Master of Teaching (Primary)

Make a positive difference in the lives of young adults
School of Education | Excelsia College

Master of Teaching (Primary)

Duration: 2 years full-time/part-time equivalent
Delivery: Online (with some on-campus requirements)
Credit Points: 96 (20 units, including 2 course tutorial workshops)
Tuition Fee: Domestic (FEE-HELP available)
IELTS: Overall 7.5 with speaking & listening at 8.0 and reading & writing at 7.0
Course accreditation: NESA
AQF: Level 9

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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.

 

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.

 

Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE)

It is mandatory that all Initial Teacher Education students sit and successfully complete the LANTITE test prior to undertaking the final Professional Experience (EDPE/EDSE503). You will NOT be allowed to complete this unit, and therefore prevented from graduating, unless evidence of successful completion of the test is provided. You are required to email a copy of your results to the Program Director at gideon.boadu@excelsia.edu.au and the Professional Experience Coordinator at vivienne.webster@excelsia.edu.au. If the requirements are not satisfactorily completed, you may be required to withdraw from the unit.

LANTITE Preparation and support

Students who are at risk of not successfully completing the LANTITE or achieving the required standard are encouraged to seek support at the early stages of their studies in order for the College to provide support. There are resource materials on the ACER website that can aid at risk students to achieve the required standard in the LANTITE. Please use the links below to access these resources.

Prior to your first attempt

Students are encouraged to complete the practice materials and sample questions on the ACER website prior to their first attempt at the test.

Prior to your second attempt

If unsuccessful on your first attempt, students are encouraged to revisit the practice materials and sample questions on the ACER website. Students encouraged to purchase a Cambridge LANTITE Edge to aid their preparation.

Prior to your third attempt

If unsuccessful on your second attempt, you must contact your Program Director at gideon.boadu@excelsia.edu.au and discuss potential problems and strategies and to arrange for specific support. Depending on your personal circumstances the College may employ a LANTITE tutor to support your preparation or nominate a dedicated academic support person at the College to support you.

Prior to your fourth attempt

If unsuccessful on your third attempt, you must book and appointment with the Head of School, Dr Leonardo Veliz and the Chief Academic Officer, Associate Professor George Odhiambo to discuss your progress, preparation and strategies used for your previous LANTITE attempts. If a fourth attempt is required, the Head of School will arrange with ACER to approve and register you for the test in the next testing window.

Prior to your fifth attempt

Under extenuating circumstances, a fifth attempt could be approved. You must provide evidence regarding your extenuating circumstance to your Head of School for review and approval. A fifth attempt will only be approved if evidence is deemed sufficient and is verifiable. All materials and resources linked above must be revisited before the fifth attempt. Additional support, including arranging for a LANTITE tutor, could also be considered on a case-by-case basis.

 

 

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.

Results from the 2019 Survey of Employer Recruitment Experiences shows that there is a widespread shortage of teachers across Australia. The New South Wales Teachers Federation further says that state will need 11,000 more teachers by 2030 in response to expected increase in student population in the next 20 years.

At Excelsia College, you will be prepared to acquire career skills and practical experience that will make you successful in a range of school settings. You can also meet the demand for new teachers in as few as 18 months. As a graduate of our Master of Teaching (Primary) online course you may find yourself working at an independent school or state school. Your master’s degree may take you 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 teach. As a teacher, you also will enjoy flexible working arrangements of either fulltime, part time or casual employment.

Aside from teaching, there are several jobs and career options available to those that hold an initial teacher education degree. A teaching degree equips you with transferable skills that are relevant nationally and internationally in various government departments, private organisations and not-for-profit institutions. Apply for the Master of Teaching today and set the stage for your next career.

Course Tutorial Workshop I

The unit seeks to promote the integration of theory and practice by introducing the role of the teacher as:

• a planner of teaching and learning for a diversity of students; 

• a promoter of personal and student literacy and numeracy; 

• an integrator of ICT in professional practice;

• a classroom manager; and 

• a contributor to a teaching/learning community. 

