Course information for - 2021 entry

Offered at 2 locations

Study mode
Fees (first year)*
$3944 Commonwealth Supported
Start dates
Semester 1 - February , Semester 2 - To be advised


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 in primary schools. The Master of Teaching (Primary) is a graduate entry, preservice teacher education course for those who want to become primary school teachers.

This course will enable you to engage with the breadth of curriculum and pedagogical knowledge required by a generalist primary classroom teacher combined with specialist knowledge and understanding of not only literacy and numeracy but other learning areas of the primary school curriculum. Delivered on campus, this course is made up of face-to-face, online and intensive units, and block placements in primary schools, offering flexible learning delivery to meet your needs.


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

To complete the Master of Teaching (Primary), a student must complete 160 credit points (cp).

View course rules

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, consisting of:

  1. 40 cp from Education Studies;
  2. 40 cp from Curriculum Studies.

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.

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:

  1. have successfully completed a Bachelor degree or equivalent qualification, with subject content studies equivalent to one year full-time study in one or more learning areas of the primary school curriculum[1];
  2. demonstrate suitability for teaching as evidenced by completion of an assessment available in the relevant State at the time of application.

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.

Additional Approvals

All students enrolled must have the appropriate approvals before they may enter a classroom.

These are: Blue Card (Qld), Working with Vulnerable People (ACT) or Working with Children Check (NSW and Vic). International students must provide a police check from their home country. All students who have lived in another country for twelve months or more must provide a police check from that country for that period.

Disclamer :The Course entry requirements above are for 2021 Admission.

English language requirements

No score less than 7 in reading and writing. No score less than 8 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


Further study

Master of Teaching (Primary) is a pathway to doctoral studies.

Additional course information

Students can enrol in units to be studied online and this course may be completed in accelerated mode in 18 months at some campuses.

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.


Course costs

Average first year fee*

$3944 Commonwealth Supported

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


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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