Bachelor of

EARLY CHILDHOOD
EDUCATION (Birth to 5)
School of Education Sydney
About
EXCELSIA COLLEGE
Established in 1983, Excelsia is one of Australia’s leading Christian higher education providers, and is an
innovative and creative community of people who are passionate about excelling and growing academically,
professionally, personally and spiritually. Our students and alumni embark on a journey of lifelong learning
and leadership.

WORLD-CLASS MENTORSHIP PASTORAL CARE

Be mentored by and learn from Excelsia College prioritises pastoral care which
engaged and committed staff who is fully integrated throughout the program. It
are approachable and passionate is important to the College that we meet the
about education. personal, social wellbeing and academic needs
of students and staff.

CHRISTIAN COMMUNITY JOB OPPORTUNITIES

Learning by doing. Excelsia emphasises the Early childhood education is a crucial sector,
education of the whole student – intellectual providing children with the early stages of
and spiritual. While the College’s academic development. Excelsia is one of the few tertiary
record is impressive, the attention to education providers that offer an Early Childhood
students’ spiritual development is paramount. Education course.

OUR VISION: Excelsia contributes to making a better world through active participation in a life-
transforming global Christian learning community.

OUR MISSION: Excelsia is an academic community benefiting the world by producing research
characterised by exemplary scholarship consistent with a Christian world view, and graduates prepared
to lead in a range of professions.

OUR VALUES GRADUATE ATTRIBUTES

Our values reflect our vision and 1. Deep Knowledge

our mission: A deep, coherent and extensive knowledge of studied disciplines characterised by
intellectual openness, creativity and curiosity.
1. Christ-likeness: striving to
exemplify the life of Christ in 2. Critical Analysis
our commitments, our actions Willingness and ability to analyse issues logically, consider different options and
and our relationships. viewpoints fairly, and make informed decisions in relevant artistic, academic and/or
professional contexts and settings.
2. Innovation and creativity:
working with passion and 3. Lifelong Learning
imagination in a range of A commitment to lifelong learning characterised by a willingness and ability to
influential professions, to acquire, develop and apply knowledge and skills that facilitate positive adaptations
further God’s transformative to a changing world.
work in the world.
4. Effective Communication
3. Scholarship: creating a Aptitude to communicate information, arguments and ideas effectively and ethically
culture that values the search through writing, speech and/or artistic expression as appropriate within each discipline.
for truth, supports academic
5. Christian Ethical Action
freedom and rewards
A sound knowledge and understanding of Christian values and beliefs, and of the
rigorous thinking.
relevance of Christian faith to personal life, professional ethics, and social concerns.
4. Service to the community:
6. Self Direction
using our skills and abilities in
A capacity for self-directed learning and activity while working effectively with others in
and beyond the Institution in
scholarly, vocational, civic and/or artistic pursuits and endeavours.
the service of others.
7. Technical Competence
5. Lifelong learning: continually
Competence and facility with materials, processes and technologies relevant to
seeking knowledge, wisdom
learned disciplines, generic information literacy and professional practice.
and capability to flourish and
contribute in a changing world. 8. Responsible Innovation
Oriented towards exhibiting intellectual and artistic enterprise, innovation and
independence in constructive, creative and responsible ways.

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 CAMPUS FEATURES
CAMPUS FEATURES

Library

Auditorium/Theatre

Recording studio

Mac lab

Drama and music specialist rooms

Counselling centre

Student facilities
Free wifi Table tennis
Study desks Pool table
Snacks bar Air hockey table
Free coffee Outdoor balcony
Microwaves Basketball ring
Frank Green Smart Cups

TRANSPORT

5-min walk from Macquarie Park

Metro Station

1-min walk to bus stop

P Free parking

CONVENIENT LOCATION

Macquarie Centre

Metro Station
Macquarie University

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Excelsia College
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Metro Station
Macquarie Park

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WHY STUDY AT
EXCELSIA COLLEGE?
EXCELSIA COLLEGE RANKED HIGHLY
in the 2021 Student Experience Survey for three major areas for both undergraduate and
postgraduate student experience including teaching quality, student support and skills development.

