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Key details
Duration
Locations
Entry requirements
View full entry requirementsCredit points required
320Course code
Overview
The Bachelor of Education (Conversion) is designed for qualified teachers holding a three-year teaching qualification who wish to upgrade to a four-year degree. This course extends professional knowledge and practice through advanced study in curriculum, pedagogy, assessment, and inclusive education. It aligns with the Australian Qualifications Framework (AQF) Level 7 outcomes and supports graduates in meeting the requirements of teacher registration authorities.
This degree is not an initial teacher education qualification.
Applicants wishing to change from Primary or Secondary teaching to Early Childhood education, can apply for the Master of Teaching Birth to Five Years (STCHB1), subject to meeting entry requirements.
Applicants wishing to change from Early Childhood education to Primary or Secondary teaching, can apply for the Master of Teaching Primary (STCHP1) or Master of Teaching Secondary (STCHS1), subject to meeting entry requirements.
Career opportunities
The Bachelor of Education (Conversion) course offers three-year trained teachers the opportunity to upgrade their teaching qualifications to fourth year qualified to register or re-register with four-year teaching degree.
Credit transfers and advanced standing
Pathways
Pathways for VET to Higher Education
Credit transfer arrangements are available to students commencing a bachelor degree at Charles Darwin University with completed Certificate IV, Diploma, Advanced Diploma or Associate Degree qualifications in the same field or discipline, subject to meeting criteria. Students who hold completed qualifications should refer to the additional information provided about Advanced Standing and Credit Transfer and Pathways using the links below:
Pathways for Higher Education to Higher Education
For information about credit transfer available to students with complete or incomplete study at this or other Institutions refer to Pathways for Higher Education to Higher Education
Credit transfer
For further information on credit transfer and how to apply visit ASK CDU
Credit transfers and advanced standing
Credit transfer
For further information on credit transfer and how to apply visit ASK CDU
Fees
Commonwealth supported places
Commonwealth Supported places are available in this course to students who meet one of the following residency requirements:
(a) be an Australian citizen, who will complete some of your course of study while resident in Australia; or
(b) a New Zealand citizen; or an Australian permanent visa holder; or an eligible former permanent humanitarian visa holder; who studies the entire course while living in Australia.
Further information about fees and charges can be found at Fees and Payments.
Why study education at CDU?
Educate and inspire the next generation with a teaching degree at CDU. You'll gain the skills and knowledge to enter the classroom with confidence, equipped with a nationally-accredited degree to work anywhere in Australia.
- Choose to study online, on campus, part-time or full-time as it suits you
- Complete placements close to home
Unique opportunities for regional and remote placements
Why study education at CDU?
Educate and inspire the next generation with a teaching degree at CDU. You'll gain the skills and knowledge to enter the classroom with confidence, equipped with a nationally-accredited degree to work anywhere in Australia.
Why study education at CDU?
Educate and inspire the next generation with a teaching degree at CDU. You'll gain the skills and knowledge to enter the classroom with confidence, equipped with a nationally-accredited degree to work anywhere in Australia.
- Choose to study online, on campus, part-time or full-time as it suits you
- Complete placements close to home
Unique opportunities for regional and remote placements
Why study education at CDU?
Educate and inspire the next generation with a teaching degree at CDU. You'll gain the skills and knowledge to enter the classroom with confidence, equipped with a nationally-accredited degree to work anywhere in Australia.
What will I study?
This course comprises 80 CP of core, 120-180 of specialist elective units and 60-120 CP of general elective units.
Course structure
A candidate must successfully complete units totalling 320 credit points (cp) as detailed below. All units are valued at 10 credit points unless otherwise indicated.
| Unit type | Credit Points | Specific requirements |
| Core Units (8 units) | 80cp | Compulsory Core units totalling 80 credit points as per the list of units detailed below. EST203 First Nations Contexts in Learning and Teaching Practice |
| Specialist Electives (12-18 units) | 120cp-180cp | Specialist elective units totalling 120 - 180 credit points selected from the list of available units detailed below, with a minimum of 40cp to be 300 level or above: ELA100 English Language for Literacy |
| General Electives (6-12 units) | 60cp-120cp | Units totalling 60 - 120 credit points selected from undergraduate units offered by the University. |
| 320cp | Total Credit Points |
Course Rules (unless otherwise indicated in the above course structure) (320cp)
- A maximum of 120 credit points may be taken from 100 level units.
