Master of Teaching (Primary)
Course information for - 2023 entry
Offered at 2 locations
- Study mode
- Online, Multi-mode
- Duration
- 2 years full-time or equivalent part-time
- Fees (first year)*
$4120 CSP
- Start dates
-
Semester 1 intake: Not availableMidyear (Semester 2) intake: Beginning July 2023Applications open April 2023
Entry to this course is governed by the Admission to Coursework Programs Policy . The selection of course entrants is based on academic merit and satisfaction of non-academic capabilities for entry to initial teacher education. In accordance with the mission of ACU, the Faculty of Education and Arts is committed to providing access to education for a diversity of students. ACU provides a range of access and equity schemes which consider additional or alternative factors in assessing applicants, including applicants of Aboriginal or Torres Strait Islander descent.
Overview
The Master of Teaching (Primary) is a graduate entry, pre-service teacher education course for those who want to qualify as a primary school teacher. Become a primary school teacher who is reflective, independent and a flexible thinker. Learn how to apply your skills to improve learning outcomes for students from ages five to twelve.
This course will enable you to engage with the breadth of curriculum and pedagogical knowledge required by a primary classroom teacher. You will graduate with specialist knowledge and understanding of not only literacy and numeracy but of all learning areas of the primary school curriculum. Building on your undergraduate studies, you will develop a teaching specialisation in an area of the primary curriculum from these options:
- English and Literacy
- Mathematics and Numeracy
- Science
- Humanities and Social Sciences
- The Arts
- Technologies
- Health and Physical Education
Professional experience
Students must complete a minimum of 60 days professional experience during which time they are required to be available full-time.
Work placement
Professional experience units are planned as a specific sequence allowing for progressive development of both classroom-based proficiency and an understanding of the relevance of theory to practice and practice to theory. The practicum will be supported by other forms of in-school experiences, such as school-based tutorials and workshops.
Certain prerequisite or co-requisite units are required before students are placed in schools.
Supervised professional experience is at the heart of all our pre-service teacher education courses and the Faculty will find appropriate placements to suit the needs of your course. Placements will usually be arranged for the scheduled placement period in the professional experience calendar though this may not always be possible.
Professional recognition
Graduates are eligible for registration as a primary school teacher in government, independent, and Catholic schools or other faith-based schools. If you wish to teach in a Catholic primary school you will be required to have a Graduate Certificate in Religious Education qualification or equivalent (this may vary by diocese). You can study this concurrently with your master's degree at ACU.
Accreditation
This program has been listed on the Australian Institute for Teaching and School Leadership (AITSL) accredited programs list.
Careers
Our graduates have pursued careers in:
- primary school education
- academia
- religious education
- education research
- play education specialist
- learning designer
- adult learning
- curriculum development
- education consulting
- government education policy making
Course details
Course structure
To complete the Master of Teaching (Primary), a student must complete 160 credit points (cp).
