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. 


Learning Outcomes


Upon successful completion of the Master of Teaching (Primary), graduates will be able to:
  • synthesise their personal and professional beliefs into a worldview that enables them to be effective and ethical teachers;
  • create quality learning experiences for a diverse range of students;
  • CLO 3 demonstrate the acquisition of a body of knowledge and skills specific to the creative and professional practice of chosen discipline areas;
  • use personal competencies to enhance knowledge acquisition, communication, problem solving, creativity and sustainability;
  • design, implement and evaluate curriculum and assessment for diverse learners;
  • create sustainable, safe, respectful, socially just, and supportive learning environments;
  • promote holistic wellbeing practices in personal and professional settings;
  • address educational issues through research to improve teaching knowledge and practice;
  • demonstrate and employ a philosophy of service and servant leadership in professional and personal spheres;
  • reflect critically on professional practice, professional commitment, and ethical and moral responsibilities of the teaching profession.
  • investigate, analyse and synthesise complex information, problems, concepts and theories within the field of Education.

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


GENERAL ADMISSION CRITERIA

To qualify for admission, you must have completed:

  • An Australian Qualifications Framework AQF Level 7 Bachelor's degree (or higher) from an accredited university or higher education provider; or
  • An overseas qualification comparable to an Australian Qualifications Framework AQF Level 7 or higher

Your bachelor's degree must meet the New South Wales Education Standards Authority (NESA) content requirements. The course convenor will assess your transcript to ensure you meet this requirement.

SPECIFIC ADMISSION CRITERIA

The following are the specific criteria for admission:


POST ADMISSION REQUIREMENTS

The post-admission requirement for this degree is:
  • Working with Children Check
  • Child protection awareness training
  • ASCIA anaphylaxis e-training
  • National Literacy and Numeracy Test (LANTITE)
  • Fitness for teaching

For more information, refer to the post-admission requirements for Education.

ADVANCED STANDING

Applicants with an Australian Qualifications Framework AQF Level 9 qualification (or higher) in a cognate area may be eligible for advanced standing (credit recognition). Refer to the Advanced Standing Policy for more information.

INTERNATIONAL APPLICANTS

International applicants must meet the Australian Government's visa requirements to reside in Australia while studying at Avondale University.

For more information, visit https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-finder/study

ENGLISH LANGUAGE REQUIREMENTS

Applicant's who completed their bachelor's degree (or overseas equivalent) in a language other than English must demonstrate English language proficiency by achieving a minimum IELTS score of 7.5 across all four skill areas of listening, speaking, reading, writing, (with no score below 7.0 in any of the four skill areas and a score of no less than 8.0 in speaking and listening).

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 (2 Core Education Units + 6 Curriculum and Pedagogical Studies Units)
  • 8 Discipline specific Units

UNIT SEQUENCE

Year 1 Semester 1

  • EDUC14105 Curriculum Studies-Teaching Mathematics I
  • EDUC14104 Curriculum Studies-Teaching Initial English
  • 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
  • EDUC24106 Curriculum Studies-Teaching Mathematics II
  • EDUC14101 Curriculum Studies-Teaching English I
  • EDUC52106 Planning and Assessment for Teaching English

Year 2 Semester 1

  • EDUC54102 Curriculum Studies-Primary Creative Arts
  • EDUC54106 Curriculum Studies-Historical Inquiry, Religion & Geographical Investigation in the Primary School
  • EDUC50113 Exploring Indigenous Education
  • EDUC52104 Preparation for the Christian Teaching Workplace

Professional Experience (June/July – 40 days)

Year 2 Semester 2

  • EDUC34109 Curriculum Studies-Teaching Health & Physical Education
  • EDUC50102 Understanding Students with Special Education Needs
  • EDPX30001 Professional Experience (June/July - 8 weeks)
  • EDUC50114 Exploring Educational Research & Diversity

 

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 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

  • EDUC50113 Exploring Indigenous Education
  • EDUC50102 Understanding Students with Special Education Needs

Primary Curriculum and Pedagogical Studies Units

  • EDUC52102 Introduction to Learning & Teaching
  • EDUC52103 Managing the Primary Classroom
  • EDUC52106 Planning and Assessment for Teaching English
  • EDUC52104 Preparation for the Christian Teaching Workplace
  • EDUC50114 Exploring Educational Research & Diversity
  • EDUC54106 Curriculum Studies – Historical Inquiry, Religion & Geographical Investigation in the Primary School
  • EDUC14105 Curriculum Studies – Teaching Mathematics I
  • EDUC24107 Curriculum Studies – Teaching Science & Technology
  • EDUC14104 Curriculum Studies - Teaching Initial English
  • EDUC14102 Curriculum Studies – Teaching English I
  • EDUC34109 Curriculum Studies – Teaching Health & Physical Education
  • EDUC24106 Curriculum Studies – Teaching Mathematics II
  • EDPX30001 Professional Experience (June/July - 8 weeks)
  • EDUC54102 Curriculum Studies - Primary Creative Arts

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. It 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 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 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 and accommodation and related costs are the student's responsibility.

In addition to the listed admission criteria, students will need the relevant Working With Children Check applicable to any Australian state where 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 can:

  • maintain satisfactory academic progression before 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 a 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 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 with no relatives or friends working or attending. This avoids a conflict of interest in mentoring and assessing teacher education students. If applying 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 present or past employees.

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

The final PEX placement is undertaken in the last 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 reflective of classroom teaching practice. The TPA assesses 31* out of 37* of the Australian Professional Standards for Teachers at the Graduate level (*depending on context). These have been mapped across tasks within each section of the TPA.

Each TPA task will be graded as Exceeds Expectations, Demonstrated or Not Demonstrated except for the lesson observation in the Teaching section, which the Tertiary Supervisor grades 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 as either a Pass (Satisfactory) or Fail (Unsatisfactory). 

All teacher education students must 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 Australia's government and private school sectors and overseas. They are eligible for teacher accreditation using the Australian Institute for Teaching and School Leadership standards 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.

Note: If students become ineligible to visit schools for professional placement or are barred from attending at a school for any reason, they will not be able to complete this degree.


Where to get further information


Course Enquiries

Student Administration Services

Phone: +61 2 4980 2377
Email: [email protected]
Monday-Thursday, 9.00am-5pm
Friday, 9.00am-12.00noon

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