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Master of Primary Teaching (EDM001.1)
Please note these are the 2023 details for this course
| Selection rank | Delivery mode | Location | Duration |
|---|---|---|---|
| PG | Blended On campus |
Bruce, Canberra |
2.0 years |
| Faculty | Discipline(s) | Available teaching periods | UAC code |
| Faculty of Education | Academic Program Area - Education |
View teaching periods | 880421 |
| Fees | English language requirements | ||
|
|
View requirements | ||
English language requirements
There are non-standard English language requirements for this course. To be eligible you must have an overall IELTS Academic score of 7.5, a score of not less than 8.0 in both speaking and listening, and no band score below 7.0. All candidates must present the stated IELTS prior to admission unless they have undertaken senior secondary studies or a minimum of three years of study in a completed undergraduate degree from one of the following countries: Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland. Only non-IELTS test variations are: International Second Language Proficiency Ratings (ISLPR) score of 4 in all areas, or Professional English Assessment for Teachers (PEAT) assessment of A in all areas.
Delivery mode
Blended: Mixture of online and on campus units are available.
On campus: Units are delivered on campus.
Online: All units are online.
Online Plus: Units are available online, except where attendance at a physical location is required for placement or professional accreditation.
Location
All course material is developed and delivered via the location listed. Online units do not require on campus attendance.
Selection rank
The selection rank is the minimum ATAR plus adjustment factors required for admission to the program in the previous year. This is an indicative guide only as ranks change each year depending on demand.
Fees disclaimer
The fees shown are the indicative annual fee rates for the course, based on a standard full-time enrolment of 24 credit points across a year. Fees are assessed at unit level, according to their field of education and credit point value.
If you are offered a Commonwealth Supported Place (CSP) for this course, you will be liable for a Student Contribution Amount instead of domestic tuition fees.
You won’t need to submit a separate application for a CSP – you will automatically be assessed for eligibility when you apply for admission to the course. Information on Commonwealth Supported Places, HECS-HELP and how fees are calculated can be found here.
Please note: Course fees are assessed annually and are subject to change.
| Academic entry requirements | Delivery mode | Location | Duration |
|---|---|---|---|
| On campus |
Bruce, Canberra |
2.0 years | |
| Faculty | Discipline(s) | Available teaching periods | CRICOS code |
| Faculty of Education | Academic Program Area - Education |
View teaching periods | 097656B |
| Fees | English language requirements | ||
|
|
View requirements | ||
Fees disclaimer
Annual fee rates
The fees shown are the annual fee rates for the course. The annual rate is the fee that applies to standard full-time enrolment, which is 24 credit points. The final fee charged is based on the proportion of 24 credit points in which a student enrols. Information on how fees are calculated can be found here.
Please note: Course fees are assessed annually and are subject to change.
Delivery mode
Blended: Mixture of online and on campus units are available.
On campus: Units are delivered on campus.
Online: All units are online.
Online Plus: Units are available online, except where attendance at a physical location is required for placement or professional accreditation.
English language requirements
There are non-standard English language requirements for this course. To be eligible you must have an overall IELTS Academic score of 7.5, a score of not less than 8.0 in both speaking and listening, and no band score below 7.0. All candidates must present the stated IELTS prior to admission unless they have undertaken senior secondary studies or a minimum of three years of study in a completed undergraduate degree from one of the following countries: Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland. Only non-IELTS test variations are: International Second Language Proficiency Ratings (ISLPR) score of 4 in all areas, or Professional English Assessment for Teachers (PEAT) assessment of A in all areas.
Location
All course material is developed and delivered via the location listed. Online units do not require on campus attendance.
Academic entry requirements
To study at ºÚÁϳԹÏÍø, you’ll need to meet our academic entry requirements and any admission requirements specific to your course. Please read your course admission requirements below. To find out whether you meet ºÚÁϳԹÏÍø’s academic entry requirements, visit our academic entry requirements page.
Educate and inspire a new generation of young Australians
If teaching is your passion, then the Master of Primary Teaching course will prepare you for a long and fulfilling career in education while giving you the skills, qualifications and experience to work across all areas of the primary school curriculum.
This two-year, fully accredited by the ACT Teacher Quality Institute (TQI) program provides foundation knowledge along with work integrated learning opportunities that include: workshops, simulations, microteaching, problem-based learning and case study analysis.
