The Master of Teaching (Primary) course is an initial teacher education course that will prepare you to demonstrate the Australian Professional Standards for Teachers (Graduate Career Stage) with evidence and qualify you for professional registration with the Queensland College of Teachers, the administering body in Queensland.
The Master of Teaching (Primary) will enable you to teach across the Australian Curriculum. Within Accreditation requirements, the required Australian Curriculum to be covered includes:
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 “Knowledge Specialisation”. This specialisation is based on the student’s entrance level degree (bachelor course) and already existent knowledge base. Entrants to the Master of Teaching (Primary) come to the course with a rich knowledge base from previous study and work and life experience. Many entrants are second (or third or fourth) career teachers who are undertaking a career change into primary school teaching. These entrants bring a set of rich expert knowledges within curriculum learning areas based on their completed course they use to gain entry to this graduate-entry pathway.
The course is structured to include work-integrated learning in each term of study.
The design of this course utilises CQUniversity’s 3 Term structure, therefore a 2 year volume of learning Master course can be completed in 1.5 years. A part-time pathway is also available and is to be completed as a minimum of two units per term as per the part-time course structure provided.
To be eligible for teacher registration, students in this course are required to undertake and pass the National Literacy and Numeracy Test for Initial Teacher Educators (ITE) prior to graduation.
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 (Primary) |
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 |
There are three key components to gain successful entry to the Master of Teaching (Primary) as outlined below:
Academic Requirements (Pre-requisite Qualification)
To be eligible for entry into the Master of Teaching (Primary) course all applicants must have completed a 3 year non-education Bachelor degree or equivalent from a university or college.
Applicants must have successfully completed at least 8 units of discipline studies (at least one year of full-time-equivalent study) relevant to one or more learning areas of the primary school curriculum.
The learning areas are:
Applicants who cannot demonstrate they have completed a Bachelor degree will be refused entry to the course.
The GPA within the Bachelor degree must be at least 4.0.
Please note: Applicants with undergraduate degrees that were obtained ten or more years ago will need to supply certified evidence of current relevant professional work experience in the area of their speciality eg. letters from employers. This experience must link to their previous undergraduate study.
Non-Academic Requirements (Key Capabilities)
All applicants must provide a mandatory written statement in support of your non-academic capabilities, demonstrating you hold the key attributes and motivations to become an effective teacher, as outlined by AITSL (Australian Institute for Teaching and School Leadership). You may consider the prompts mentioned below in each question to frame your response. For your application to be considered, you must write 200-500 words for each of the questions below:
English Language Proficiency for Teacher Registration
The Australian Institute for Teaching and School Leadership (AITSL) has set the assessment criteria for English language proficiency for teacher registration requirements in Australian states and territories.
In addition to the academic entry requirements listed, international applicants to this course are required to have an acceptable level of competency in writing, reading, speaking and understanding English.
For entry to this course, applicants will be required to have an IELTS Test Report Form (TRF) that shows an average band score of 7.5 across all four skill areas of listening, speaking, reading and writing – with no score below 7 in any of the four skills areas and a score of no less than 8 in speaking and listening.
The date of the assessment must be no more than 2 years prior to the time of application.
English language proficiency assessment is not required where the full four years of required higher education study (or qualifications assessed as comparable) have been undertaken in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada and the Republic of Ireland. (These are the countries accepted under Australian migration policy as not requiring English language proficiency assessment.)
For further information please refer to the AITSL website:
http://www.aitsl.edu.au/registration/nationally-consistent-registration-of-teachers/elements-of-nationally-consistent-registration-of-teachers/english-language-proficiency
NOTE: This course can only be studied within Australia.
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 - Supervised placement as per EDFE20034 Unit Profile |
EDFE20035 - Supervised placement as per EDFE20035 Unit Profile |
EDFE20036 - Supervised placement as per EDFE20036 Unit Profile |
EDFE20037 - Supervised placement as per EDFE20037 Unit Profile |
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 |
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: | ||
EDCU20036 | Literacy: Learning to Read | |
EDCU20037 | Numeracy Learning | |
EDCU20038 | Teaching Science | |
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 | |
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 |
Part-Time Study Plan
Year 1 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDCU20036 | Literacy: Learning to Read | |
EDCU20037 | Numeracy Learning |
Year 1 - Term 2 | ||
---|---|---|
Students must complete the following compulsory units: | ||
EDCU20039 | Teaching English | |
EDCU20040 | Teaching Mathematics |
Year 1 - Term 3 | ||
---|---|---|
Students must complete the following compulsory units: | ||
EDED20494 | Indigenous Learners and Learning | |
EDCU20043 | Teaching Humanities and Social Sciences |
Year 2 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDCU20038 | Teaching Science | |
EDFE20034 | Professional Praxis 1: Understanding learning contexts | |
EDCU20041 | Teaching Health, Wellbeing and Physical Activity |
Year 2 - Term 2 | ||
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Students must complete the following compulsory units: | ||
EDED20493 | Diversity and Inclusion | |
EDFE20035 | Professional Praxis 2: Supportive Learning Environments |
Year 2 - Term 3 | ||
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Students must complete the following compulsory units: | ||
EDED20495 | Special Needs | |
EDFE20036 | Professional Praxis 3: Enacting Learning and Teaching |
Year 3 - Term 1 | ||
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Students must complete the following compulsory units: | ||
EDED20496 | Teacher as Researcher: Improving Educational Outcomes | |
EDCU20042 | Teaching Technologies and The Arts | |
EDFE20037 | Professional Praxis 4: Transition to Teaching |
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.