The unit also considers some of the legal and moral responsibilities of the teacher.

Course Tutorial Workshop II

This unit seeks to promote the integration of theory and practice by further developing the role of the teacher as:

• a practitioner who is aware of the potential impact of their own socio-cultural, religious, ethnic and gender perspective on classroom practice

• a planner of teaching and learning for a diversity of students with a special focus on students of EAL/D heritage; 

• a promoter of personal and student numeracy; 

• an integrator of ICT in professional practice;

• competent and creative user of strategies for teaching and learning; and a reflective practitioner able to contribute to the professional community.

Aboriginal and Torres Strait Islander Perspectives

This unit focuses on the social, cultural, pedagogical and methodological strategies that teachers need to master in order to teach Aboriginal and Torres Strait Islander students, and to teach all students about Aboriginal and Torres Strait Islander languages, history and culture. This unit specifically addresses AITSL Standards 1.4 and 2.4 which tap into ‘strategies for teaching Aboriginal and Torres Strait Islander students’ and ‘understanding and respecting Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’.

Foundations of Teaching and Learning

This unit provides a broad overview of the goals of schooling, including the promotion of equity and excellence. The role of the teacher is introduced as planner of teaching and learning, user of Information and Communication Technologies (ICT), classroom manager, and contributor to a teaching or learning community. The unit also considers some of the legal and moral responsibilities of the teacher.

Teaching Biblical Studies

This unit provides an overview of the biblical narrative so as to develop an integrated understanding of the Bible’s message and the ability to interpret its meaning for contemporary students. The unit also develops the knowledge and understanding of the process of curriculum design, development and evaluation in biblical studies. Skills are acquired that facilitate the teaching and learning of biblical studies.

Cultural Perspectives

This unit seeks 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 are explored with particular emphasis on the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students.

Psychology for Teachers

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.

Teaching for Diverse Abilities

This unit develops the skills, understandings, and attitudinal base to encourage effective learning for all school students, irrespective of their culture, character, ability or needs. The opportunity is provided to develop strategies that have high utility in the 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.

Professional Experience I

15 Days in School

Professional Experience II

20 Days in School

Professional Experience III

25 Days in School

Early Reading and Writing

The focus of this unit is on the foundational knowledge for the development of the language modes and mechanisms of reading and writing. Reading comprehension, meaning-making through viewing and reading, as well as how children develop writing skills are examined. 

The unit investigates practices and procedures associated with various models used when teaching reading and writing in the early years of schooling. It traces the progression from hearing sounds and the beginnings of letter-sound relationships to more complex and critical aspects of learning to read and write.

Literacy

This unit seeks to equip 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. 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.

English

This unit helps 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. Students also examine support documents, including the links between Stage 3 and Stage 4 within the continuum of learning from K–12.

Numeracy

In this unit, students acquire knowledge and skills, including literacy skills, which facilitate the active learning of numeracy. Students also acquire the necessary knowledge and understanding of relevant curriculum documentation, and become aware of a range of teaching resources that can enhance the teaching and learning of numeracy, concepts and processes.

Mathematics

This unit builds on the Numeracy unit by assisting students to develop their knowledge and understanding of how current pedagogical theories relate to teaching and learning mathematical concepts and processes. In addition, students:

• acquire further knowledge and skills which facilitate the active learning of mathematics

• gain a greater knowledge and understanding of relevant curriculum documentation including links between Stage 3 and Stage 4 mathematics within the K–10 continuum of learning

• develop an awareness of a wide range of teaching resources, including Information and Communications Technology resources, which enhance the teaching and learning of mathematical skills and concepts.

Human Society and its Environment

This unit is designed to assist students to master the knowledge and skills required for effective teaching in History and Geography. Relevant curriculum documents and teaching resources are examined in detail and an understanding of the implications of a biblical world view for these subject areas are explored.

