Master of Teaching (Primary)

Course Code2056
CRICOS Code083267G
Course duration /
Study mode

Course Duration: 2 years full-time or part-time equivalent
Study Mode: On-campus with distance education available

LocationAvondale Campus - Lake Macquarie
Fee Support

Commonwealth Supported Places (CSP)*
*for eligible students, see www.studyassist.gov.au

About


The Master of Teaching (Primary) (MTch (Prim)) is a graduate-entry teaching course, offered on-campus and via distance education. It is designed to produce graduate teachers who are reflective, creative and confident in the classroom, and to equip students with the necessary skills to teach in Christian, independent and state school systems both in Australia and overseas. You are provided with the opportunity to explore and critically analyse a wide range of educational literature and research to examine the application of these findings to professional practice. Throughout the course, you will engage in practical experience opportunities in a variety of relevant school environments. It is a highly practical course with a total of 60 days hands-on classroom experience gained through three professional experience placements in a variety of primary school settings. 


Career Opportunities


Successful completion of the MTch (Prim) will allow the student to graduate with the qualifications to teach from Foundation to Year 6 and the potential to gain employment as a:

  • Primary teacher
  • Primary school administrator
  • Primary school specialist teacher (Creative Arts, PDHPE, Science, Humanities & Social Sciences, English and Mathematics)
  • Tutor

Graduates leave qualified to teach in independent and state school systems in both Australia and overseas. In addition to education-related careers, teachers often find careers in the corporate world where organisational and relationship skills are valued by employers.


Admission Criteria


ACADEMIC ENTRY REQUIREMENTS

Entry into the MTch (Primary) course requires a suitable Australian bachelor’s degree (or equivalent, AQF Level 7 qualification) that meets the content requirements of the New South Wales Education Standards Authority (NESA). The Course Convenor will need to undertake an assessment of each candidate’s transcript to ensure the unit content requirements have been completed, prior to enrolment into this program.

NON-ACADEMIC ENTRY REQUIREMENTS

All applicants for initial teacher education (ITE) courses must also meet non-academic entry requirements.  The non-academic requirement for this course consists of a written statement that you need to supply as part of the application process for entry into this course. See the following link for details:www.avondale.edu.au/education-non-academic-entry-requirements

ESSENTIAL REQUIREMENTS

Working With Children Check: Current legislation requires that all students who will be working with children or young people must take responsibility to make an online application for a NSW Working With Children Check http://www.kids.nsw.gov.au/Woking-with-children/New-Working-With - Children-Check/Volunteers-and-students. Evidence of the completion of the above must be submitted to the Professional Experience Placement Officer. This will cover all local school visits undertaken as part of education courses and school placements in NSW schools. Prospective students need to provide evidence of a NSW Working With Children Check before gaining entry to this course.

All students who undertake placements in states other than NSW must also complete a separate Working With Children Check relevant to the state in which they are doing their placement. The Placement Officer will help with this process. Pre-service teachers must take a copy of the Working with Children form/card with them to their placement school. This applies to pre-service teachers doing Professional Experience placements in all Australian schools.

National Literacy and Numeracy Test (LANTITE): All students in initial teacher education courses are required to successfully pass a national literacy and numeracy test. Students are unable to participate in their final professional experience placement unless they successfully pass this test. Further details regarding this testing visit https://teacheredtest.acer.edu.au/. In order to support students through this process an academic support program has been designed. The first steps in this process are literacy and numeracy units completed by students in their first year. Student needs identified during these unit are supported by a combination of: individual tutoring services; weekly small group tutorials and a self-directed online learning support program. Students are monitored throughout their time in the academic support program with end of semester progression check points assessing ongoing needs.

ENGLISH LANGUAGE REQUIREMENTS

Applicants whose first language is not English must demonstrate proficiency in English to the satisfaction in one of the following two ways:

  • Provide documentary evidence that their initial education was conducted in the English language.
  • Successful completion of at least two years of tertiary study conducted in the English language in Australia, or in another country where English is the official language, within the last two years.

INTERNATIONAL STUDENTS

International applicants may also be required to undertake an English language test (Academic IELTS). Applicants must score an overall score of 7.5 or more, with a minimum of 7.0 in each separate band.

