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CC45 - Master of Teaching (Primary)

Overview

Course Overview

The Master of Teaching (Primary) is an initial teacher education course that will prepare you to demonstrate the Australian Professional Standards for Teachers (Graduate Career Stage) with evidence to enable you to apply for provisional 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 in the Preparatory Year to Year 6 in Australian primary schools.

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 Master of Teaching (Primary) includes a specialisation in English providing you with knowledge and skills in this specialisation area.

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

The design of this course utilises CQUniversity’s three Term structure, enabling an AQF Level 9 qualification to be completed in 1.5 years. A part-time pathway is also available. 

Students undertaking an initial teacher education 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 for teacher registration, you must attempt both the Literacy and Numeracy tests in  your  first year of study. You will need to have met the requirement of "Standard Achieved" to be eligible to register for the two linked final placements of Professional Praxis  3 and Professional Praxis 4. 

This course can only be studied within Australia. 

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(Pri)
AQF Level Level 9: Masters Degree (Coursework)
Course Fees
Indicative Year - 2025
  • Commonwealth Supported Place – Indicative First Year Fee - $4,624
  • Domestic Full Fee Paying – Indicative First Year Fee - $24,696
Indicative Year - 2024
  • Commonwealth Supported Place – Indicative First Year Fee - $4,440
  • Domestic Full Fee Paying – Indicative First Year Fee - $23,628
  • International Indicative First Term Fee - $14,280
  • International Indicative First Year Fee - $28,560
Indicative Year - 2023
  • Commonwealth Supported Place – Indicative First Year Fee - $4,120
  • Domestic Full Fee Paying – Indicative First Year Fee - $22,284
Indicative Year - 2022
  • Commonwealth Supported Place – Indicative First Year Fee - $3,984
  • Domestic Full Fee Paying – Indicative First Year Fee - $21,624

Admission Codes

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 - 2026

Online
Online

Term 1 - 2026

Online

Term 2 - 2025

Online

Term 1 - 2025

Online

Term 2 - 2024

Online

Term 1 - 2024

Online

Term 2 - 2023

Online

Term 1 - 2023

Online

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 - 2026

Sorry, no international availabilities found.

Term 1 - 2026

Sorry, no international availabilities found.

Term 2 - 2025

Sorry, no international availabilities found.

Term 1 - 2025

Sorry, no international availabilities found.

Term 2 - 2024

Sorry, no international availabilities found.

Term 1 - 2024

Sorry, no international availabilities found.

Term 2 - 2023

Sorry, no international availabilities found.

Term 1 - 2023

Sorry, no international availabilities found.

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/
Entry Requirements - What do I need to start?
Academic Requirements

Academic Requirements (Pre-requisite Qualification)

To be eligible for entry into this course, applicants must hold:

A completed 3-year non-education Australian Qualifications Framework (AQF) Bachelor degree^, or overseas equivalent qualification, with a minimum overall Grade Point Average (GPA) of at least 4.0 which has been completed within the last 10 years* ; and

Successful completion of at least 8 units (1 year full-time equivalent study) relevant to either one, or a combination, of the learning areas from the primary school curriculum (below):

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

*Degrees must have been completed/conferred within the last 10 years from the date of term commencement for the relevant intake term. Applicants who completed their Bachelor degree ten or more years ago will need to supply a statement of service which demonstrates professional experience in the same area as their undergraduate degree. The statement of service must be presented on a company letterhead as well as signed and dated by a delegated authority. The letter must contain position title, duties performed and length of service.

^ Applicants who hold a completed 3-year AQF equivalent Bachelor of Education/Teaching qualification, which does not lead to Teacher Registration in Australia may be considered on a case by case basis. Applicants are required to submit a formal application for consideration and must demonstrate sufficient knowledge development in a recognised teaching area (from the primary school curriculum) as detailed in the course entry requirements. 

English Language Proficiency Requirements

Applicants are required to provide evidence of their completed 3 year non-education^ Bachelor level qualification with an overall Grade Point Average of at least 4.0, which has been completed within Australia, New Zealand, Canada, United Kingdom, Ireland or the United States of America.

If you do not satisfy the above requirement, you will need to undertake an English language proficiency test and achieve the following scores:

  • an International English Language Testing System (IELTS Academic) overall band score of at least 7.5 with a minimum 7.0 for Reading and Writing and 8.0 for Speaking and Listening.

Each applicant will be assessed individually.

Assumed Knowledge

N/A

Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards CC34 - Graduate Diploma of Teaching
Accreditation
  • Professional Practice: Core
    Queensland College of Teachers

    Graduates are eligible to apply for provisional registration as a teacher upon completion of the course.


Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

EDFE20037 - Supervised placement as per EDFE20037 Unit Profile
EDFE20036 - Supervised placement as per EDFE20036 Unit Profile
EDFE20035 - Supervised placement as per EDFE20035 Unit Profile
EDFE20034 - Wider Field Experience as per EDFE20034 Unit Profile

Previous and Current Enrolments

Year Number of Students
2024 132
2023 123
2022 159
2021 180
2020 157
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.
Compulsory Requirements
Health Requirements

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.

COVID-19 Vaccination Advice

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. 

Security Requirements

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.

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 school 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.
APPLICATION OF KNOWLEDGE & SKILLS Communicate, interact and collaborate with others effectively in culturally or linguistically diverse contexts in a culturally respectful manner
More Details

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.