appropriate manner that relates to their age/profile;

(h) possess and model the literacy and numeracy skills expected of teachers in interactions within the classroom and broader settings;

(i) be able to create, evaluate and reflect on the physical and emotional safety of students/children in a variety of situations and environments; and

(j) be able to establish and maintain effective professional relationships with colleagues and the broader school/early childhood community.

Candidates who have or who develop a disability that may or will prevent them from meeting the above professional experience requirements should contact Student Support to see if reasonable adjustments are practicable.

Candidates who have difficulties in meeting some of the above professional experience requirements will be required to contact the Office for Professional Learning to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.

Students who have already successfully completed four units of study within an AQF Level 7 qualification of a recognised Australian University or tertiary institution; and who have achieved a minimum grade point average 4.3, or five or more units of study within an AQF Level 7 qualification of a recognised Australian University or tertiary institution, within a single course with a minimum of grade point average of 4.0 and are of good standing with the institution, may apply for direct entry into the UNE Bachelor of Special and Inclusive Education (Primary) degree provided they have satisfied other eligibility criteria.

ATAR Score 77.10

You can apply for this degree if you have undertaken VET studies. When assessing your application, we will look at the following factors:

• Level and type of qualification (completed Certificate IV or above)
• Graded or ungraded (competency-based)
• Complete or incomplete.

You must also satisfy the School of Education of your suitability for teaching by completing a Personal Statement.

If you are admitted on this basis, you will be eligible for admission under standard entry. Please see the Schedule A Course Structure (Program of Study).

You can apply for this course on the basis of work and/or life experience via a Special Tertiary Admissions Test (STAT).

Special Tertiary Admissions Test (STAT)

The STAT is a test that assesses a range of competencies considered important for successful tertiary study. UNE accepts the multiple-choice component provided you have completed it within the three years prior to course commencement.

> Visit ACER for more information

You must also satisfy the School of Education of your suitability for teaching by completing a Personal Statement.

If you are admitted on this basis, you will be eligible for admission under standard entry. Please see the Course Structure (Program of Study).

At least one of the following criteria must be met:

1. English is the applicant's first language; or
2. Where the applicant is applying for an undergraduate course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least four years of full-time or equivalent full-time study at senior secondary, post-secondary or tertiary level in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an Australian Qualifications Framework (AQF) award or an award recognised by the National Office of Overseas Skills Recognition (NOOSR); or
3. Where the applicant is applying for a graduate entry course, satisfactory completion, no more than five years prior to the date of application for admission to UNE, of at least three years of full-time or equivalent full-time study at tertiary level in English in Australia, New Zealand, United Kingdom, the United States of America, Canada or the Republic of Ireland, in which English was the sole medium of instruction and assessment for the particular period of study claimed, resulting in an AQF award or an award recognised by NOOSR; or
4. An IELTS (Academic) overall score of at least 7.5 including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing; or
5. An International Second Language Proficiency Rating (ISLPR) score of at least 4+ in each of the four areas: speaking, listening, reading and writing.

More detailed information regarding these requirements can be viewed here:
English Language Requirements Higher than the University Minimum Requirement Annex

Students admitted to the degree with prior tertiary studies that satisfy part of the academic requirements of this degree may be eligible for advanced standing. For more information on Advanced Standing or Recognition of Prior Learning, please visit: UNE Advanced Standing

This program includes 100 days of Professional Experience undertaken in five core units:

• 10 days in an online demonstration school (EDUC106)
• 15 days in a primary school (EDUC206)
• 20 days in a special education setting (EDSP388)
• 20 days in a primary school (EDUC306)
• 35 days in a primary school (EDSP411)

Professional Placements

It is a requirement of accreditation that professional placements must be undertaken in a school using New South Wales Education Standards Authority (NESA) syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (8 days) of the required professional experience (practicum) days in schools not using NESA syllabuses or equivalent Australian syllabuses. Limited placements can occur in non-Australian settings in accordance with the NESA policy regarding overseas placements.

Candidates are required to pass the National Literacy and Numeracy Test for Initial Teacher Education Students prior to commencing their final professional experience placement.

Candidates are referred to the Office for Professional Learning - Professional Experience Placement webpage for further information. Students must read, understand and adhere to the Professional Experience Policy of the School of Education.

International students and Australian citizens residing overseas should take particular note of the advice above re mandatory Australian settings for placement.

Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.

Working with Children Check*

All students intending to undertake a professional experience placement whose work is categorised as 'practical training as part of an educational or vocational course'; in schools or other educational institutions (eg pre-schools, kindergartens and child care centres) must complete a Working with Children Check application.

Child Protection Awareness Training*

All teacher education students must complete online Child Protection and Awareness Training prior to the commencement of their first professional experience placement.

Anaphylaxis Training*

All initial teacher education students must be trained in anaphylaxis management before they can undertake any professional experience in a school setting.

*These requirements are subject to change. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for current information (including requirements for other states).

Depending on subject choice intensive school attendance may be required.