Overseas applicants will have their qualifications assessed by Avondale Admissions in line with the Admission Policy for Undergraduate Higher Education Courses found at http://www.avondale.edu.au/about/policies/display/?s=MjQ=  Overseas applicants are also required to satisfy Australian Government visa requirements http://www.avondale.edu.au/about/policies/display/?s=Mzg3


Course Structure


Course duration: Two years full-time (or part-time equivalent)
Study mode: On-campus or Distance education
Maximum time to complete: Six years

The MTch (Primary) course is designed to successfully prepare Primary teachers. It consists of 16 six credit point units (96 credit points) studied over four semesters full-time or the equivalent part-time. The course composition is set out below.

COURSE STRUCTURE

The course structure is based on four semesters (each of 13 weeks in duration), with four units normally taught in each semester.  The course is comprised of:

  • 8 Education Units (3 Core Education Units + 5 Curriculum and Pedagogical Studies Units)
  • 8 Discipline specific Units

UNIT SEQUENCE

Year 1 Semester 1

  • EDUC14105 Curriculum Studies-Teaching Mathematics I
  • EDUC14102 Curriculum Studies-Teaching English I
  • EDUC52102 Introduction to Learning & Teaching
  • EDUC52103 Managing the Primary Classroom

Professional Experience (July – 20 days)

Year 1 Semester 2

  • EDUC24107 Curriculum Studies-Teaching Science & Technology
  • EDUC54106 Curriculum Studies-Historical Inquiry, Religion & Geographical Investigation in the Primary School
  • EDUC50107 Exploring Multicultural & Indigenous Education
  • EDUC52101 Planning, Assessment & Evaluation for Learning

Professional Experience (February – 10 days)

Year 2 Semester 1

  • EDUC54102 Curriculum Studies-Primary Creative Arts
  • EDUC24104 Curriculum Studies-Teaching English II
  • EDUC34109 Curriculum Studies-Teaching Health & Physical Education
  • EDUC50104 Preparation for the Teaching Workplace

Professional Experience (July – 30 days)

Year 2 Semester 2

  • EDUC50108 Exploring a Personal Philosophy of Christian Education
  • EDUC50102 Understanding Students with Special Education Needs
  • EDUC24106 Curriculum Studies-Teaching Mathematics II
  • EDUC50106 Research & Pastoral Care

 

COMPONENTS AND DESCRIPTIONS

Core Education Units

These units cover a range of current educational topics designed to prepare teacher education students to successfully teach young people. These units involve a variety of topics including: Classroom Management; Students with Special Education Needs and Multicultural & Indigenous Education.

Curriculum and Pedagogical Studies Units

These units provide teacher education students with the opportunity to apply quality-teaching principles to specific teaching areas such as: Literacy education, classroom safety, curriculum development and teaching strategies.

Content of the Course of Study - All units are worth 6 Credit Points

Core Education Units

  • EDUC50107 Exploring Multicultural & Indigenous Education
  • EDUC50108 Exploring a Personal Philosophy of Christian education
  • EDUC50102 Understanding Students with Special Education Needs

Primary Curriculum and Pedagogical Studies Units

  • EDUC52102 Introduction to Learning & Teaching
  • EDUC52103 Managing the Primary Classroom
  • EDUC52101 Planning, Assessment & Evaluation for learning
  • EDUC50104 Preparation for the Teaching Workplace
  • EDUC50106 Research & Pastoral Care
  • EDUC54106 Curriculum Studies – Historical Inquiry, Religion & Geographical Investigation in the Primary School
  • EDUC14105 Curriculum Studies – Teaching Mathematics I
  • EDUC24107 Curriculum Studies – Teaching Science & Technology
  • EDUC14102 Curriculum Studies – Teaching English I
  • EDUC24104 Curriculum Studies – Teaching English II
  • EDUC34109 Curriculum Studies – Teaching Health & Physical Education
  • EDUC24106 Curriculum Studies – Teaching Mathematics II

To find out more about any of the units listed here, copy the unit code and then search for that unit here.

Practical Experience


Professional Experience (PEX) is a critical component of post-graduate teacher education and offers teacher education students enrolled in the Master of Teaching degree, work-integrated learning opportunities as part of their professional development. Avondale’s PEX program is based on a framework of high-quality Professional Experience in Australian schools in order to provide first-rate experiences that will equip teacher education students to face the challenges and diversity of classrooms. All mentor teachers for domestic PEX placements are registered teachers at the Proficient level or higher of the Australian Institute of Teaching and School leadership (AITSL) standards.

 

PEX placements occur regularly throughout all teaching degree programs at the times listed in the course structure.  It is the student’s responsibility to be available at those times. Teacher education students will experience a range of school settings, including public and independent schools. Each PEX placement offers teacher education students the opportunity to apply their theoretical learning to real-life situations.