Sample program map
| Year - Study period | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 |
|---|---|---|---|---|---|
Yr 1 - Semester 1 | EDES500 Foundations of Development and Learning in Australian Childhood Contexts | EDEN500 Foundations of Literacy and Childrens Literature for Early Reading data-versionlabel=2 > | EDMA500 Foundations of Mathematics and Numeracy Curriculum and Pedagogy for Children data-versionlabel=2 > | EDTE500 Technologies Curriculum, Pedagogy and Assessment (F-6) data-versionlabel=2 > | LNTE110 Literacy and Numeracy Diagnostic AND LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students AND LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students |
Y1 - Semester 2 | EDET501 Effective Teaching 1: Promoting Positive Learner Engagement data-versionlabel=2 > | EDEN501 English Curriculum, Pedagogy and Assessment 1 data-versionlabel=2 > | EDHP500 Health and Physical Education Curriculum, Pedagogy and Assessment (F-6) data-versionlabel=2 > | EDAR500 The Arts Curriculum, Pedagogy and Assessment (F-6) data-versionlabel=2 > | |
Yr 2 - Semester 1 | EDET610 Effective Teaching 2: Advanced Pedagogy and Leadership in English and Literacy OREDET611 Effective Teaching 2: Advanced Pedagogy and Leadership in Mathematics and Numeracy OREDET612 Effective Teaching 2: Advanced Pedagogy and Leadership in Science Education data-versionlabel=2 > OREDET613 Effective Teaching 2: Advanced Pedagogy and Leadership in Humanities and Social Sciences data-versionlabel=2 > OREDET614 Effective Teaching 2: Advanced Pedagogy and Leadership in The Arts data-versionlabel=2 > OREDET615 Effective Teaching 2: Advanced Pedagogy and Leadership in Technologies data-versionlabel=2 > OREDET616 Effective Teaching 2: Advanced Pedagogy and Leadership in Health and Physical Education data-versionlabel=2 > | EDES600 Aboriginal and Torres Strait Islander Histories, Cultures and Education | EDSI600 Science Curriculum, Pedagogy and Assessment (F-6) data-versionlabel=2 > | EDSS600 Humanities and Social Sciences Curriculum, Pedagogy and Assessment (F-6) data-versionlabel=2 > | |
Yr 2 - Semester 2 | EDET603 Effective Teaching 3: Teacher Inquiry and Evidence-based Practice data-versionlabel=2 > | EDES601 Special Education and Inclusive Practice data-versionlabel=2 > | EDEN602 English Language and Literacy Curriculum, Pedagogy and Assessment 2 data-versionlabel=2 > | EDMA602 Mathematics Curriculum, Pedagogy and Assessment 2 data-versionlabel=2 > |
This is a sample program only and units will vary depending on your campus and mode of study. Please refer to the handbook for the prerequisite units and the current listing.
Students commencing semester 1 2023
AQF framework
Exit Points
A student who has successfully completed the following requirements may exit from the course with that qualification. Note that none of these qualifications qualify a student to teach in Australia.
1.Graduate Diploma in Educational Studies: 80 cp from the Schedule of Unit Offerings
2.Graduate Certificate in Educational Studies: 40 cp from the Schedule of Unit Offerings.
A student who does not meet the LANTITE requirements may exit with the Graduate Diploma in Educational Studies or Graduate Certificate in Educational Studies if they meet the requirements of those awards.
Additional course information
Non-academic assessment - suitability for teaching
Applicants who apply for entry into this initial teacher education course will be required to complete a non-academic assessment. The assessment is to demonstrate suitability for teaching and will be part of your application when applying for admission into this course. Please visit our Suitability for teaching page for more information.
Literacy and Numeracy Test in Initial Teacher Education (LANTITE)
Students will be required to demonstrate they have achieved approved benchmarks in literacy and numeracy as demonstrated through the Literacy and Numeracy Test in Initial Teacher Education (LANTITE). Successful completion of LANTITE is a requirement for course completion.
If you have started your ITE course at another institution and wish to transfer to ACU to complete your studies, please be sure that you have read and understand the requirements for receiving credit for previous studies and those on completing LANTITE.
Entry requirements
An applicant must also comply with the Admission to Coursework Programs Policy.
To be eligible for admission to the course, an applicant must:
- have successfully completed a Bachelor degree or equivalent qualification, with:
- subject content studies equivalent to one year of full-time study in one or more learning areas of the primary school curriculum; including
- subject content studies equivalent to one quarter of a year in a selected subject specialisation.
- demonstrate suitability for teaching as evidenced by completion of the relevant State assessment which will be provided in the application process.
International applicants need to meet the English Language Proficiency requirements as defined in the Admission to Coursework Programs Policy.
Any applicant who completed a Bachelor degree outside Australia should review the Admission to Coursework Programs Policy to determine if they are required to meet additional English Language Proficiency requirements for entry into the course.
Any applicant who completed a Bachelor degree outside Australia intending to seek teacher registration in Australia should check with state registration bodies to confirm English Language Proficiency requirements for teacher registration.
Disclaimer: The course entry requirements above are for 2023 Admission.
English language requirements
International English Language Testing System (IELTS)
- No score less than 7 in reading and writing. No score less than 8 in listening and speaking.
