Viewing Course History

The information below is relevant from 07/03/2016 to 04/03/2018
Click Here to view current information

CC45 - Master of Teaching (Primary)

Overview

Course Overview

The Master of Teaching (Primary) course is an initial teacher education course that will prepare you to demonstrate the Australian Professional Standards for Teachers (Graduate Career Stage) with evidence and qualify you for professional registration with the Queensland College of Teachers, the administering body in Queensland.

The Master of Teaching (Primary) will enable you to teach across the Australian Curriculum. Within Accreditation requirements, the required Australian Curriculum to be covered includes:

  • Science
  • English
  • Mathematics
  • Humanities and Social Sciences (Including Geography (Foundation – Year 6), History (Foundation - Year 6), Civics and Citizenship (Year 3 Year 6), and Business and Economics (Year 5 – Year 6) )
  • Technologies
  • The Arts
  • Health and Physical Education

In addition to building the professional knowledge and skills required to teach, the course is designed to foster dispositions for engaging in and contributing to the teaching profession through a commitment to ongoing professional learning.

The course is structured to include work-integrated learning in each term of study.

The design of this course utilises CQUniversity’s 3 Term structure, therefore a 2 year volume of learning Master course can be completed in 1.5 years. A part-time pathway is also available and is to be completed as a minimum of two units per term as per the part-time course structure provided.

To be eligible for teacher registration, students in this course are required to undertake and pass the National Literacy and Numeracy Test for Initial Teacher Educators (ITE) prior to graduation.

Career Information

The Master of Teaching (Primary) is an initial postgraduate pre-service teacher education program for those who aim to pursue a career as a primary school teacher. Graduates are qualified to teach from Foundation (Preparatory) to Year 6.


The Master of Teaching (Early Childhood) is an initial postgraduate pre-service teacher education program for those who aim to pursue a career as an Early Childhood teacher in primary schools from Prep to Year 2 and in early childhood settings (long day care settings and kindergartens/pre-prep).


Graduates of the course can apply for registration with the Queensland College of Teachers and are qualified to teach in state, Catholic and Independent schools throughout Australia. Additionally the Master of Teaching (Early Childhood) is accredited with the Australian Children's Education and Care Quality Authority (ACECQA) to enable graduates to work in long day care settings and kindergartens with children from birth to school age.


The course is also recognised as a teaching qualification for employment in educational settings internationally, however additional requirements may apply in some locations.


Graduates of this course have developed significant skills that enhance employment opportunities in other sectors. In combination with work experience and personal qualities, graduates may pursue employment in a variety of career paths including:


  • government departments (e.g. children's services, family services, education and health)
  • education administration
  • community development roles
  • workplace training developers

Course Details
Duration 1.5 years full-time or 2.5 years part-time
Credit Points that Must be Earned 96
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 6 points of credit or multiples thereof (e.g. 12, 18, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) MTeach (Primary)
AQF Level Level 9: Masters Degree (Coursework)

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 2 - 2022

Online

Term 1 - 2022

Online

Term 2 - 2021

Online

Term 1 - 2021

Online

Term 2 - 2020

Online

Term 1 - 2020

Online

Term 1 - 2019

Online

Term 1 - 2018

Distance

Term 1 - 2017

Distance

Term 1 - 2016

Distance

Term 1 - 2015

Only the Primary major in this program is available in 2015.
Distance
Show All

International Availability

Term 2 - 2022

Sorry, no international availabilities found.

Term 1 - 2022

Sorry, no international availabilities found.

Term 2 - 2021

Sorry, no international availabilities found.

Term 1 - 2021

Sorry, no international availabilities found.

Term 2 - 2020

Sorry, no international availabilities found.

Term 1 - 2020

Sorry, no international availabilities found.

Term 1 - 2019

Sorry, no international availabilities found.

Term 1 - 2018

Sorry, no international availabilities found.

Term 1 - 2017

Sorry, no international availabilities found.

