NOTE: Only the Primary Major in this program is available in 2015.
The Master of Teaching (Major) program is an initial teacher education program that prepares students to demonstrate the Australian Professional Standards for Teachers (Graduate Career Stage) with evidence and qualify them for professional registration with the Queensland College of Teachers, the administering body in Queensland.
The two Majors are Primary and Secondary:
The Master of Teaching (Primary) will enable graduates to teach across the Australian Curriculum. Within Accreditation requirements, the required Australian Curriculum to be covered includes:
The Master of Teaching (Secondary) will enable graduates to teach across two Year 7 – 12 teaching areas. These teaching areas are based on the applicants already completed non-education undergraduate degree. Teaching areas students can choose from in this program include:
In addition to building the professional knowledge and skills required to teach, the program is designed to foster dispositions for engaging in and contributing to the teaching profession through a commitment to ongoing professional learning.
The program is structured to include work-integrated learning in each term of study.
The program is designed for full on-campus mode, full Distance mode, as well as a ‘supported distance’ structure enabling students to achieve the requirements within their own setting and locale – both regionally and within metropolitan areas.
The design of this program utilises CQUniversity’s 3 Term structure, therefore a 2 year volume of learning Master program can be completed in 1.5 years. A part-time pathway will also be available.
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:
Duration | 1.5 years full-time or 2.5 years part-time |
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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 |
AQF Level | Level 9: Masters Degree (Coursework) |
Course Fees |
Indicative Year - 2025
Indicative Year - 2024
Indicative Year - 2023
Indicative Year - 2022
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Domestic Students Tertiary Admission Centre Codes (TAC) Codes |
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International Students CRICOS Codes |
To be eligible for entry into the Master of Teaching program all applicants must have completed a 3 year non-education Bachelor degree or equivalent from a university or college. 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 program.
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.
Applicants must demonstrate the capacity to undertake the degree by meeting the following entry criteria for the selected teaching major:
Master of Teaching (Primary) (Years 1 - 6)
A 3 year non-education undergraduate Bachelor degree or equivalent from a university or college.
Applicants must have successfully completed at least 8 courses 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:
Master of Teaching (Secondary) (Years 7 - 12)
A 3 year non-education undergraduate Bachelor degree or equivalent from a university or college that demonstrates sufficient knowledge development in two teaching areas.
Teaching Area 1: Study equivalent to a total of three-quarters of a year of successful full time higher education study, comprising sequential discipline study taken over three years. This equates to six courses, with no more than two at first year level and no fewer than two courses at third year level.
Teaching Area 2: Study equivalent to a total of half a year of successful full time higher education study, comprising sequential discipline study taken over two years. This equates to four courses, with no more than two at first year level.
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 program, 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 program.
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.
This program can only be studied within Australia.
Written Statement
All applicants must provide a written statement with their application which includes the following:
N/A
Interim Awards | Not applicable |
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Exit Awards | CC34 - Graduate Diploma of Teaching |
Accreditation |
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No Residential School for this course.
EDFE20034 - This is the first in-school placement for Master of Teaching pre-service teachers. This course includes a 20 day teaching block in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis course 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 course 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 course. |
EDFE20035 - This is the second in-school placement for Master of Teaching pre-service teachers. This course includes a 20 day teaching block in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis course 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 courses 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 course. |
EDFE20036 - This is the third in-school placement for Master of Teaching pre-service teachers. This course includes a 20 day teaching block in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis course 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 course 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 course. |
EDFE20037 - This is the final in-school placement for Master of Teaching pre-service teachers. This course includes a 25 day internship in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis course 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 course coordinator. Distance students complete this activity via Blackboard Collaborate. |
Year | Number of Students |
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2024 | 132 |
2023 | 123 |
2022 | 159 |
2021 | 180 |
2020 | 157 |
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.
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Students must meet the inherent requirements for teaching and must ensure they adhere to any requirements within the scope of teaching across the curriculum learning areas.
Effective 25 September 2023, updates have been made to the COVID-19 vaccination mandate for Queensland Health sites and the Queensland Ambulance Service. While Queensland Health does not currently mandate evidence of COVID-19 vaccination, it's essential to recognise that other organisations may enforce their own vaccination specific criteria. This situation is similar across other states and territories, with the exception of the Australian Capital Territory, Victoria, and South Australia, where COVID-19 vaccination is mandatory for all healthcare students, including disciplines other than healthcare that undertake professional experience placements.