Skills Development Teaching Quality Student Support

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89.5% 81.6% 89.5% 83.5% 85.4% 85.6%

79% 79% 79% 80% 73% 74%

National Average National Average National Average National Average National Average National Average

264,660 UNDERGRADUATE AND POSTGRADUATE STUDENTS

135 HIGHER EDUCATION INSTITUTIONS ACROSS AUSTRALIA

Quality Indicators for

Learning and Teaching

For over 15 years, Dr Leonardo Veliz has held

various teaching, lecturing and management
roles within educational institutions. Beginning
his career teaching English and English as a
foreign language (EFL), Leonardo has global
experience working in primary, secondary and
tertiary classrooms across the United Kingdom,
Australia and South America. His broad research
interests are within the domain of teacher
education, languages education, teacher
identity, multiliteracies and multimodality, social
semiotics, language testing and assessment,
cultural conceptualisations and religious studies
and Christian Higher Education. Leonardo has a
Bachelor of Teaching (Secondary), a Certificate IV
TESOL, Master of Applied Linguistics and PhD
in Education.
― Dr Leonardo Veliz
Head of School of Education

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 WHY STUDY AT
EXCELSIA COLLEGE?

Choosing Excelsia as my
college to continue
my studies was the best
decision I have ever made.
Excelsia has a warm and
respectful community. I like
the fact that classes are not too
big, and the lecturers are very
friendly and more than willing
to help their students.

In addition, associating with

other international students
has helped me learn how to
understand cultures and build
relationships with a range of
individuals, and become more
independent at the same time.
Overall, my experience at
Excelsia has been excellent.

― Angel
Bachelor of Early Childhood (Birth to 5)
student

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 Course duration: 4 years full-time
Bachelor of 8 years part-time (domestic students only)

EARLY Intake: February, April, July and September

CHILDHOOD Credit points: 192 (32 units)

EDUCATION Delivery:
Available to:
On campus
Domestic and international
(Birth to 5)
Course accreditation: ACECQA
The Bachelor of Early Childhood
Education (Birth to 5) is designed to CRICOS Code: 097424G
equip students with the knowledge, IELTS: 6.0 with no band less than 6.0
skills and understanding to provide
AQF: Level 7
quality early childhood education and
care. The course supports students to Financial information: FEE-HELP available for domestic students
build a deep, reflexive understanding
Course tuition fee: International students: $7,800 semester/
of the child, child development, early $62,400 total tuition fee
childhood contexts, educational issues,
For more information, refer to our course fees page.
theories and considerations, and the
diverse needs of children, from birth
to five years of age. A continuing
shortage of well-qualified staff in the
early childhood sector is an important
motivation for the necessity and
provision of this course.

Work Placement Course Outcome Accommodation Options

First year..................10 days Early Childhood Accommodation is provided
Second year.............20 days (Pre-Primary School) through our partnership with
Third year.................20 days Teacher accredited by Robert Menzies College.
Fourth year..............30 days ACECQA, accessed by AITSL See more at rmc.org.au

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ENTRY REQUIREMENTS
APPLICANTS WITH RECENT SECONDARY EDUCATION (SCHOOL LEAVERS)
Applicants with recent secondary education are those whose admission is primarily based on the completion of Year 12 within
the last two years. This also includes applicants who may have completed their senior secondary studies with a TAFE or VET
provider within the last two years and includes applicants whose secondary education was undertaken interstate or overseas.
Applicants with recent secondary education may be admitted to the Bachelor of Early Childhood Education (Birth to 5) if they have
successfully attained the NSW Higher School Certificate or interstate or overseas equivalent and they meet the English Language
Proficiency Requirement.
For more information visit the Applicants with Recent Secondary Education page.

ENGLISH LANGUAGE PROFICIENCY REQUIREMENTS

In addition to meeting the prerequisites above, international applicants who have not completed an educational qualification in
English have to provide proof of proficiency in English through internationally recognised tests such as IELTS or TOEFL, or through
satisfactory completion of an approved course at one of the College’s partner language colleges.

Candidates must achieve an IELTS Academic minimum overall result of 6.0 with no band less than 6.0. For test score
equivalencies for alternative tests visit: excelsia.edu.au/international/entry-into-australia/

INTERNATIONAL APPLICANTS
International applicants may be admitted to the Bachelor of Early Childhood Education (Birth to 5) if they have successfully attained
the NSW Higher School Certificate or interstate or overseas equivalent and they meet the English Language Proficiency requirement.
Overseas students applying for admission to Excelsia College courses must have reached the age of 18 years by the
commencement of their studies. Excelsia College will not admit overseas students who have not yet reached 18 years of age.
For more information visit the International Student page.