- A minimum of 80 credit points must be taken from 300 level units or above.
- See the Higher Education Course Rules (Award Requirements) in the Units and Courses Policy.
Study plan
STUDENTS COMMENCING IN SEMESTER 1
The Recommended Study Plans provided below are suitable for students enrolling in a full-time or part-time study load. Students entering this course with advanced standing, or wishing to vary their study plan due to work, personal, financial or other reasons should use the table as a guide to create an individual study plan.
When designing an individual study plan:
- maintain the basic order in which units are to be attempted; and
- check the prerequisite and assumed knowledge for each unit as some units assume you have completed foundation unit/s in the unit area at a lower level.
| Legend: | CO = Core Unit | SE = Specialist Elective | E = General Elective |
Full-Time Study Plan
| Semester 1 | Semester 2 | ||
| Year 1 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Year 2 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective/Elective | SE/E | Specialist Elective/Elective | SE/E |
| Elective | E | Elective | E |
| Year 3 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective/Elective | SE/E | Specialist Elective/Elective | SE/E |
| Elective | E | Elective | E |
| Elective | E | Elective | E |
| Year 4 | |||
| EST203 First Nations Contexts in Learning and Teaching Practice | CO | IAS232 Themes in Global History | CO |
| IAS201 Cultural Capabilities | CO | TES204 Understanding Language Acquisition | CO |
| EST300 Assessment, Moderation and Reporting | CO | EST305 Socially Inclusive Pedagogy | CO |
| EST303 Diverse Needs in the Classroom (recoded from EST301 2018) | CO | TES307 Global Englishes | CO |
Specialist Elective Availabilities
| Semester 1 | Semester 2 | Summer Semester | Intensives |
| ELA100 English Language for Literacy EMA141 Numeracy Education ETL102 Introduction to Teaching and Learning LAL100 Language, Literacy Sustainability ELA210 Reading Literacy and Literacy F-2 EMA241 Primary Mathematics Education 1 EPR220 Primary Professional Experience 1 ESC202 Primary Science Education 1 EST200 Child and Adolescent Development EST245 Classroom Management and Student Wellbeing ECU301 Humanities and Social Science Pedagogy ECU342 Health and Physical Education in Primary ECU350 Visual Arts in Primary School ELA305 English Literacy and Literature 3-6 ESC302 Primary Science Education 2 EPR401 Professional Experience: Assessment for Graduate Teachers | ELA100 English Language for Literacy EMA141 Numeracy Education ETL102 Introduction to Teaching and Learning LAL100 Language, Literacy Sustainability ECU250 Performing Arts in Primary School ELA211 Writing Literacy and Literature F-2 EMA241 Primary Mathematics Education 1 EPR220 Primary Professional Experience 1 EST200 Child and Adolescent Development EST245 Classroom Management and Student Wellbeing ECU301 Humanities and Social Science Pedagogy ECU342 Health and Physical Education in Primary School EPR330 Primary Professional Experience 2 EPR401 Professional Experience: Assessment for Graduate Teachers | EMA141 Numeracy Education LAL100 Language, Literacy Sustainability ELA210 Reading Literacy and Literature F-2 EPR220 Primary Professional Experience 1 ESC202 Primary Science Education 1 ECU301 Humanities and Social Science Pedagogy | ELA100 English Language for Literacy (INT 5) ETL102 Introduction to Teaching and Learning (INT 4, INT 6) EST245 Classroom Management and Student Wellbeing (INT 5) LAL100 Language, Literacy Sustainability (INT 6) |
| Legend: | CO = Core Unit | SE = Specialist Elective | E = General Elective |
Part-Time Study Plan
| Semester 1 | Semester 2 | ||
| Year 1 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Year 2 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Year 3 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Year 4 | |||
| Specialist Elective/Elective | SE/E | Specialist Elective/Elective | SE/E |
| Elective | E | Elective | E |
| Year 5 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective/Elective | SE/E | Specialist Elective/Elective | SE/E |
| Year 6 | |||
| Elective | E | Elective | E |
| Elective | E | Elective | E |
| Year 7 | |||
| EST203 First Nations Contexts in Learning and Teaching Practice | CO | IAS232 Themes in Global History | CO |
| IAS201 Cultural Capabilities | CO | TES204 Understanding Language Acquisition | CO |
| Year 8 | |||
| EST300 Assessment, Moderation and Reporting | CO | EST305 Socially Inclusive Pedagogy | CO |
| EST303 Diverse Needs in the Classroom (recoded from EST301 2018) | CO | TES307 Global Englishes | CO |
_____________________________________
STUDENTS COMMENCING IN SEMESTER 2
The Recommended Study Plans provided below are suitable for students enrolling in a full-time or part-time study load. Students entering this course with advanced standing, or wishing to vary their study plan due to work, personal, financial or other reasons should use the table as a guide to create an individual study plan.
