Master of Teaching (Primary)

Course information for - 2024 entry

Offered at 2 locations

2 years full-time or equivalent part-time
Fees (first year)*

$4440 CSP

Start dates
Semester 1 intake: Beginning February 2024
Applications open August 2023
Midyear (Semester 2) intake: Beginning July 2024
Applications open April 2024


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. Gain the critical knowledge and skills to become a reflective, independent, and flexible teacher, able to adapt in a complex contemporary classroom environment.

Building upon the knowledge you have already gained from your previous qualification; this course will engage you with the breadth of curriculum and pedagogical knowledge required to teach children from ages five to twelve.

You will graduate classroom-ready with specialist knowledge and understanding of not only literacy and numeracy but of all learning areas of the primary school curriculum. Forming the foundations for your specialist teaching areas, previous study and learning interests will inform your 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

Achieve your goals with a scholarship.  

A generous Commonwealth Teaching Scholarship is available to support new undergraduate and postgraduate students enrolling in an initial teacher education (ITE) program to help meet the costs of their study. Learn more about eligibility and how to apply here

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.


This program has been listed on the Australian Institute for Teaching and School Leadership (AITSL) accredited programs list.


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

Course map

Open all

Please note: Course maps are subject to change.

Commencing Semester 1

  • Education Studies and Effective Teaching UnitsEDES500Foundations of Development and Learning in Australian Childhood Contexts10 cp
  • Curriculum StudiesEDEN502Foundations of Literacy Development and Children's Literature10 cp
  • Curriculum StudiesEDMA500Foundations of Mathematics and Numeracy Curriculum and Pedagogy for Children10 cp
  • Curriculum StudiesEDTE500Technologies Curriculum, Pedagogy and Assessment (F-6)

    According to your speciality: Students specialising in Science or Humanities and Social Sciences should complete EDSI600 or EDSS600 (respectively) in Semester 1 of their first year and EDTE500 in Semester 1 of their second year.

    10 cp
  • ACER Literacy and Numeracy Test for Initial Teacher Education UnitsLNTE110Literacy and Numeracy Diagnostic0 cp
  • Education Studies and Effective Teaching UnitsEDET501Effective Teaching 1: Promoting Positive Learner Engagement

    Professional Experience: 20 days

    10 cp
  • Curriculum Studies EDEN503 Reading and Writing Instruction in the Early Years (B-8) 10 cp
  • Curriculum StudiesEDHP500Health and Physical Education Curriculum, Pedagogy and Assessment (F-6)10 cp
  • Curriculum StudiesEDAR500The Arts Curriculum, Pedagogy and Assessment (F-6)10 cp
  • ACER Literacy and Numeracy Test for Initial Teacher Education Units ACER Literacy and Numeracy Test for Initial Teacher Education UnitsLNTE100 LANTITE - Literacy Test for Initial Teacher Education Students ANDACER Literacy and Numeracy Test for Initial Teacher Education UnitsLNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students

    Students must register with ACER to undertake the two LANTITE tests. 

    0 cp

Alternative unit offerings: Some units may also be offered in additional semesters from year to year.

Commencing Semester 2

Alternative unit offerings: Some units may also be offered in additional semesters from year to year.

Commencing Semester 1 - Accelerated (1.5 years) - not offered

Alternative unit offerings: Some units may also be offered in additional semesters from year to year.

Commencing Semester 2 - Accelerated (1.5 years) - not offered

Alternative unit offerings: Some units may also be offered in additional semesters from year to year.

Graduate statement


As an ACU graduate you have personal insight founded on an understanding of who you are as a professional, a citizen and a scholar. You embrace change and growth through critical self-awareness and learning autonomy. You are empowered to seek truth and meaning, drawing on the principles of justice, equity, and the dignity of all human beings.


As an ACU graduate you value human dignity and diversity. This appreciation is founded on deep reflection, and empathy. You have experience of Indigenous Knowings and perspectives and can engage respectfully when working alongside Australia's First Peoples. You can connect with people and cultures and work with community in ways that recognise the dignity of the human person and all cultures


As an ACU graduate you utilise imagination and innovation to solve problems. You critically analyse information from a range of sources to creatively solve practical problems and use critical thinking to make decisions and advance the common good. You appreciate the role of innovation and creative thinking in developing a better future for each person and community.


As an ACU graduate you recognise your responsibility to work for social justice and a sustainable world founded on a commitment to human dignity and the common good. You lead change through respectful collaboration and effective communication of ideas to diverse peoples, groups and communities in local and global contexts. You are empowered to positively impact your profession and the community.

AQF framework

Masters (Coursework) - AQF Level 9

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:

a. have successfully completed a Bachelor degree or equivalent qualification, with:

  1. subject content studies equivalent to one year of full-time study in one or more learning areas of the primary school curriculum; including
  2. subject content studies equivalent to one quarter of a year in a selected subject specialisation.

b. 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.



Applicants intending to study this course in NSW must also:

1. possess at least a Band 4 result in a prior HSC mathematics course, or

2.  have undertaken at least 0.125 EFTSL (1 unit) of mathematics/numeracy in the prior bachelor degree or equivalent qualification, or

3.  pass a bridging unit (in addition to the program’s units) that is benchmarked to a NSW Education Standards Authority HSC Band 4 in Mathematics as an ITE Entry Requirement for Primary Teaching and addresses the discipline-specific knowledge requirements for primary mathematics/numeracy as described by NSW Subject Content Knowledge Requirements. 

Disclaimer: The course entry requirements above are for 2024 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 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

Graduates may progress to masters by coursework.


Course costs

Average first year fee*

$4440 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. 

Explore your options 


 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.  

Search our scholarships  

How to apply

Domestic applicants


Apply through ACU

ACU code 1220003191


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.


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