Master of Teaching
(Primary)

Make a positive difference in the lives

of children and young adults

Master of Teaching (Primary) - Education Courses

COURSE SUMMARY
Qualification / AwardED52 Master of Teaching (Primary)
Course Duration2 years full-time / 4 years part-time (18 months accelerated*)
Credit Points96 Credit points (16 units)
Delivery* Online (with some on campus requirements see course overview)
Available toDomestic (FEE-HELP available)
IELTS7.5 (See Entry Requirement for more details)
Course AccreditationNESA
Financial InformationCourse Fees Page
AQFLevel 9
Key DatesApplication Deadlines and other Key Course Dates
*Only available for Semester 1 intake
Enquire Now
First Name*
Last Name*
Email*
Mobile*
Course*
Medium
Intended Commencement*
Questions?
Enter the Captcha
Reload

It takes a big heart to teach little minds, because primary teaching is about much more than learning outcomes. As a primary teacher you’ll share in laughter, mop up tears, tie shoelaces, celebrate success and show how to learn from mistakes. You’ll ignite imaginations, encourage curiosity and provide the tools for academic achievement, but you’ll also play a critical role in imparting life lessons – how to be a kind, respectful and successful person, not only in the classroom, but in the schoolyard, at home and in the world.

Nelson Mandela was right when he said ‘education is the most powerful weapon we can use to change the world’ – you may spend a short time teaching a child, but the effects can last a lifetime. The Master of Teaching (Primary) is designed for people with a love of learning and a love of children. It takes commitment, empathy, negotiation, motivation, passion, problem-solving and understanding.

A teaching masters degree with Excelsia College, with its grounding in Christian values and beliefs, gives you the means to educate creatively, innovatively, and with care, from the heart.

One of the best things about studying a Master of Teaching (Primary) with Excelsia College is that it’s hands-on from the word “go.” In any given semester you’ll study a mix of foundation units, like cultural perspectives or psychology for teachers, along with curriculum studies for example literacy, creative arts and personal development, health and physical education.

Professional Experience

You’ll also undertake Professional Experience in a number of different schools. These practicums (Professional Experience I, II and III) provide a rewarding, first-hand primary teaching experience that will help you gain insight into your capabilities and where you can make the most difference!

The course begins with mandatory campus attendance for unit EDPF500 Course Tutorials and Workshops I for a duration of one week in Semester 1.


Potential Students

Excelsia College online teaching masters degrees are designed to help you transition into the teaching career you've always wanted. Backed by more than 30 years' experience in higher education, you'll learn in a supportive environment from approachable, expert academics.

The online learning model is flexible for busy lives but ensures you feel connected to your classmates and lecturers.

The Christian worldview that underpins everything we do means you can live your faith and values authentically while learning with us, and go on to better support your students’ social, emotional, spiritual and physical development.


-

English Language Proficiency

Applicants whose qualifying undergraduate studies were taken in a language other than English will be required to demonstrate English proficiency equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of 8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing modules. Comparative scores for recognised tests are included below:

ExaminationMinimum overall resultMinimum Score reading and writingMinimum speaking and listening
IELTS7.57.08.0
ISLPR444

Applicants with Higher Education

Educational Prerequisites

Applicants may be admitted to the Master of Teaching (Primary) upon successful completion of an accredited Bachelor degree containing at least one year of full-time equivalent studies (eight semester-long units of study) *relevant to one or more key learning areas of the primary school curriculum.

The key learning areas are:
• English
• Mathematics
• Science and technology
• Human society and its environment
• Creative and practical arts
• Personal development, health and physical education.

Visit the Applicants with Higher Education Page


The Master of Teaching (Primary) is not available to International Students.

Entry to this course will not be possible based on VET or TAFE studies or on Work and Life Experience alone.


Download the Student Selection and Admissions Policy and Procedure.

-

Demand for teachers is largely a result of the number of children in the population, and there’s a significant opportunity for primary teachers in the future. The population of primary school-aged children is forecast to rise by over 92,000 students in the lead up to 2020 (ACER).