When designing an individual study plan:
- maintain the basic order in which units are to be attempted; and
- check the prerequisite and assumed knowledge for each unit as some units assume you have completed foundation unit/s in the unit area at a lower level.
| Legend: | CO = Core Unit | SE = Specialist Elective | E = General Elective |
Full-Time Study Plan
| Semester 1 | Semester 2 | ||
| Year 1 | |||
| Specialist Elective | SE | ||
| Specialist Elective | SE | ||
| Specialist Elective | SE | ||
| Specialist Elective | SE | ||
| Year 2 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective/Elective | SE/E |
| Specialist Elective | SE | Specialist Elective | SE |
| Year 3 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective/Elective | SE/Elective |
| Specialist Elective/Elective | SE/Elective | Elective | E |
| Specialist Elective | SE | Elective | E |
| Year 4 | |||
| Specialist Elective | SE | IAS232 Themes in Global History | CO |
| Specialist Elective/Elective | SE/E | TES204 Understanding Language Acquisition | CO |
| Elective | E | EST305 Socially Inclusive Pedagogy | CO |
| Elective | E | TES307 Global Englishes | CO |
| Year 5 | |||
| EST203 First Nations Contexts in Learning and Teaching Practice | CO | ||
| IAS201 Cultural Capabilities | CO | ||
| EST300 Assessment, Moderation and Reporting | CO | ||
| EST303 Diverse Needs in the Classroom (recoded from EST301 2018) | CO | ||
Specialist Elective Availabilities
| Semester 1 | Semester 2 | Summer Semester | Intensives |
| ELA100 English Language for Literacy EMA141 Numeracy Education ETL102 Introduction to Teaching and Learning LAL100 Language, Literacy Sustainability ELA210 Reading Literacy and Literacy F-2 EMA241 Primary Mathematics Education 1 EPR220 Primary Professional Experience 1 ESC202 Primary Science Education 1 EST200 Child and Adolescent Development EST245 Classroom Management and Student Wellbeing ECU301 Humanities and Social Science Pedagogy ECU342 Health and Physical Education in Primary ECU350 Visual Arts in Primary School ELA305 English Literacy and Literature 3-6 ESC302 Primary Science Education 2 EPR401 Professional Experience: Assessment for Graduate Teachers | ELA100 English Language for Literacy EMA141 Numeracy Education ETL102 Introduction to Teaching and Learning LAL100 Language, Literacy Sustainability ECU250 Performing Arts in Primary School ELA211 Writing Literacy and Literature F-2 EMA241 Primary Mathematics Education 1 EPR220 Primary Professional Experience 1 EST200 Child and Adolescent Development EST245 Classroom Management and Student Wellbeing ECU301 Humanities and Social Science Pedagogy ECU342 Health and Physical Education in Primary School EPR330 Primary Professional Experience 2 EPR401 Professional Experience: Assessment for Graduate Teachers | EMA141 Numeracy Education LAL100 Language, Literacy Sustainability ELA210 Reading Literacy and Literature F-2 EPR220 Primary Professional Experience 1 ESC202 Primary Science Education 1 ECU301 Humanities and Social Science Pedagogy | ELA100 English Language for Literacy (INT 5) ETL102 Introduction to Teaching and Learning (INT 4, INT 6) EST245 Classroom Management and Student Wellbeing (INT 5) LAL100 Language, Literacy Sustainability (INT 6) |
| Legend: | CO = Core Unit | SE = Specialist Elective | E = General Elective |
Part-Time Study Plan
| Semester 1 | Semester 2 | ||
| Year 1 | |||
| Specialist Elective | SE | ||
| Specialist Elective | SE | ||
| Year 2 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Year 3 | |||
| Specialist Elective | SE | Specialist Elective | SE |
| Specialist Elective | SE | Specialist Elective | SE |
| Year 4 | |||
| Specialist Elective | SE | Specialist Elective/Elective | SE/E |
| Specialist Elective | SE | Specialist Elective | SE |
| Year 5 | |||
| Specialist Elective/Elective | SE/E | Specialist Elective | SE |
| Elective | SE | Specialist Elective/Elective | SE/E |
| Year 6 | |||
| Specialist Elective | SE | Elective | E |
| Specialist Elective/Elective | SE/E | Elective | E |
| Year 7 | |||
