Master of Teaching (Primary)
The Master of Teaching (Primary) is a two-year postgraduate initial teacher education qualification (full time equivalent). It is available both full time and part time.
The course provides students with an understanding of the primary school sector, focusing on skills and abilities in literacy, numeracy, and current curriculum content. Students are equipped with an understanding of diversity and differentiated learning strategies that foster learning for all children. Students are able to undertake a primary specialisation in either English or Mathematics.
The course also develops the skills and abilities required by teachers working with information and communication technologies, which is integrated throughout each unit.
The maximum time allowed for the completion of the Master of Teaching (Primary) is eight years. Extensions beyond this time may be approved where extenuating circumstances exist.
|Entry Requirements||Completion of a three-year bachelor degree or equivalent (minimum GPA 4.0) in a field other than education that includes at least one year (full time equivalent) relevant to one or more learning areas in the primary school curriculum. English language proficiency requirements apply; Personal suitability requirements apply.|
|Mode||Internal and External|
The Master of Teaching (Primary) is:
- accredited by the Tertiary Education Quality and Standards Agency (TEQSA) and appears in the list of accredited CHC courses on the National Register of Higher Education Providers.
- accredited by the Queensland College of Teachers (QCT) and the Australian Institute for Teaching and School Leadership (AITSL) as meeting the qualification requirement for registration as a teacher in all states and territories of Australia, and appears on the AITSL Accredited Programs List.
- Approved for offering to overseas students and appears on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS).
- approved for HECS-HELP (personal eligibility requirements apply).
English Language Proficiency Requirements
English language requirements apply to all domestic and overseas applicants for whom English is not their first language. The minimum English language requirements for entry to the Master of Teaching (Primary) are as follows:
A minimum overall band score of 7.5 in IELTS (Academic) with a score of at least 8.0 for Listening and Speaking and a score of at least 7.0 for Reading and Writing;
a score of at least 4 in each of the areas of Speaking, Listening, Reading and Writing in the ISLPR. The ISLPR test will only be accepted if it has been administered by Migrant Projects, TESOL Unit, Queensland University of Technology or by ISLPR Language Services, Mt Gravatt, Queensland.
English test results must be no more than two years old at the time of commencement at CHC.
The English language proficiency requirements as stated above will apply to all domestic and overseas applicants who do not have English as a first language with the exception of those students who are admitted via the following English admission pathway:
Satisfactory completion within the past five years (from Canada [excluding Quebec], New Zealand, Australia, Republic of Ireland, United States or United Kingdom) of senior secondary or accredited higher education sector studies of at least two years (full-time equivalent).
Personal Suitability Requirements
Key competencies for teaching
Applicants to initial teacher education courses must demonstrate that they possess key competencies that have been identified by the Australian Institute for Teaching and School Leadership (AITSL) as those attributes and motivations that are common to effective teachers. To do this, applicants must complete an online questionnaire and to provide a personal statement that addresses two categories.
The online questionnaire allows you to demonstrate your motivation for, and understanding of, the course you are applying for and the teaching profession. You will be asked to rank a series of potentially appropriate statement responses, in order of what you think is most to least important.
For the personal statement, you are to address the following categories by writing two statements of 300-500 words for each category.
Category 1: Interest in Teaching and Children/Young People
Write about your motivation and suitability for teaching, such as: Who or what has inspired you to become a teacher? Why is teaching a good career choice? Why are you interested in teaching children/young people? What subjects are you interested in teaching and why? What does being a good teacher mean? What skills and abilities do you have that will make you a good teacher?
Category 2: Involvement in Personal Learning and Leadership Activities
Write about your involvement in learning and/or leadership activities that demonstrate capabilities such as: Willingness to learn, Conscientiousness, Resilience, Interpersonal and communication skills, and Organisation and planning skills.
Further information regarding these requirements, and how to complete them as part of your application, is available on the Selection guidelines for initial teacher education courses page on the QTAC website.
If you are applying directly to CHC, as an overseas student or a current CHC student who is transferring from another course, please contact email@example.com for information about how to submit these requirements.
Blue card eligibility
Applicants must be eligible to obtain a Blue Card issued by the Department of Justice and Attorney-General of the Queensland government.
Details regarding the Blue Card system can be found on the Blue Card website.
Master of Teaching (Primary) (ED54)
CHC provides sample unit outlines for each unit offered in this course. Should you wish to view the latest version of a unit outline, please contact the Course Coordinator via the School Administration Office at firstname.lastname@example.org.
Students undertake a total of 160 credit points of core units, where each unit carries a weighting of 10 credit points. Students able to enrol in a maximum of 40 credit points, or four units, per semester.