Pearson Test of English (PTE)
- A minimum of 65 in reading and writing and a minimum of 79 in listening and speaking
Test of English as a Foreign Language – Academic (TOEFL)
- No score less than 24 in reading, 27 in writing, 28 in listening and 26 in speaking
ACU English Language Test
- A++ (85 or above)
Cambridge Advanced English (CAE)
- A minimum of 185 in reading and writing and 200 in listening and speaking.
Inherent requirement
There are essential components of a course or unit that demonstrate the capabilities, knowledge and skills to achieve the core learning outcomes of that course or unit. You will need to be able to meet these inherent requirements to complete your course.
Learn more about inherent requirements for your course and how they affect you
Pathways
Pathways into course for applicants with previous study and/or life experience
The Master of Teaching (Primary) is a postgraduate course with specific requirements of entry related to accreditation and teacher registration requirements. Credit and recognition of prior learning (RPL) are available.
Further study
Master of Teaching (Primary) is a pathway to doctoral studies.
Fees
Course costs
$4120 CSP
All costs are calculated using current rates and are based on a full-time study load of 40 credit points (normally 4 units) per semester.
A student’s annual fee may vary in accordance with:
- the number of units studied per semester;
- the choice of major or specialisation; and
- elective units.
The University reviews fees annually.
Payment options
You should be able to concentrate on getting good marks instead of worrying about how you’ll pay your fees. We have a number of options that can help you ease the financial burden, including government assistance, scholarships and income support.
Scholarships
You could be eligible for one of the hundreds of scholarships we award each year to help students from across the university with the cost of studying, accommodation or overseas study opportunities. Some of our scholarships are awarded on the basis of merit, but these aren’t just for the academically gifted; ACU also recognises excellence in community engagement and leadership. We also offer a range of scholarships for those who may be struggling financially or who have faced other barriers to accessing education.
How to apply
Domestic applicants
Deferment
No deferment available.
Staff Profile
Kim Rowston
Senior Lecturer (Education), School of Education NSW/ACT - Strathfield
Mrs Kim Rowston is a senior lecturer in the National School of Education based at ACU’s Strathfield Campus. She joined ACU in 2012 and specialises in technologies education curriculum with a focus on fostering pre-service teachers’ understanding and skills to create meaningful learning through the authentic integration of technology pedagogy. She is also particularly interested in social cognitive theory. Prior to working at ACU, Mrs Rowston initially trained as a technology and applied studies teacher and has 25 years teaching experience in both state and independent schools. During this time, she has held various leadership roles and played a significant part in the design and implementation of integrated STEM cross-curriculum programs. In 1996, Mrs Rowston completed her Master of Education (Computers in Education), and in 2020 she will complete her PhD focusing on technology integration beliefs and practice of career-change pre-service teachers. Mrs Rowston has published many academic papers; her most recent journal article being Reciprocal causation and the effect of environmental determinants upon the technology beliefs and practice of career-change pre-service teachers (2020). She is also a professional member of the Australian Technologies Teacher Educators Network, as well as the Australian Association of Research in Education (AARE).
Dr Anne Scott
Senior Lecturer (English Education), Course Coordinator, Master of Teaching (Primary), School of Education VIC - Melbourne
Dr Anne Scott is a senior lecturer at Australian Catholic University. She was a primary school teacher for fourteen years and held various curriculum leadership roles. Currently, she teaches undergraduate and postgraduate units as well as supervising postgraduate research students in the School of Education (Victoria). In 2009, Dr Scott won the Faculty of Education Excellence in Teaching Award and in 2010 an Australian Learning and Teaching Citation. Dr Scott continues to work closely with teachers in the areas of literacy and numeracy education. At present Dr Scott is a member of a team investigating children’s uses of technology in their everyday lives to consider the changing needs of students’ learning in the 21st Century. Since 2008, Dr Scott has worked with Professor Philip Clarkson and Dr Andrea McDonough researching teacher change linked to the Contemporary Teaching and Learning Mathematics Project (CTLM). A key feature of this activity is the partnership fostered with teachers to support and enhance professional learning as teachers capture and reflect on video snippets of their classroom practice.