| Elective | E | IAS232 Themes in Global History | CO |
| Elective | E | TES204 Understanding Language Acquisition | CO |
| Year 8 | |||
| EST203 First Nations Contexts in Learning and Teaching Practice | CO | EST305 Socially Inclusive Pedagogy | CO |
| IAS201 Cultural Capabilities | CO | TES307 Global Englishes | CO |
| Year 9 | |||
| EST300 Assessment, Moderation and Reporting | CO | ||
| EST303 Diverse Needs in the Classroom (recoded from EST301 2018) | CO | ||
Entry requirements
Admission criteria
For applicants seeking to upgrade their teaching qualification to a four-year degree status, applicants are required to have a three-year teaching qualification from a recognised tertiary institution AND are conditionally accredited to teach by an Australian Teacher Registration Authority or hold a Diploma in Teaching or equivalent and have verification from the state authority that the applicant requires the Fourth Year Upgrade.
Additional admission requirements
Categories of admission that ARE available for this degree:
Applicants with a three-year higher education preservice teaching qualification, upgrading to a four-year teaching program.
Must meet all of the following admission criteria:
- Completed a three-year preservice teaching qualification from a recognised tertiary institution.
- AND be conditionally accredited to teach from an Australian teacher registration authority OR hold a diploma of teaching or equivalent and have verification from your teacher registration authority that you require the upgrade.
Essential requirements
The following documents are required to support your application:
- All supporting documents related to your admission pathway. For example, evidence of previous study, such as your teaching qualification.
- Confirmation of teaching accreditation - providing a Statement of Accreditation or other relevant confirmation of accreditation to teach by an Australian Teacher Registration Board.
Advanced standing and credit for prior learning will be assessed as part of your application.
English language requirements
DOMESTIC STUDENTS
To be eligible for admission to this course, applicants must meet the standard English language proficiency requirements for Higher Education courses at Charles Darwin University (CDU) and provide evidence as part of their application.
You can meet the minimum English language requirement by providing evidence of one of following:
| Previous study in English |
|
| AHPRA Registration | Current registration with the Australian Health Practitioner Regulation Agency (AHPRA). |
| English Test^ | Completion of an approved English Test within two years of commencement, with the minimum scores shown below. |
| Primary language pathway | Completion of six years of primary and/or secondary schooling in a recognised English-speaking country*, including at least two years between years 7-12. |
Additional information about accepted tests and the evidence requirements is available on the English language proficiency requirements page.
^English tests - approved tests and minimum scores
| Undergraduate and postgraduate pathway program requirement | Postgraduate requirement (HDR and coursework) | |
| CDU ELICOS - English for Academic Purposes | Successful completion of EAP003 | Successful completion of EAP004 |
| International English Language Testing System (IELTS) Academic test | Overall minimum: 6.0 No band below: 6.0 | Overall minimum: 6.5 No band below 6.0 |
| Pearson Test of English (PTE) Academic | Overall minimum: 50 No score below: 50 | Overall minimum: 58 No score below: 50 |
| Test of English as a Foreign Language (TOEFL) | Overall minimum: 60 Minimum writing score: 21 | Overall minimum: 79 Minimum writing score: 21 |
| Cambridge English: Advanced (CAE) | Overall minimum: 169 No skill below: 169 | Overall minimum: 176 No skill below: 169 |
Information about test validity, accepted combined test results, IELTS One Skill Retake and evidence requirements is available on the English language proficiency requirements page.