As a graduate of our Master of Teaching (Primary) online course you may find yourself working at an independent school, state or Christian school. Your masters degree may take you just around the corner, to a remote Indigenous community, or to a big city. No matter where you want to teach, you’ll be equipped with the knowledge and skills you need to nurture the social, emotional, spiritual and physical development of the children you serve.

As a teacher, you also will enjoy flexible working arrangements. While 70.7% of primary teachers are in full-time positions (joboutlook.gov.au), part-time employment is becoming more popular (ACER) for teachers who wish to enjoy greater work-life balance.

 

-

Course Units

It is essential that teacher education students are familiar with the function of schools and schooling and the responsibilities of classroom teachers. This unit provides a broad overview of the goals of schooling, including the promotion of equity and excellence and support of young Australians to become successful learners, confident and creative individuals, and active and informed citizens. The unit introduces the role of the teacher as a planner of teaching and learning, as a user of Information and Communication Technologies (ICT), as a classroom manager and as a contributor to a teaching/learning community. The unit also considers some of the legal and moral responsibilities of the teacher.

Teacher education students require a sound understanding of significant cultural themes and issues in education and schooling in contemporary Australia. They also require a coherent understanding of global issues in society and culture that impinge on Australian educational experience and practice. The overarching aim of this unit is to assist TES to develop a critical awareness of the impact of intersecting cultural environments on schooling and education. Various social, historical, political, economic, philosophical and theological perspectives will be explored with particular emphasis on the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students.

Teacher education students (TES) require a sound understanding of the developmental stages through which students progress, and the implications of this developmental trajectory for teaching and learning.Using theoretical resources drawn from developmental psychology, this unit explores human physical, cognitive, social, emotional, moral and spiritual development with particular reference to middle-and late-childhood. Within the domain of educational psychology, theories of learning, behaviour, intelligence and motivation, and their implications for the classroom; are investigated critically.

This investigation encourages the development of a reflective approach to the integration of theory and teaching practice. Finally, various philosophical perspectives on unit content are provided in order to enable TES to more broadly situate and evaluate various theories of development and learning.

Teacher education students (TES) require a basic understanding of the current philosophies and practices relevant to including and serving school students with diverse abilities within the regular classroom. This unit will equip candidates with the skills, understandings, and attitudinal base to encourage effective learning for all school students – irrespective of their culture, character, ability or needs. TES will be provided with the opportunity to develop strategies that have high utility in the primary classroom, thus enabling all students to access the curriculum. National and State policies and practices supporting inclusion will be examined, as will the nature and place of support services within the class, school and community.

Biblical Studies is an important curriculum area in the Christian and Independent School in which many graduates from the Master of Teaching (Primary) find employment. This unit aims to provide an overview of the Biblical narrative that will enable teacher education students to develop an integrated understanding of the Bible’s message and the ability to interpret its meaning for contemporary students. The unit also enables TES who may teach in Christian schools to develop their knowledge and understanding of the process of curriculum design, development and evaluation in Biblical Studies, and to acquire skills which facilitate the teaching and learning of Biblical Studies.

This unit aims to equip teacher education students with the knowledge, skills and understandings required to create and lead safe and supportive and productive classroom learning environments.In doing so, the unit incorporates a range of theoretical perspectives and practical strategies designed to assist TES to develop approaches to classroom management that are consistent with: current research; principles of justice and reconciliation; the safety and security of students; and the achievement of student learning outcomes in a variety of contexts and settings. As a result, on completion of this unit, TES will be better able to manage classrooms in both an informed and an effective manner.

This unit examines the nature, purposes, scope and strategies of assessment and reporting. Modes of assessing and reporting are presented and evaluated with respect to their coherence with a student-centred philosophy of teaching and learning. Issues relating to validity, reliability and equity are explored, including the increasing use of ICT, the role of judgement in relation to standards, and using assessment to support indigenous education. Teacher education students will explore the use of standardised and other testing modes undertaken by the NSW Board of Studies, Teaching and Educational Standards (BOSTES) the International Baccalaureate Organisation (IBO), the Australian Curriculum and Reporting Authority (ACARA), and the Program of International Student Assessment (PISA).