Term 1 - 2016

Sorry, no international availabilities found.

Term 1 - 2015

Only the Primary major in this program is available in 2015.
Sorry, no international availabilities found.
Show All
For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information.
Entry Requirements

To be eligible for entry into the Master of Teaching (Primary) course all applicants must have completed a 3 year non-education Bachelor degree or equivalent from a university or college.

Applicants must have successfully completed at least 8 units of discipline studies (at least one year of full-time-equivalent study) relevant to one or more learning areas of the primary school curriculum.

The learning areas are:

  • English
  • Mathematics
  • Science
  • History
  • Geography
  • The Arts
  • Civics and Citizenship
  • Economics and Business
  • Health and Physical Education
  • Technologies

Applicants with degrees completed overseas must provide evidence to support that their qualifications are equivalent to an Australian 3 year Bachelor degree.

Applicants who cannot demonstrate they have completed a Bachelor degree will be refused entry to the course.

The GPA within the Bachelor degree must be at least 4.0.

Please note: Applicants with undergraduate degrees that were obtained ten or more years ago will need to supply certified evidence of current relevant professional work experience in the area of their speciality eg. letters from employers. This experience must link to their previous undergraduate study.

English Language Proficiency for Teacher Registration

From 1 January, 2013, the Australian Institute for Teaching and School Leadership (AITSL) introduced changes to the assessment criteria for English language proficiency to be consistent with teacher registration requirements in Australian states and territories.

In addition to the academic prerequisites listed, international applicants are required to have an acceptable level of competency in writing, reading, speaking and understanding English. For entry to this course, applicants will be required to have an IELTS Test Report Form (TRF) that shows an overall IELTS (or equivalent) score of 7.5, with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening.

All applicants who have completed their undergraduate degree at an overseas institution (excluding countries: Australia, NZ, UK, USA, Canada, Republic of Ireland) must also provide evidence of English Language Proficiency adhering to the same average scores as outlined above for entry to this course.

The IELTS test scores must appear on a single IELTS TRF and be the result of a test undertaken during the 12 month period prior to submitting an application.

NOTE: This course can only be studied within Australia.

Written Statement

All applicants must provide a brief written statement with their application which includes the following:

  • State why they have chosen primary school teaching as a career.
  • List any previous teaching experience.
  • Indicate how their undergraduate study applies to the learning areas of the primary school curriculum.
Security Requirements
No information available at this time
Health Requirements
No information available at this time
Assumed Knowledge

N/A

Fees and Charges
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards CC34 - Graduate Diploma of Teaching
Professional Accreditation Not applicable
Learned Society Accreditation Not applicable