*Recognised English-speaking countries:
| Standard List | Antigua and Barbuda, Australia, Barbados, British Virgin Islands, Canada, Ireland, New Zealand, Singapore, South Africa, United Kingdom, United States of America. |
| Extended List | Bermuda, Botswana, Cayman Islands, Fiji, Kenya, Malawi, Malta, Mauritius, Seychelles, St Vincent and the Grenadines, Tanzania, Trinidad and Tobago, Vanuatu, Zimbabwe. |
All previous studies must have been delivered in English (medium of instruction was English). Applicants who have studied at an institution from a coutnry on the extended list must provide confirmation that their study was completed within the last five years.
For further details on the English requirements for CDU courses, please refer to the CDU English Language Proficiency Policy.
ATAR profile
The following table represents the ATAR and selection rank profile for applicants offered a place on the basis of their ATAR in semester 1, 2025
| ATAR based offers only | ATAR (excluding adjustment factors) | Selection Rank (ATAR plus any adjustment factors) |
|---|---|---|
| Lowest rank to receive an offer | <5 | <5 |
| Median rank to receive an offer | <5 | <5 |
| Highest rank to receive an offer | <5 | <5 |
Notes
"<5" indicates less than 5 ATAR-based offers were made.
Assumed knowledge
Must have a teaching qualification.
Charles Darwin University has arranged some great placements for me, all within 10 minutes of my home in regional New South Wales. I like that you're in a classroom early in the degree, learning the ropes. And I got to experience different types of schools, demographic areas and leadership styles.
Matt
CDU student
My lecturers and the academic staff at CDU have been very supportive in helping me develop strategies to become a competent teacher in Australia.
Sunny
CDU student
Charles Darwin University has arranged some great placements for me, all within 10 minutes of my home in regional New South Wales. I like that you're in a classroom early in the degree, learning the ropes. And I got to experience different types of schools, demographic areas and leadership styles.
Matt
CDU student
My lecturers and the academic staff at CDU have been very supportive in helping me develop strategies to become a competent teacher in Australia.
Sunny
CDU student
Course details
Inherent Requirements
There are inherent requirements for this course. Students must read and understand the requirements for this course.
Australian qualification framework
This course is recognised in the Australian Qualifications Framework at Level 7.
Student profile
The table below gives an indication of the likely peer cohort for new students in this course. It provides data on students that commenced this course and passed the census date in Semester 1, 2025.
| Applicant background (Semester one intake 2025) | No. of Students | % of all Students |
|---|---|---|
| A. Higher education study (includes a bridging or enabling course) | <5 | N/P |
| B. Vocational education and training (VET) study | <5 | N/P |
| C. Work and life experience (Admitted on the basis of previous achievement not in the other three categories) | <5 | N/P |
D. Recent secondary education
(regardless of whether this includes the consideration of adjustment factors such as equity or subject bonus points) | <5 | N/P |
(e.g. portfolio, audition, extra offer conditional on minimum ATAR) | <5 | N/P |
(e.g. special consideration, audition alone, schools recommendation scheme with no minimum ATAR requirement) | <5 | N/P |
| International students | <5 | N/P |
| All students | <5 | N/P |
Notes
"<5" - the number of students is less than 5
N/A - Students not accepted in this category
N/P - Not published: the number is hidden to prevent calculation of numbers in cells with less than 5 students.
Additional information
Contact details
For further information about the course, enrolment procedures, closing dates and other administrative issues please contact Student Central on:
You make CDU
Together we are a positive force for change in our communities and the world.
Learn about teaching at CDU
Sunny is from China studying a Master of Teaching at CDU. Hear more about her experience of studying, living, working and playing in Darwin, Northern Territory, Australia.
You make CDU
Together we are a positive force for change in our communities and the world.
Learn about teaching at CDU
Sunny is from China studying a Master of Teaching at CDU. Hear more about her experience of studying, living, working and playing in Darwin, Northern Territory, Australia.
How to apply
There are many ways to apply to CDU. The method you use depends on your course type, where you live and whether you are a new or returning student to CDU.
Remember to apply early for your best chance at securing an offer to study with us.
SATAC
SATAC is the application channel for residents of NT, ACT, SA, WA, QLD, VIC, NSW or TAS.
If you do not meet any of the criteria above please visit Pathways to study to view the options available to you.
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