In planning their courses, students must consult the Education Courses Handbook for information regarding course rules and requirements, including unit prerequisite requirements.
*Sample Unit Outlines are currently unavailable for download.
|Unit Summary||Sample Unit Outline|
|CE501 Biblical Worldview and Education||Download|
|CE511 PEP 1 Philosophy of Teaching for Learning||Download|
|CU520 Primary Mathematics 1||Download|
|CU521 Primary English 1||Download|
|CU522 Primary Science||Download|
|CU620 Primary Mathematics 2 and Numeracy across the Curriculum||Download|
|CU621 Primary English 2 and Literacy across the Curriculum||Download|
|CU623 Primary Humanities and Social Sciences||Download|
|CU624 Primary The Arts and Technology||Download|
|CU625 Primary Health and Physical Education||Download|
|CU661 PEP 4 The Professional Teacher||Download|
|ES501 The Nature of the Learner||Download|
|ES521 Australian Indigenous Contexts and Education||Download|
|ES522 PEP2 Curriculum, Assessment and Reporting||Download|
|ES601 Teacher as Researcher (Primary Specialisation)||Download|
|ES611 PEP3 Differentiation for Safe and Supportive Classrooms||Download|
Professional Experience Program
The Professional Experience Program (PEP) in the Master of Teaching (Primary) consists of 85 days of supervised practicum. This meets the number of days of field experience that is required for registration with the QCT.
PEP consists of:
• one PEP block of five days of orientation to schools (Semester 1);
• one PEP blocks of three weeks (Semester 2);
• two PEP blocks, each four weeks in duration (Semester 3); and
• one PEP block of five weeks (Semester 4).
Due to the developmental nature of the Professional Experience Program, students are required to follow this sequence of units.
Students must hold a current Blue Card to participate in PEP.
CHC has established close partnerships over many years, predominantly with Christian Schools, for school-based placements. The highly valued relationships between schools and CHC which have been developed as a result of these partnerships are integral to PEP. It is expected that the preservice teachers from CHC will model high standards of personal and professional conduct. In making decisions regarding the placement of preservice teachers on PEP in Christian schools, CHC therefore requires that preservice teachers demonstrate personal and professional Christian conduct and character that is of a high standard. Preservice teachers need to consider carefully whether their actions, lifestyle, behaviour or conduct may potentially impact upon their suitability for placement within these specific contexts.
In order to be considered for placement in a PEP unit, each student must demonstrate good academic progress. Teaching requires many personal and professional skills and capacities, including planning, diligence, following advice, implementing established routines and procedures, and so on. A lack of ability in these areas will often be evident in coursework studies: therefore, failure of two or more units in a single semester will have consequences for preservice teachers’ commencement of and progression through PEP units. For example, a preservice teacher who fails first year units might not be permitted to enrol in the first PEP unit until later than normally scheduled in their course.
Literacy and Numeracy Test for Initial Teacher Education students
Students must pass the Literacy and Numeracy Test for Initial Teacher Education students (LANTITE), as administered by the Australian Council for Educational Research (ACER), in order to progress through the Master of Teaching (Primary). The test must be undertaken during Semester 1 of the first year of the course (full time equivalent). Students who do not achieve the minimum standard for either the literacy or the numeracy component of LANTITE at this attempt must sit the relevant test again in Semester 2 of the first year of the course (full time equivalent). Students who achieve the minimum standards of the literacy and numeracy components of LANTITE by the end of Semester 2 of the first year of the course (full time equivalent) will be permitted to progress into the second year (full time equivalent) of the course. Students who do not achieve the minimum standards by this time will not be permitted to progress in the course.
Students who successfully complete the first year (full time equivalent) of the Master of Teaching (Primary) but who are unable to complete the remainder of the course may exit with the Graduate Diploma in Teaching Studies.
The Graduate Diploma in Teaching Studies is a good general qualification for many areas of work, including community education centres, outdoor education, training settings in industry, not-for-profits and government, adult literacy, libraries, educational research, education policy, and consultancy. It also provides a postgraduate qualification that students may be able to use for admission to courses in fields other than education (subject to course entry requirements).
The Graduate Diploma in Teaching Studies does not satisfy the requirements for registration with the Queensland College of Teachers.
The Graduate Diploma in Teaching Studies is not available for entry, and is available only to students who withdraw from the Master of Teaching (Primary) having completed the first year (full time equivalent) of that course. Students who are awarded the Graduate Diploma in Teaching Studies who later wish to re-enter the Master of Teaching (Primary) will be required to surrender the award.