Designed around a central focus of pedagogical content knowledge (PCK), this course delivers a teaching strategy that creates student-specific learning curriculums based on many education principles, social, cultural and intellectual environments and students’ individual needs.
This course also includes an Aboriginal and Torres Strait Islander component that ensures Indigenous ways of knowing and learning are both considered and appropriately incorporated into the study program.
Study a Master of Primary Teaching at ºÚÁϳԹÏÍø and you will:
- develop a high level of theoretical, practical, cultural and ethical teaching methods
- be able to implement teaching strategies designed to improve individual and collective knowledge
- gain a comprehensive understanding of teaching principles from Australian and International perspectives
- possess a deeper appreciation of Indigenous learning, development, and understanding
- complete 60 days of professional teaching experience
- have access to an extensive network of industry mentors and contacts
- be officially acknowledged as holding a Master of Primary Teaching degree that’s accredited by the Teacher Quality Institute (TQI) and recognised right around the world.
Work Integrated Learning (WIL)
WIL is a vital component of this course and each year you will participate in 60 days of placements in partner primary schools in and around the Canberra area.
Each of these placements will give you the opportunity to gain hands-on experience and use your new knowledge in real life teaching environments – with the full support and encouragement of education mentors.
This course places emphasis on ensuring that you, as a student teacher, understands and appreciates your students; and your personal development concerning educational learning, professional workplace engagement, and improving personal and professional outcomes.
This placement approach ensures that each ºÚÁϳԹÏÍø student graduates with a unique and wide-ranging network of education-related mentors and contacts.
Note: Students must obtain a Working with Vulnerable People Check before their first placement.
Career opportunities
The ºÚÁϳԹÏÍø Master of Primary Teaching course is an internationally recognised qualification that will enable graduates to pursue a wide range of employment opportunities across Australia and the world, including:
- primary school teacher
- principal
- relief teacher
- adult educator
- children’s author
- curriculum adviser
- flexible learning developer
- professional trainer, coach or tutor
- life coach or development executive
- international school teacher
- lecturer
- education entrepreneur
- foreign aid worker/educator
- academia, including pedagogy researcher
- policy design and implementation.
Course-specific information
External Accreditation requires a robust Professional Experience component of all initial teacher education courses; and all students must pass a moderated Teaching Performance Assessment, conducted in the workplace, to graduate from the course.
Professional accreditation
This course is registered by the ACT Teacher Quality Institute (TQI) and recognised as a teaching qualification throughout Australia.
Please be advised that Applications closes three (3) weeks before the start of semester and offer must be accepted one (1) week before the start of semester.
Entrants to graduate entry programs have a discipline-specific bachelor or equivalent qualification relevant to the Australian Curriculum or other recognised areas of schooling provision including for primary teaching, at least one year of full-time equivalent study relevant to one or more learning areas of the primary school curriculum.
Note: Enrolment into the full-time or part-time study is conditional on the study patterns being followed. Any variation to these patterns must be approved BEFORE enrolment by the respective Faculty of Education Program Director.
Additional admission requirements
All applicants will be required to attend a Course Advice and Suitability for the Profession Interview (CASPI) at which their suitability for the teaching profession will be assessed. Applicants are expected to attend the interview date and time offered to them.
Additional Teacher Registration requirements:
Students are also advised that there are English Language requirements for employment in Australia that can be met through the completion of four full years (or part time equivalent) of tertiary study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, or through completing an International English Language Testing System (IELTS) assessment or an equivalent English language proficiency assessment and having attained an overall IELTS (or equivalent) test score of 7.5 with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing.
Assumed knowledge
None.
Periods course is open for new admissions
| Year | Location | Teaching period | Teaching start date | Domestic | International |
|---|---|---|---|---|---|
| 2024 | Bruce, Canberra | Semester 1 | 05 February 2024 | ||
| 2024 | Bruce, Canberra | Semester 2 | 29 July 2024 | ||
| 2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | ||
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | ||
| 2026 | Bruce, Canberra | Semester 1 | 02 February 2026 | ||
| 2026 | Bruce, Canberra | Semester 2 | 27 July 2026 |
Credit arrangements
There are currently no formal credit transfer arrangements for entry to this course. Any previous study or work experience will only be considered as part of the application process in accordance with current course rules and university policy.
Master of Primary Teaching (EDM001) | 48 credit points
- From 2023, 11918 Language, Literacy and Literature 1 G has replaced 11342 How the English Language Works G.
