Bachelor of Education (Primary)

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Sight

Students in the Bachelor of Education (Primary) will use and interpret visual information, including colour and/or facial cues, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Identifying and responding to safety risks by scanning for hazards, including spills, equipment misuse or unsafe play

• Supervising students by observing movement, interactions and hazards during lessons, yard duty and excursions

• Assessing student learning by reading and interpreting handwritten work, visual outputs, and practical task performance

• Presenting and using visual information, including whiteboards, demonstrations and digital resources, while monitoring student responses.
   

Sound

Students in the Bachelor of Education (Primary) will use hearing to respond to vocal cues and differentiate sounds and tone, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Listening for student voices, questions and verbal interactions during lessons, small group work and classroom discussions

• Monitoring classroom environments by distinguishing tone, volume and urgency in student voices 

• Responding immediately to verbal calls for help, instructions from colleagues and emergency signals

• Engaging in professional communication with colleagues, families and students through conversations, meetings and feedback discussions.
   

Touch 

Students in the Bachelor of Education (Primary) will use touch to feel tactile differences and changes in objects, assess physical conditions, and respond to discomfort or danger, to maintain safety and make accurate assessments.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Checking the safety and condition of classroom equipment, materials and learning environments by physically handling objects, including furniture and teaching tools 

• Identifying hazards through direct interaction with the environment, including wet surfaces, sharp edges, unstable items and unsafe equipment use

• Responding physically to immediate safety risks by moving objects, clearing hazards or assisting students in unsafe situations

• Managing hands-on learning activities by handling materials and monitoring safe use during practical tasks, including science experiments, art activities and use of classroom resources.

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Endurance 

Students in the Bachelor of Education (Primary) will develop and use endurance to sustain physical effort and concentration over extended periods without experiencing excessive fatigue.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Supervising students across the full school day, including classroom teaching, playground duty, transitions and excursions, without the opportunity for breaks.
   

Adaptable components

The following forms of mobility and movement are required in this course. Reasonable adjustments can likely be supported.

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Activities in this course where required components are applicable will be observed and assessed during compulsory placements to meet standards overseen by Australian Institute for Teaching and School Leadership (AITSL) and applied by Victorian Institute of Teachers (VIT) for professional registration purposes.

Codes of conduct

Students in the Bachelor of Education (Primary) will follow professional rules, standards, and ethical guidelines provided by professional association(s).

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating the application of professional standards of conduct, integrity and legal obligations.

• Respecting professional boundaries, legislative requirements, education policies, procedures and standards 

• Maintaining professional boundaries and acting in line with child-safe and ethical standards when working with children and families

• Applying confidentiality and privacy requirements when handling information about children, families and services.
   

Duty of care

Students in the Bachelor of Education (Primary) will act in ways that support personal safety and the safety of others.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating the application of professional standards to make ethical decisions, and to be accountable for your actions and conduct

• Respecting and upholding student safety, confidentiality and human dignity

• Following mandatory reporting requirements and reporting concerns about child safety or wellbeing

• Responding appropriately to incidents, emergencies and health needs during placement.
   

Cultural sensitivity (including equity awareness)

Students in the Bachelor of Education (Primary) will respect diverse cultures, identities, and perspectives by acting in inclusive, fair, and nonjudgemental ways.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating professional and ethical behaviours that are informed by cultural awareness and competence

• Interacting respectfully with diverse students and family members through culturally safe practices, without bias or discrimination

• Supporting inclusive learning environments that reflect children's identities, cultures and experiences.
   

Engage effectively

Students in the Bachelor of Education (Primary) will interact with others honestly, respectfully, and responsibly to build trust and professional relationships.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Demonstrating respectful communication with integrity, honesty and accountability towards students, families, school staff and peers

• Accepting feedback to build professional practice.
   

Professional reflection

Students in the Bachelor of Education (Primary) will develop skills to review their learning and performance and identify areas for improvement.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Reflecting on feedback and incorporating feedback on safe and professional practice

• Completing the Graduate Teacher Performance Assessment (GTPA), which is a compulsory examination in the final year placement unit, reflecting on teaching practice

These activities are required to gain professional registration to practice as a teacher.