This unit seeks to equip teacher education students with an understanding of an integrated, explicit and systematic approach to the teaching of reading, incorporating a range of models, including instruction on how to teach phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension. In addition the unit prepares students to teach skills and understandings relating to writing, viewing and representing (including handwriting, digital technologies, grammar and spelling), speaking and listening.

In this unit, teacher education students will acquire knowledge and skills, including literacy skills, which facilitate the active learning of numeracy. They will also acquire the necessary knowledge and understanding of relevant curriculum documentation, and will become aware of a range of teaching resources (including calculators and Information and Communication Technology) that can enhance the teaching and learning of numeracy skills, concepts and processes.

This unit is designed to equip teacher education students with the understandings and skills required to facilitate effective teaching and learning in the Creative Arts. The unit familiarises students with the curriculum documentation and resources relevant to the Creative Arts, and enables them to critically evaluate relevant educational theories and practices, understand relevant perspectives on the Creative Arts including biblical and theological perspectives, and articulate and respond to significant educational issues in the Creative Arts.

Building on Literacy, this unit will help teacher education students acquire knowledge and skills which will facilitate the active learning of English. Relevant curriculum documentation is explored, with a special focus on the NSW Syllabus for the Australian Curriculum English K-10 Syllagus (2012/13). Teacher education students also examine support documents, and consider the links between Stage 3 and Stage 4 within the continuum of learning from K to 12.

This unit builds on the Numeracy unit by assisting teacher education students to develop their knowledge and understanding of how current pedagogical theories relate to teaching and learning mathematical concepts and processes. They will acquire further knowledge and skills that will facilitate the active learning of mathematics, gain a greater knowledge and undertadnign of relevant curriculum documetns, and develop an awareness of a wide range of teaching resources (including ICT resources) that enhance the teaching and learning of mathematical skills and concepts.

Teaching education students preparing to teach in the primary school require a sound understanding of their role in supporting student learning in History and Human Society and its Environment (HSIE). This unit is designed to assist TES to master the knowledge and skills required for effective teaching in History and HSIE. Relevant curriculum documents and teaching resources are examined in detail, and an understanding of the implications of a biblical worldview for these subject areas is also explored.

This unit is designed to equip teacher education students with the understandings and skills required to facilitate effective teaching and learning in Science and Technology. They will become familiar with the Science and Technology curriculum documentation and resources, and critically evaluate relevant educational theories and practices. They will also explore perspectives on Science and Technology, including biblical and theological perspectives, and respond to significant educational issues in this subject area.

Teacher education students preparing to teach in the primary school should possess a well-developed understanding of, and the skills required to, facilitate effective teaching and learning in Physical Development, Health and Physical Education (PDHPE). This unit assists teacher education students to become familiar with relevant curriculum documents, and develop an understanding of PDHPE in the context of competing theories, philosophies and worldviews. They will master knowledge and skills required for effective teaching of PDHPE, and respond to significant educational issues in this subject area.

The purpose of Professional Experience I is to provide teacher education students (TES), through immersion in a placement school, with a sound understanding of the structures and practices of contemporary Primary education. In doing so, the unit provides TES with opportunities to: engage professionally with teachers; understand students and how they learn; and implement effective teaching and learning strategies through classroom teaching and active reflection on their own teaching practice.

The unit also provides opportunities for TES to experience first-hand the intersecting roles and activities of the school, the community, and the teacher in the classroom – thus developing holistic appreciation of education in the placement setting. Professional Experience I focuses on Graduate Teacher Standards 1, 2, 3 and 4.

The purpose of Professional Experience II is to provide teacher education students with a sound understanding of the structures and practices of contemporary Primary education. In doing so, the unit particularly provides TES with opportunities to explore differentiation of the curriculum and develop strategies in order to meet the needs of students with a diverse range of abilities. The unit also provides opportunities for TES to engage in professional learning to improve student outcomes, and make connections between curriculum perspectives, syllabus documents, classroom practices, school policies and issues of social justice.