- From 2023, 11919 Language, Literacy and Literature 2 PG has replaced 11345 Scaffolding Literacy and Language in the Classroom PG.
- From 2023, 11920 Teaching Primary Australian Curriculum - Technologies PG has replaced 11339 Information and Communication Technology Literacy in Primary Education PG.
- From 2023, 11921 Teaching Primary Science PG has replaced 11338 Teaching Primary Science and Technology PG.
In addition to course requirements, in order to successfully complete your course you must meet the inherent requirements. Please refer to the inherent requirements statement applicable to your course
ºÚÁϳԹÏÍø - Canberra, Bruce
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Course duration
Standard 2 years full time or part-time equivalent. Maximum 6 years from date of enrolment to date of course completion.
Learning outcomes
| Learning outcomes | Related graduate attributes |
|---|---|
| Apply knowledge drawn from theory, research and students, to meet and enhance the academic and sociocultural learning needs of primary school students (K-6) from diverse backgrounds. | ºÚÁϳԹÏÍø graduates are professional: Employ up-to-date and relevant knowledge and skills; and work collaboratively as part of a team, negotiate, and resolve conflict. |
| Show high-levels of knowledge and skills associated with effective planning, delivery and assessment of teaching and K-6 student learning, and personal literacy and numeracy competencies needed at the Graduate career stage of the Australian Professional Standards for Teachers. | ºÚÁϳԹÏÍø graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; and display initiative and drive, and use their organisational skills to plan and manage their workload. ºÚÁϳԹÏÍø graduates are global citizens: Communicate effectively in diverse cultural and social settings; and make creative use of technology in their learning and professional lives. |
| Assess and reflect on K-6 student learning across a range of subject areas, and collect and use various data to support judgements of, and future planning for student learning. | ºÚÁϳԹÏÍø graduates are professional: Communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; and display initiative and drive, and use their organisational skills to plan and manage their workload. ºÚÁϳԹÏÍø graduates are global citizens: Adopt an informed and balanced approach across professional and international boundaries. ºÚÁϳԹÏÍø graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; and evaluate and adopt new technology. |
| Create, manage and maintain supportive, positive, respectful and safe learning environments, including ICT safety. | ºÚÁϳԹÏÍø graduates are professional: Communicate effectively; and work collaboratively as part of a team, negotiate, and resolve conflict. ºÚÁϳԹÏÍø graduates are global citizens: Make creative use of technology in their learning and professional lives; and behave ethically and sustainably in their professional and personal lives. ºÚÁϳԹÏÍø graduates are lifelong learners: Evaluate and adopt new technology. |
| Demonstrate through appropriate evidence effective and professional engagement with colleagues, parent/carers and the community. | ºÚÁϳԹÏÍø graduates are professional: Communicate effectively; and take pride in their professional and personal integrity. ºÚÁϳԹÏÍø graduates are global citizens: Behave ethically and sustainably in their professional and personal lives. |
| Engage in critical and reflective research and practice using local, national and international research. | ºÚÁϳԹÏÍø graduates are professional: Use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems. ºÚÁϳԹÏÍø graduates are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; and communicate effectively in diverse cultural and social settings. |
| Demonstrate an understanding of their place as a global citizen and an ability to reflect on Primary teaching as an international professional practice, and important issues facing contemporary education. | ºÚÁϳԹÏÍø graduate are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; and communicate effectively in diverse cultural and social settings. |
Placements requirements
All students enrolled in programs of initial teacher education are required to complete the statutory checks for working in the school environment that exist in any state or territory where they undertake school based activity. Please note that all students commencing or continuing an initial teacher education course are required to successfully complete both components of the Literacy and Numeracy Test for Initial Education Students (LANTITE) during their degree. More information about the LANTITE can be found at: https://teacheredtest.acer.edu.au/ All students enrolled in an initial teacher education course are also required to successfully complete all components of a Teacher Performance Assessment (TPA) tool integrated into final-level school-based placements and associated units of study.
Awards
| Award | Official abbreviation |
|---|---|
| Master of Primary Teaching | MTeachPrim |
Enquiries
| Student category | Contact details |
|---|---|
| Prospective Domestic Students | Email study@canberra.edu.au or Phone 1800 UNI CAN (1800 864 226) |
| Prospective International Students | Email international@canberra.edu.au or Phone +61 2 6201 5342 |
| Current and Commencing Students | Please contact the University Student Centre by Email student.centre@canberra.edu.au or Phone 1300 301 727 |
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