APPLICANTS WITH WORK AND LIFE EXPERIENCE

Applicants who do not have a NSW Higher School Certificate (or equivalent) or completed their secondary education more than
two years ago and have not undertaken or completed vocational education training (VET) or higher education study since then
can apply for admission using work and life experience.
Experience could include a combination of factors which demonstrate readiness for higher education, including mature age
entry, professional experience whether completion of the Special Tertiary Admission Test (STAT) is required or not, community
involvement or work experience.
Please visit the Applicants with Work and Life Experience information page.

APPLICANTS WITH HIGHER EDUCATION

Please refer to Credit and RPL Policy and Procedures.

APPLICANTS WITH VET OR TAFE STUDIES

Applicants with a Diploma in Early Childhood from an Australian institution may apply for credit for all first-year units of the Bachelor
of Early Childhood Education (Birth to 5) degree. Applicants who have partially completed an early childhood degree elsewhere may
be considered for credit for such courses. For further information please refer to Credit and RPL Policy and Procedures.

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 Units

Growth and Development in Educational Psychology for

FIRST YEAR
Early Childhood Early Learners
Foundations of Early Childhood This unit explores the major language, This unit builds on the knowledge
This unit provides an introduction physical, social, psychosocial, acquired in Foundations of Early
to the historical, theoretical, and emotional and cognitive development Childhood. It examines early
developmental foundations for of children, both typical and atypical, childhood development and learning
educating young children. The study of from conception to eight years of age. through the study of major concepts,
children and early childhood is viewed theories, and processes related to the
Formation 1 cognitive, linguistic, social, emotional,
from a socio-historical perspective with
an understanding that childhood is The formation units of study recognise physical, and moral development of
socially constructed and experienced that the spiritual, emotional and children from birth to eight years.
in specific time and place contexts that professional development of a person
are closely interlinked. This unit allows Christian Foundations of Education
may vary considerably.
students to explore their personal This unit is a foundational unit in the
Foundations of Teaching and world view and cultural context as Bachelor of Early Childhood Education
Learning well as understand the context of (Birth to 5), providing students with
This unit provides a broad overview of Christianity and the Bible within a broad introduction to the field of
the goals of education, including the Western culture. religious education in contemporary
promotion of equity and excellence educational settings.
Health, Safety, and Nutrition
and support of young Australians to
This unit prepares initial teacher Observation, Assessment and
become successful learners, confident
education students for establishing Professional Experience I
and creative individuals, and actively
participating, contributing and and maintaining health and safety in This course examines the appropriate
informed citizens. early learning environments. use of assessment and observation
strategies to document development,
growth, play and learning.

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 School of Education

ongoing professional development, Social, Emotional, and Behavioural

SECOND YEAR
and managing relations with the wider Interventions
Formation 2 school and the community. This unit examines social, emotional,
This unit provides students with an and behavioural interventions and
Early Childhood Numeracy
introduction to a resilience model how they relate to student growth
This unit explores research-based
for spiritual and holistic wellbeing. In in the classroom. World views and
principles and practices for cultivating
the development of mature identity, the impact of the teacher’s role on
numeracy and mathematical
it explores an ethical approach social, emotional, and behavioural
understanding during the early
to current issues and character interventions are also analysed. This
childhood years (birth through to
formation, and encourages the unit considers the importance of, and
age five) with developmentally
student to explore the integration of how to identify, appropriate resources
appropriate methods.
these into the educational context. that provide intervention services
The Young Child, Family and for students.
Ethical and Professional Issues
Community Partnerships
in Education Early Childhood Literacy
This unit examines the developing
Educators are faced with a variety This unit explores research-based
child in societal contexts, focusing on
of professional expectations, principles and practices for cultivating
interrelationships among the young
responsibilities and constraints. This literacy during the early childhood
child, family, teacher and community.
unit specifically deals with a range of years (birth through to age five) with
The unit further emphasises historical
these expectations, responsibilities developmentally appropriate methods.
and cultural factors which influence
and constraints including: ethical and
the nature and composition of families
equitable practice, legal and legislative
and the processes of socialisation for
responsibilities facing educators,
young children.