During the Professional Experience, TES will be encouraged to move to independence on approximately half a full time teaching load. Professional Experience II focuses on Graduate Teacher Standards 1, 2, 3, 4 and 5.

During their final Professional Experience placement teacher education students are expected and encouraged to investigate and implement a wide range of pedagogical strategies that promote Primary students’ learning. In so doing they will develop and display confidence in classroom practice, and in conceptualising and justifying their professional and educational decisions and actions.

In their final Professional Experience, teacher education students are expected to take on significant responsibility for teaching, to explore student learning through a major piece of Scholarship in Teaching and Learning, and to take joint responsibility with the Institute, the placement school and the Supervising Teacher for developing the skills required for entry into the teaching profession. Throughout, the unit intentionally recognises and supports the transition from pre-service teacher to beginning professional educator.

The central focus of the two-unit sequence Action Research Project A and Action Research Project B is on the design, development, implementation, and reporting of an Action Research Project to be undertaken by each teacher education student during their final Professional Experience. The Action Research Project will be directed towards the identification and analysis of a particular problem or issue in the Professional Experience setting, with the TES expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. In doing so, the TES is expected to explore strategies which:
– encourage ongoing, self-directed professional development’
– provide a basis for involvement in school based research;
– build on their own professional knowledge and expertise;
– develop critical work practices; and
– engage in all facets of the ation and research.
By enabling teacher education students to focus on a chosen aspect of their prospective employment, the ARP units actively support the transition from university studies to teaching. In this second unit, the focus is on conducting and reporting on the Action Research Project.

The central focus of the two-unit sequence Action Research Project A and Action Research Project B is on the design, development, implementation, and reporting of an Action Research Project to be undertaken by each teacher education student during their final Professional Experience. The Action Research Project will be directed towards the identification and analysis of a particular problem or issue in the Professional Experience setting, with the TES expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. In doing so, the TES is expected to explore strategies which:

– encourage ongoing, self-directed professional development’
– provide a basis for involvement in school based research;
– build on their own professional knowledge and expertise;
– develop critical work practices; and
– engage in all facets of the action and research.

By enabling teacher education students to focus on a chosen aspect of their prospective employment, the ARP units actively support the transition from university studies to teaching. In this second unit, the focus is on conducting and reporting on the Action Research Project.

English Language Proficiency

Applicants whose qualifying undergraduate studies were taken in a language other than English will be required to demonstrate English proficiency equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of 8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing modules. Comparative scores for recognised tests are included below:

ExaminationMinimum overall resultMinimum Score reading and writingMinimum speaking and listening
IELTS7.57.08.0
ISLPR444

Applicants with Higher Education

Educational Prerequisites

Applicants may be admitted to the Master of Teaching (Primary) upon successful completion of an accredited Bachelor degree containing at least one year of full-time equivalent studies (eight semester-long units of study) *relevant to one or more key learning areas of the primary school curriculum.

The key learning areas are:
• English
• Mathematics
• Science and technology
• Human society and its environment
• Creative and practical arts
• Personal development, health and physical education.

Visit the Applicants with Higher Education Page


The Master of Teaching (Primary) is not available to International Students.

Entry to this course will not be possible based on VET or TAFE studies or on Work and Life Experience alone.


Download the Student Selection and Admissions Policy and Procedure.

-

Applicant background
2019 Semester 2
Number of Students Percentage of all students
(A) Past higher education study
(includes a bridging or enabling course)
20100%
(B) Past vocational education and training (VET) study00%
(C) Work and life experience
(Admitted on the basis of previous achievement not in the other three categories)
00%
(D) Recent secondary education:

  • Admitted solely on the basis of ATAR (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points)
00%
  • Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
00%
  • Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation with no minimum ATAR)
00%
International students00%
All students20100%
TOP