This course requires you to possess a Working with Children Check (WWCC) to enable you to participate in work integrated learning in schools and other learning sites.
Course Learning Outcomes | |||||||
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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. | |||||||
APPLICATION OF KNOWLEDGE & SKILLS Communicate, interact and collaborate with others effectively in culturally or linguistically diverse contexts in a culturally respectful manner |
Course Learning Outcomes | |||||||
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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. | |||||||
APPLICATION OF KNOWLEDGE & SKILLS Communicate, interact and collaborate with others effectively in culturally or linguistically diverse contexts in a culturally respectful manner |
Number of units: 0 | Total credit points: 0 |
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The Master of Teaching (Major) provides the option of completing either a Primary or Second major. Please refer to the information available for you chosen major.
Number of units: 16 | Total credit points: 96 |
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Year 1 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDFE20034 | Professional Praxis 1: Understanding learning contexts | |
EDCU20036 | Literacy: Learning to Read | |
EDCU20037 | Numeracy Learning | |
EDCU20038 | Teaching Science |
Year 1 - Term 2 | ||
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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 | ||
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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 | ||
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Students must complete the following compulsory units: | ||
EDED20496 | Teacher as Researcher: Improving Educational Outcomes | |
EDFE20037 | Professional Praxis 4: Transition to Teaching | |
EDCU20042 | Teaching Technologies and The Arts | |
EDCU20041 | Teaching Health, Wellbeing and Physical Activity |
Number of units: 14 | Total credit points: 96 |
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Year 1 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDSE20017 | Learning and Teaching in Junior Secondary | |
EDSE20018 | Junior Secondary Curriculum, Pedagogy and Assessment | |
EDFE20034 | Professional Praxis 1: Understanding learning contexts |
Year 1 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDFE20035 | Professional Praxis 2: Supportive Learning Environments | |
EDED20493 | Diversity and Inclusion | |
EDSE20020 | Senior Secondary Curriculum, Pedagogy and Assessment |
Year 1 - Term 3 | ||
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Students must complete the following compulsory units: | ||
EDFE20036 | Professional Praxis 3: Enacting Learning and Teaching | |
EDED20494 | Indigenous Learners and Learning | |
EDED20495 | Special Needs | |
EDSE20015 | Neuroeducation and Assessment |
Year 2 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDFE20037 | Professional Praxis 4: Transition to Teaching | |
EDSE20019 | Literacy and Numeracy Learning and Teaching | |
EDSE20016 | Digital Learning and Teaching | |
EDED20496 | Teacher as Researcher: Improving Educational Outcomes |
Location
This course can only be studied from within Australia.
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).
Course Planners
Please see Course Planners for planners that outline a recommended enrolment pattern for timely completion.
Literacy and Numeracy Test for Initial Teacher Education (LANTITE)
Students undertaking an Initial Teacher Education (ITE) course must complete both components of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) with a result of “Standard Achieved” to be eligible for graduation. As per the national guidelines, you must attempt both the Literacy and Numeracy tests in your first year of study.You will need to have met this requirement of "Standard Achieved" to be eligible to register for the two linked final year placements of Professional Praxis 3 and Professional Praxis 4. Registration for these placements occurs in August of the year prior to their scheduled completion. You will not be able to enrol in EDFE20037 Professional Praxis 4 or complete a placement for this unit if you have not submitted a registration form confirming successful completion of LANTITE.
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 with the exception of a co-requisite unit scheduled for the capstone term. All assessment for a co-requisite unit must be submitted and successfully passed prior to commencement of the Professional Praxis 4 placement.
Working with Children Check
Pre-service teachers must be enrolled in a CQUniversity Professional Practice unit and be in possession of a current Positive Notice Blue Card (or equivalent "Working with Children" check issued in other Australian states or territories) to be eligible for placement in a school/early learning centre/educational site. Please log onto the placement system Sonia to access the online form to apply for a Working with Children Check.
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.
Career Opportunities
Like other professions, the teaching profession is impacted by issues of supply and demand. It is therefore wise to investigate your employment prospects prior to deciding on a course specialisation. This is especially important if you are unable to relocate.