Transport to and from PEX placement together with accommodation and related costs are the responsibility of the student.

In addition to the listed admission criteria, students will need the relevant Working With Children Check applicable to any Australian state in which they choose to complete a PEX placement. A supervised overseas placement may be allowable for one placement other than the final placement.

Students also need to be able to demonstrate their fitness for teaching. This means they are able to:

  • maintain satisfactory academic progression prior to PEX placement;
  • act in a way that demonstrates sound cognitive, mental, emotional and physical health, and be able to cope with the varying demands of classroom situations;
  • demonstrate the ability to cope effectively with stressful situations;
  • demonstrate the ability to maintain duty of care while on placement;
  • relate to students in an age appropriate and professional manner;
  • be able to model appropriate literacy and numeracy skills both in the classroom and beyond.

Students who cannot demonstrate their fitness for teaching will not be allowed to do PEX placements.

IMPORTANT POINTS TO NOTE

Teacher education students should seek PEX placements in schools where they have no relatives or friends working or attending. This is to avoid a conflict of interest in the mentoring and assessment of teacher education students. If making application to such a school, relationships must be disclosed, with Avondale reserving the right to allow the PEX placement. Failure to disclose this information may mean that the grade for the PEX placement is subject to revision.

Students cannot complete a placement at a School where they are employed or have been employed.

Students must have passed the Government Literacy and Numeracy Test (LANTITE) in order to participate in their final PEX placement.

The final PEX placement must be undertaken in the final year of the course or with permission from the course convenor.

Teaching Performance Assessment (TPA) 

The TPA is conducted within the final PEX placement of all Education degrees. The TPA reflects the elements of planning, teaching, assessing and reflecting. Each section is equally weighted (25%) and is deemed to be reflective of classroom teaching practice. The TPA assesses 31* out of 37* of the Australian Professional Standards for Teachers at Graduate level (*depending on context) which have been mapped across tasks within each section of the TPA.

Each of the TPA tasks will be graded as Exceeds Expectations, Demonstrated or Not Demonstrated except for the lesson observation in the Teaching section which is graded by the Tertiary Supervisor as Satisfactory or Unsatisfactory. Each section of the TPA must be passed for TES to meet the criteria for passing the TPA. The TPA will be graded overall as either a Pass (Satisfactory) or Fail (Unsatisfactory). 

All teacher education students must successfully complete the TPA as a requirement for graduation.


Accreditation


The MTch (Primary) course is accredited by the New South Wales Education Standards Authority (NESA) and Avondale's self-accrediting process. Avondale is registered with the Tertiary Education Quality and Standards Agency (TEQSA). Graduates are qualified to teach in the government and private school sectors in Australia and overseas and are eligible for teacher accreditation using the standards of the Australian Institute for Teaching and School Leadership as regulated by the state teacher accreditation authority.


Registration and Self-Disclosure


At the completion of the course students must register with the state professional teaching body before practising in the classroom. In New South Wales this accrediting body is the New South Wales Education Standards Authority (NESA).

Current legislation requires that all students who will be working with children or young people must take responsibility to make an online application for a NSW Working With Children Check http://www.kids.nsw.gov.au/Working-wth-children/New-Working-With-Children-Check/Volunteers-and-students and complete the Child Protection Awareness Training. https://www.det.nsw.edu.au/proflearn/cpat/index.html

All students who undertake placements in states other than NSW must also complete a separate Working with Children Check relevant to the state in which they are doing their placement. The placement officer will help with this process.

Teacher education students must take a copy of the Working with Children Check form/card with them to their PEX placement. This applies to teacher education students doing Professional Experience placements in all Australian schools.


Where to get further information


Course Enquiries

Student Administration Services

Phone: +61 2 4980 2377
Email: study@avondale.edu.au
Monday-Thursday, 9.00am-5pm
Friday, 9.00am-12.00noon

Student Experience Survey

Quality Indicators for Learning and Teaching

Fees

Commonwealth Supported Places and FEE-HELP available for eligible students, see www.studyassist.gov.au.


View current information on tuition fees

Scholarships

There are scholarships available for those enrolled in teaching courses. Visit http://www.avondale.edu.au/scholarships/

Testimonials

"The course equipped me for the realities of teaching with relevant content, inspiring mentors and much encouragement. As a distance student, the element of the course I most enjoyed was communicating with my tutors and fellow students."
Jayne Vivian Kaiser