PDHPE

This unit is designed to assist students to:

• become familiar with the relevant curriculum documents

• develop an understanding of PDHPE in the context of competing theories, philosophies and world views

• demonstrate a mastery of the knowledge and skills required for effective teaching of PDHPE 

• articulate and respond to significant educational issues in teaching PDHPE.

Science and Technology

The unit familiarises students with the curriculum documentation and resources relevant to the science and technology subject area, including the links between Stage 3 and Stage 4 science and technology within the continuum of learning from K–12. In doing so, the unit enables students to: 

• critically evaluate relevant educational theories and practices as applied to science and technology

• demonstrate an understanding of relevant  theological  perspectives on science and technology 

• articulate and respond to significant educational issues in this area.

Creative Arts

This unit familiarises students with the curriculum documentation and resources relevant to the creative arts subject area, including the links between Stage 3 and Stage 4 creative arts within the continuum of learning from K–12. In doing so, the unit enables students to:

• critically evaluate relevant educational theories and practices as applied to the creative arts

• demonstrate an understanding of relevant perspectives, including biblical and theological perspectives, on the creative arts

• articulate and respond to significant educational issues in the creative arts.

Professional Experience I

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.

Professional Experience II

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.

Professional Experience III

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.

Academic staff for education

Gideon Boadu | Master of Teaching | Excelsia College

Head of Department, Initial Teacher Education (ITE)

Dr Gideon Boadu

Pegah Marandi | Lecturer and Field Education Coordinator | Bachelor of Early Childhood Education | Excelsia College

Course Coordinator & Lecturer, Master of Teaching

Dr Pegah Marandi

Christopher Gilbert | MAR Associate Lecturer | Integrative Studies | Excelsia College

Associate Lecturer – Master of Arts Religion

Christopher Gilbert

Entry requirements
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.

For more information please visit the Future Students information 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.

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

 

Note that a conditional offer can be made for applicants with demonstrated English proficiency equivalent to IELTS Academic minimum overall result of 6.5, with a minimum of 7.0 in speaking and listening modules.

 

An English language proficiency assessment is not required for applicants who have undertaken the full four years of required higher education study (or qualifications assessed as comparable) in English in either: Australia, New Zealand, United Kingdom (England, Scotland, Wales and Northern Ireland), the United States of America, Canada or the Republic of Ireland.



As part of the Australian Institute for Teaching and Leadership (AITSL) revised Standards and Procedures (2015), applicants to initial teacher education programs must meet both academic and non-academic requirements for teacher entry. This gives applicants an opportunity to demonstrate their attributes and capacity to complete their program and enter the teaching profession. Students will be assessed against the NESA Initial Teacher Education Non-Academic Selection Framework.

 

What will the assessment look like?

The assessment will include an oral interview where candidates are asked questions to determine their suitability for the teaching degree in areas that do not relate to the academic selection. At the interview, the panel will also assess other non-academic entry requirement areas linked to the core non-academic attributes contained in the NESA Initial Teacher Education Non-Academic Selection Framework.

 

The following may be used as a guide to prepare for your interview:
  • What or who motivates you to want to become a teacher?
  • What is your subject of interest and why?
  • What skills do you possess that will make you a good teacher?
  • What is a good teacher to you?
  • What do you consider as your key strengths when communicating with others?
  • How well do you cope with stressful situations?
  • How do you attend to and/or embrace other cultures including Aboriginal and Torres Strait Islander cultures?
When will I be able to complete the non-academic assessment?

Oral interviews will be held during orientation week at the College or via zoom where necessary.

 

Will I be denied admission if I am identified as having an area of need?

No. Students are not disadvantaged when they are identified as having areas of improvement stemming from the non-academic assessment process. Rather, the College, with the cooperation of the student, will aim to provide reasonable support on case-by-case basis.

Applicant background
2019 Semester 2
Number of StudentsPercentage 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%

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