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

EDFE20035 - This is the second in-school placement for Master of Teaching pre-service teachers. This unit includes a 20 day teaching block in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis unit are outlined in the Information and Reporting Booklet supplied to mentor teachers in schools. Pre-service teachers participate in tutorials to build both theoretical and practical knowledge of the strategies teachers use to create positive, organised classroom environments that support wellbeing, engagement and learning. They analyse the impact of different approaches to classroom management on student learning and apply their understanding of motivation, relationship building and engagement to plan proactively for the safety, support, inclusion and self-regulation of all learners during the school placement. Pre-service teachers apply knowledge gained from curriculum units they have studied to plan, implement and evaluate lesson sequences that incorporate a range of teaching strategies and resources and a range of ICTs to improve student outcomes. Pre-service teachers compile a working portfolio as a collection of evidence for demonstrating set tasks that are linked explicitly to the Australian Professional Standards for Teachers (Graduate Career Stage). Pre-service teachers monitor their professional learning through critical reflection and by selecting evidence of their practice that demonstrates focus areas of the Australian Professional Standards for Teachers to add to their e-portfolios. Pre-service teachers must pass the practical placement to pass the unit.
EDFE20036 - This is the third in-school placement for Master of Teaching pre-service teachers. This unit includes a 20 day teaching block in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis unit are outlined in the Information and Reporting Booklet supplied to mentor teachers in schools. Pre-service teachers participate in tutorials to build both theoretical and practical knowledge of learning, teaching and planning. A focus is on observing teaching and learning; gathering, interpreting and using information about learners as the basis for planning and teaching; communicating effectively in educational environments; and theory and skills for effective communication, negotiation, and conflict resolution as applicable to learning environments and teacher-student interactions. The ethical tensions that arise in learning environments and ways of dealing with these dilemmas is also covered. A major emphasis of this unit is the development of the disposition for ongoing professional learning through reflection on the professional role and responsibilities of teachers and evaluation of models of effective teaching practice. Pre-service teachers compile a working portfolio as a collection of evidence for demonstrating set tasks that are linked explicitly to the Australian Professional Standards for Teachers (Graduate Career Stage). Pre-service teachers monitor their professional learning through critical reflection and by selecting evidence of their practice that demonstrates focus areas of the Australian Professional Standards for Teachers to add to their e-portfolios. Pre-service Teachers must pass the practical placement to pass the unit.
EDFE20037 - This is the final in-school placement for Master of Teaching pre-service teachers. This unit includes a 25 day internship in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis unit are outlined in the Mentor Teacher Guidelines Booklet supplied to mentor teachers in schools. Pre-service teachers receive an “Internship Authorisation” from the Queensland College of Teachers to be eligible to adopt up to but not exceeding 50% of the mentor teacher’s working load and engage in team teaching with the mentor for the remaining 50%. The internship provides a period of sustained professional practice during which interns can consolidate the link between theory and practice. Interns will build upon their existing skills, enabling them to become autonomous, reflective, collaborative professionals ready to enter the teaching profession. Interns will develop and demonstrate the professional, ethical and values-based standards and competencies required of beginning teachers. Pre-service teachers submit evidence of demonstrating the professional standards at Graduate Career Stage to the mentor teacher and university staff member responsible for Professional Praxis 4. Mentor teachers are responsible for verifying the evidence statement. On completion of the internship, pre-service teachers present selected aspects of their final e-portfolio to an audience of their peers and other pre-service teachers at a time arranged by the unit coordinator. Distance students complete this activity via Blackboard Collaborate.
EDFE20034 - This is the first in-school placement for Master of Teaching pre-service teachers. This unit includes a 20 day teaching block in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis unit are outlined in the Information and Reporting Booklet supplied to mentor teachers in schools. Pre-service teachers participate in tutorials to build both theoretical and practical knowledge of learning, teaching and planning. A focus is on observing teaching and learning; gathering, interpreting and using information about learners as the basis for planning and teaching; communicating effectively in educational environments; and reflecting on practice. A major emphasis of this unit is the development of the disposition for ongoing professional learning through reflection on the professional role and responsibilities of teachers and evaluation of models of effective teaching practice. Pre-service teachers compile a working portfolio as a collection of evidence for demonstrating set tasks that are linked explicitly to the Australian Professional Standards for Teachers (Graduate Career Stage). Pre-service teachers monitor their professional learning through critical reflection and by selecting evidence of their practice that demonstrates focus areas of the Australian Professional Standards for Teachers to add to their e-portfolios. Pre-service teachers must pass the practical placement to pass the unit.

Previous and Current Enrolments

Year Number of Students
2021 179
2020 157
2019 111
2018 98
2017 105
Inherent Requirements
There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained in educational settngs as private and confidential.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
  • Demonstrating the applicable codes of ethics as they apply in the practice of education.
  • Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
  • Receiving a positive notice resulting from a Working With Children check.
Behavioural Stability

Examples are:

  • Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
  • Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
  • Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and Professional Practice settings while refraining from the use of words/actions that show intolerance of difference.
  • Successfully demonstrating the ability to manage challenging behaviours during Professional Practice placements to create and maintain safe and supportive learning environments.
  • Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
  • Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.
Legal Compliance

Examples are:

  • Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Graduate Career Stage).
  • Complying with relevant child protection and safety legislation and report any notifiable concerns to your professional experience supervisor.
  • Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
  • Understanding and adhering to professional policy around the use of social media.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples area:

  • Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
  • Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
  • Listening to other's point of view and actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning during Professional Practice placements.
  • Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
  • Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings during Professional Practice placements.
  • Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
  • Recognising and interpreting non-verbal cues of supervising teachers, students, members of the broader school community and responding appropriately, sensitively and supportively to these cues during Professional Practice placements.
  • Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
  • Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
  • Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally in Professional Practice placement contexts.
  • Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Completing academic learning activities and assessment tasks within reasonable set timeframes.
  • Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements for the effective enactment of Professional Practice in educational settings.
  • Interpreting student assessment data to determine learning needs and modifying teaching practice during Professional Practice placements in educational settings.
  • Applying knowledge of policy and procedures in educational practice.
  • Listening actively to information within a variety of academic and practical situations.
  • Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
  • Reading and accurately interpreting information related to school and teaching contexts.
  • Completing documentation that is accurate, clear and concise.
  • Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning during Professional Practice placements.
  • Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence during placements.
  • Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
  • Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs during placements.
Sensory Abilities (Visual, Auditory, Tactile)

Examples are:

  • Focusing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
  • Monitoring the safety, behaviour (including non-verbal behaviour) and engagement of students in school contexts.
  • Observing the behaviour (including non-verbal behaviour) in non-classroom settings situations in school contexts.
  • Monitoring, assessing and managing classroom activities consistently and accurately.
  • Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.
  • Supporting learners to accomplish tasks such as climbing, and this support requires tactile communication.
  • Supporting young children as they toilet.
  • Providing tactile and/or emotional support to learners in the event of injury, and/or responding to children in a first-aid capacity, and/or responding to other circumstances where tactile communication is appropriate e.g. a grieving child.
Relational Skills

Examples are:

  • Rapidly build rapport with other students/colleagues/school-based personnel in order to engage them professionally.
  • Maintaining positive working relationships when under stressful circumstances.
  • Displaying empathy and respect to multiple points of view.
  • Maintaining confidentiality in all contexts.
Reflective Skills

Examples are:

  • Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
  • Identifying when a practice issue is outside your scope or expertise.
  • Identifying when your practice may be negatively affected by personal experience and/or reactions.
  • Reflecting on your progress against the Australian Professional Standards for Teachers (Graduate Career Stage) during Professional Practice placements and identifying sources and strategies to enhance practice and improve professional learning.
Sustainable Performance

Examples are:

  • Appropriately and actively participating in activities related to the course of study, which could be either on-line, on-campus or Professional Practice placements.
  • Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
  • Maintaining an up-to-date record of planning, teaching, observation and reflection tasks on a daily basis during Professional Practice placements.
Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Examples are:

  • Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
  • Maintaining balance while safely transferring equipment.
  • Safely retrieve and utilise teaching materials and equipment.
  • Using a variety of specialised and non-specialised teaching equipment.
  • Moving with ease around a range of classroom environments that include a range of furniture configurations and equipment while performing various tasks.
  • Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
  • Manipulating delicate, breakable equipment with ease and care.
  • Interacting with a computer through input devices such as a mouse or keyboard.
  • Interacting with mobile devices through inputs such as buttons and a touchscreen.
Interpersonal Engagement

Examples are:

  • Positively and effectively relate to a wide variety of stakeholders.
  • Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
  • Consult and collaborate in creating and maintaining effective working relationships and outcomes.
  • Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
  • Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
  • Recognising others as sentient human beings with rights that must not be violated.
  • Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
  • Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during teaching practice, or modifying and reflecting on work integrated learning in response to supervisor feedback.
  • Critically self-reflect on situations that may/may not have gone well, and take the learning point(s) from that situation.
  • Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
Information and Communication Technology (ICT) Abilities

Examples are:

  • Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
  • Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
  • Using a range of digital tools to create presentations and construct digital portfolios of evidence against the Australian Professional Standards for Teachers (Graduate Career Stage).
  • Using a range of ICTs to enhance student learning during Professional Practice placements in schools.
  • Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Core Learning Outcomes
  • 1. Design, implement and evaluate effective, engaging and contemporary teaching strategies and resources for a range of learners using appropriate discipline specific content knowledge for primary school learning environments
  • 2. Generate and evaluate learning sequences that align the needs of learners, curriculum, teaching and learning strategies, assessment and reporting requirements that comply with the requirements of relevant legislative and regulatory bodies and policy frameworks for primary shool learning environments
  • 3. Justify and interpret theories to effectively manage inclusive, safe, ethical and supportive primary school learning environments for groups and individuals that value diversity, encourage student participation and promote engagement
  • 4. Communicate and engage professionally and ethically with learners, colleagues, parents/carers and the community to support the interests of and improve outcomes for primary school learners
  • 5. Synthesise and apply theoretical understanding and practical research skills to make decisions in response to assessment data and diverse learning, cultural and/or social needs and contexts to improve learning for primary school learners
  • 6. Critically analyse and reflect upon the scholarship of teaching and learning to improve personal practice, identify personal learning needs and future professional development
  • 7. Comply through personal autonomy and accountability with relevant policy frameworks, legislative requirements and regulatory bodies appropriate for teaching in primary school learning environments
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6 7
1. KNOWLEDGE Have a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice
2. KNOWLEDGE Have an understanding of research principles and methods applicable to a field of work and/or learning
3. SKILLS Have cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship
4. SKILLS Have cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice
5. SKILLS Have cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
6. SKILLS Have communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
7. SKILLS Have technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to use creativity and initiative to new situations in professional practice and/or for further learning
9. APPLICATION OF KNOWLEDGE & SKILLS Be able to use high level personal autonomy and accountability
10 APPLICATION OF KNOWLEDGE & SKILLS Be able to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship.
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
Number of units: 16 Total credit points: 96

Year 1 - Term 1
Students must complete the following compulsory units:
EDCU20036 Literacy Learning
EDCU20037 Numeracy Learning
EDCU20038 Teaching Science
EDFE20034 Professional Praxis 1: Learning, Teaching and Planning
Year 1 - Term 2
Students must complete the following compulsory units:
EDFE20035 Professional Praxis 2: Supportive Learning Environments
EDED20493 Diversity and Inclusion
EDCU20039 Teaching English
EDCU20040 Teaching Mathematics
Year 1 - Term 3
Students must complete the following compulsory units:
EDED20494 Indigenous Learners and Learning
EDFE20036 Professional Praxis 3: Enacting Learning and Teaching
EDED20495 Special Needs
EDCU20043 Teaching Humanities and Social Sciences
Year 2 - Term 1
Students must complete the following compulsory units:
EDED20496 Teacher as Researcher: Using Student Data to Improve Educational Outcomes
EDFE20037 Professional Praxis 4: Transition to Teaching
EDCU20042 Teaching Technologies and The Arts
EDCU20041 Teaching Health, Wellbeing and Physical Activity

Part-Time Study Plan

Year 1 - Term 1
Students must complete the following compulsory units:
EDCU20036 Literacy Learning
EDCU20037 Numeracy Learning
Year 1 - Term 2
Students must complete the following compulsory units:
EDCU20039 Teaching English
EDCU20040 Teaching Mathematics
Year 1 - Term 3
Students must complete the following compulsory units:
EDED20494 Indigenous Learners and Learning
EDCU20043 Teaching Humanities and Social Sciences
Year 2 - Term 1
Students must complete the following compulsory units:
EDCU20038 Teaching Science
EDFE20034 Professional Praxis 1: Learning, Teaching and Planning
EDCU20041 Teaching Health, Wellbeing and Physical Activity
Year 2 - Term 2
Students must complete the following compulsory units:
EDED20493 Diversity and Inclusion
EDFE20035 Professional Praxis 2: Supportive Learning Environments
Year 2 - Term 3
Students must complete the following compulsory units:
EDED20495 Special Needs
EDFE20036 Professional Praxis 3: Enacting Learning and Teaching
Year 3 - Term 1
Students must complete the following compulsory units:
EDED20496 Teacher as Researcher: Using Student Data to Improve Educational Outcomes
EDCU20042 Teaching Technologies and The Arts
EDFE20037 Professional Praxis 4: Transition to Teaching
More Details