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Understand and apply information

Students in the Bachelor of Education (Primary) will use and interpret information by following instructions, making decisions, solving problems and applying knowledge.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Integrating theoretical information into practice, accurately following instructions, making decisions, recognising risks and escalating concerns in a timely manner

• Creating lesson plans based on logic, reason and judgement.
   

Critical thinking and analysis 

Students in the Bachelor of Education (Primary) will develop and use skills in analysing and evaluating information objectively to form well-reasoned conclusions.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Analysing and responding to student learning needs and classroom dynamics in real time to make immediate decisions connected to teaching and safety.
   

Adaptable components

The following learning and knowledge creation abilities are required in this course. Reasonable adjustments can likely be supported.

Required components

Required components are essential functions and attributes that are encountered in different learning and assessment contexts throughout the course.

The examples below show how these components appear in practice, which can guide your approach to learning and participation throughout the course. 

Verbal communication  

Students in the Bachelor of Education (Primary) will use spoken language to express ideas clearly, supported by tone and body language, to support understanding and feedback.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Giving clear, age-appropriate instructions to whole classes and small groups, including explaining tasks, transitions, and safety expectations during lessons and activities

• Using tonal variation, clarity and repetition to guide expectations, de-escalate situations, and maintain safe classroom environments 

• Providing immediate verbal feedback to students during activities to reinforce learning and maintain safe participation.
   

Social cues

Students in the Bachelor of Education (Primary) will use social cues to notice and respond to unspoken communication such as body language, facial expression, gestures and pace of conversations.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Identifying and intervening in peer interactions by observing gestures, proximity and unspoken cues that indicate conflict, exclusion or unsafe conduct 

• Adjusting teaching in real time based on student understanding by noticing confusion, hesitation or lack of response

• Maintaining safe and inclusive environments by recognising signs of discomfort, anxiety or withdrawal in students.

These activities involve continuous observation of students and real-time decision-making, which support early risk detection as many safety and wellbeing issues first appear through non-verbal signals.

Written communication 

Students in the Bachelor of Education (Primary) will develop and use written communication skills to express information through written formats, including via software, print or handwriting.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Preparing written teaching materials, including lesson plans, instructions and learning resources for classroom delivery across curriculum areas

• Assessing and documenting student learning by marking work, recording observations and maintaining accurate assessment records over time 

• Writing formal student reports that communicate learning progress, achievement, and areas for development to families and schools

• Communicating professionally in writing with colleagues and school staff through emails, planning documents and administrative records (which may be legally binding).
   

Conflict resolution

Students in the Bachelor of Education (Primary) will develop and use skills to address disagreements calmly and respectfully to reach beneficial outcomes. 

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• De-escalating incidents by addressing aggression, refusal or conflict between students in real time

• Intervening in peer conflict by resolving disputes such as bullying, exclusion, or physical and verbal disagreements

• Engaging in professional discussions with parents and colleagues where concerns or disagreements arise. 

These activities require independent judgement and response, which cannot be delayed or delegated.

Emotional regulation 

Students in the Bachelor of Education (Primary) will develop and use skills to take part in interactions with others in a way that supports respectful and productive communication.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as: 

• Responding calmly to student distress, including anxiety, frustration or conflict, while continuing to support learning and classroom stability

• Engaging in difficult conversations with parents or carers about student anxiety, frustration, conflict, progress, or concerns in a respectful and professional manner

• Participating in professional interactions with colleagues, including receiving feedback, addressing disagreements and working within team environments during practicum.

Professional expectations require interactions with children and parents to remain calm to avoid risks to child safety, wellbeing and to ensure effective professional relationships are developed and maintained. 

Adaptability 

Students in the Bachelor of Education (Primary) will develop and use skills in responding to change through adjusting plans and managing different tasks as situations change.

Some activities are core to safety and professional practice. Therefore, there may be limited flexibility for adjustments in activities such as:

• Adjusting teaching in real time by changing lesson plans, instructions and speed of delivery in response to student understanding and engagement 

• Managing competing demands by shifting between teaching, supervision, incident management and administrative tasks

• Responding to unexpected situations (e.g. changes to situations, safety issues and interruptions)

• Modifying approaches during practicum based on feedback from mentor teachers, school expectations and evolving classroom contexts.

These activities require constant task-switching and reprioritisation to respond to changing circumstances. 

Adaptable components

The following interpersonal abilities are required in this course. Reasonable adjustments can likely be supported.