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 Units

Curriculum Approaches for the issues surrounding a multicultural of the development of listening,
Early Years classroom and multilingual classroom speaking, reading, writing and viewing
This unit begins by defining curriculum and the importance of using culturally knowledge and skills in children from
and the factors that shape it. The responsive pedagogies and resources birth to five years.
unit includes a critical examination are investigated.
Reading, Writing and Viewing
of principles underlying curriculum in Early Childhood Professional
Developing Mathematical Concepts
development and program planning in Early Childhood Experience I
for young children (birth to five).
This unit builds on Early Childhood The focus of this unit is specifically
Visual and Performing Arts in Numeracy and teaches concepts and on the development of the language
Early Childhood principles related to the mathematical modes of reading, writing and viewing.
This unit begins with an introduction understandings of young children. Reading comprehension, meaning-
to the arts and arts integration. The The integration of numeracy, hands- making through viewing and reading,
introduction to the arts consists of on construction and exploration, as well as how young children develop
an examination of key underlying comprehension of computational writing skills are examined.
principles of arts education and the foundations, and the relationship of
math with literacy is examined. FOURTH YEAR
role and importance of the arts in
early childhood. Assessment and Response
Early Childhood Ethics and
Administrative Responsibilities to Intervention in the Early
THIRD YEAR Childhood Profession
and Professional Experience

Teaching for Diverse Abilities This unit examines the issues involved This unit examines the core principles
with administering an early childhood and practices of approaches such
This unit provides a basic
program, including program and as the Response to Intervention
understanding of the current
staff planning and evaluation, centre approach, including multi-tiered
philosophies and practices relevant to
operations, legal and ethical principles systems of support; intensive support
including and serving prior-to-school
and responsibilities as presented in or intentional teaching; differentiated
and school students with diverse
relevant current professional bodies’ teaching; monitoring of progress and
abilities within the regular classroom.
codes of practice, professionalism and data-based decision-making to support
Personal Development, Health advocacy for children. teaching and learning.
and Physical Education Learning
Science and Technology Human Society and Its Environment
This unit explores the role of
This unit is designed to equip This unit is designed to assist initial
movement in a child’s development
teacher education students with teacher education students to master
and wellbeing. Building on previous
the understandings and skills the knowledge and skills required
concepts of child development as
required to facilitate effective for effective teaching in history and
they relate to health and physical
teaching and learning in science and geography. Relevant curriculum
growth, initial teacher education
technology. Students will become documents and teaching resources
students investigate basic movement
familiar with science and technology are examined in detail, and an
competencies and essential formative
curriculum documentation and understanding of the implications of
motor skills pertaining to children in
resources, and critically evaluate a biblical world view for these subject
the early years.
relevant educational theories areas is also explored.
Multicultural and Multilingual and practices.
Planning, Instruction and
Perspective in Early Childhood
Foundations of Language Assessment for Exceptional
This unit focuses on multicultural and Learners in Early Childhood
Structures and Modes for
multilingual issues in education in
Early Childhood This unit presents methods best
prior-to-school and school settings
This unit builds on Early Childhood suited for educating young children
in contemporary Australia. Diversity
Literacy and extends understanding who have exceptional learning needs,

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 School of Education

whether through disabilities or special different approaches and methods education, creativity and innovation
needs, or high or gifted abilities. currently used and the capacity to are core competencies for individual
critically evaluate designs and outcomes. and organisational productivity
Student Teaching in the Pre-K to
and success.
Primary Grades Early Childhood Curriculum
The content of this unit is designed in Action Professional Experience Internship
to help prepare students for the This unit provides an overview of This unit enables final-year initial
internship by planning and preparing the planning and preparation of teacher education students to
for teaching in their chosen contexts. curriculum for young children. It experience the professional roles and
Students integrate and apply theory includes a critical examination of responsibilities of early childhood
and knowledge from their previous principles underlying curriculum teacher practice over a sustained
semesters. development and program planning period of 30 days in an early childhood
for young children. setting of their choice (birth to five).
Engaging in Practice-Based
Research Leadership, Creativity and Innovation
This unit offers an introduction to This unit is based on the key premise
educational research with a view that, in contemporary professional
to developing an understanding of contexts, including early childhood

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 Information about applications is available at: excelsia.edu.au/study/how-to-apply/

Step 1 Select the course

at: https://excelsia.edu.au/study/

Step 2 Check entry requirements

Step 3 Gather the required documents

Step 4 Complete application form

5
Apply
Once you submit your application, Excelsia staff will contact you shortly to confirm receipt
Step
and talk through the next steps in the process.

excelsia.edu.au
[email protected]
+61 2 9819 8888
69-71 Waterloo Road
Macquarie Park, Sydney
NSW 2113
ABN 50 360 319 774
TEQSA PRV12064
CRICOS CODE 02664K
CourseInformationBECEE012023

The information contained in this course guide was accurate at the time of publication. Excelsia reserves the right to amend
the material contained in this guide without notice in response to changing circumstances or for any other reason.
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For most up-to-date course information please visit our website.