Term 2 Mid-Year Entry Course Structure and Duration

Please note that if you are commencing your studies in Term 2 (July), the units that you are required to complete will be scheduled over two years of full-time study (or part-time equivalent). View the Term 2 Course Planner. 


This course can only be studied from within Australia.


PART-TIME MODE

Students studying in the part-time mode must be enrolled in the units as per the part-time structure located under "Course Structure". Students must be enrolled in at least 2 units per term.

Students can apply for a Leave of Absence upon successful completion of one term of study. The length of Leave of Absence can be up to 12 months only.

Students who do not successfully complete any unit/term within the full-time course structure will no longer be eligible to complete the course within the full-time duration and must follow the part-time structure.


Any variation to this will need approval from the Head of Course via the Course Advisor.


Maximum Length of time to complete

The maximum allowable time to complete this course is 3.5 years. This is inclusive of the normal 2.5 year part-time pathway plus the allowable 12 month Leave of Absence period.


This is to ensure students maintain currency with the latest developments and changes in curriculum, assessment and teaching practice. Any variation to this will need approval from the Head of Course via the Course Advisor.



Credit for Prior Learning

Credit transfer will not be granted towards curriculum and pedagogy units within the Master of Teaching courses on the basis of work experience and/or informal and non-formal learning.

Credit transfer will only be granted from formal learning where a student is able to demonstrate that tertiary studies, equivalent in content and depth to the CQU unit, have been successfully completed as part of an accredited Initial Teacher Education Course.

It is an expectation that all pre-service teachers must be able to demonstrate the Australian Professional Standards for Teachers at Graduate Career Stage to gain teacher registration. Demonstration of the standards necessarily includes relevant knowledge planning, teaching, assessing and reporting in accordance with the mandated curriculum.

Core curriculum and pedagogy units are an essential component of the course to ensure that students have all the knowledge and skills necessary to meet the Australian Professional Standards for Teachers (Graduate Career Stage).

In addition, graduation from an Initial Teacher Education Course and eligibility for teacher registration requires the completion of a minimum number of assessable placement days in schools or other approved learning sites. For this reason, credit will not be granted for any professional experience other than days completed as part of a formal, supervised assessable placement within an Initial Teacher Education Course.

Credit is normally granted only for units satisfactorily completed in the last 5 years for practical placement units and in the last 7 years for curriculum units at a recognised educational institution.

Refer to the Credit For Prior Learning website at http://www.cqu.edu.au/credittransfer for further details on the guidelines and application process or contact the Academic Pathways Team at credit@cqu.edu.au.


Literacy and Numeracy Test for Initial Teacher Education (LANTITE)

Students undertaking an Initial Teacher Education (ITE) course are expected to undertake and meet the benchmark in the personal Literacy and Numeracy Test for Initial Teacher Education (LANTITE). These two tests (one literacy and one numeracy) are part of the accreditation requirements of this course and there is an expectation that students enrolled in an ITE course will be undertaking the tests and successfully meet the benchmarks prior to graduation. For further information about the LANTITE including how to register please refer to https://teacheredtest.acer.edu.au/


Placement Units

The four Professional Praxis (placement) units must be completed in sequence and must be completed as per the approved Professional Praxis calendar. Each Praxis unit has a pre-requisite which must be adhered to. To be eligible to enrol in EDFE20037 Professional Praxis 4, students must have successfully completed all other units in the course, except the units in the final capstone Term which are to be completed alongside this final placement unit.