Master of Teaching (Primary)

The Master of Teaching (Primary) equips graduates with a fully accredited professional teaching qualification accredited by TEQSA and NESA (formerly BOSTES). Designed for aspiring teachers and career changers, the Master of Teaching (Primary) accredits you to teach in Independent and Public Primary Schools.

Do you love children and get a thrill when you see the lights go on in their hearts and minds? Are you excited about working with young people reaching for their dreams? Are you keen to equip your own future with our fully accredited professional qualification to teach in Independent or Public Primary Schools?

This program is for graduates who sense a calling to primary school teaching and have an appropriate undergraduate degree from a recognised institution. We take students at pre-service level and current teachers seeking to upgrade their qualifications. The majority of our students are in fact career changers. Why not hear and read what some of our students are saying about our program?

We are passionate about tailoring our learning and teaching to students’ individual needs, in small classes where each student is known and mentored by their subject’s lecturer. Students are never a number!

Our signature delivery style is blended learning, where students come on campus for their one week’s face-to-face seminar for each subject and complete the remainder of their study online. However, all of our subjects can now be studied fully online, with the exception of the professional experience placements which require 60 days in schools.

Dr Jim Twelves
Program Director, Master of Teaching (Primary)

Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher (Parker Palmer, 2007).

Download:

Enrolment Guide

Student Handbook

Course Design

CRICOS Course Code: 073124F

The Master of Teaching (Primary) is a two year program (4 subjects per semester full-time).

All new entrants into the program, from Semester 1 2019, will be required to select a Primary Specialisation from either Mathematics/numeracy or English/literacy. To complete a specialism in either of these areas, Teacher Education Students (TES) take an additional specialist module and assessment within either EDU515 Learning and Teaching Mathematics: Part B or EDU513 Learning and Teaching English. In addition, within RES502 Action Research students complete a project in their designated specialism. Teaching in the selected specialism is also assessed within their Teacher Performance Assessment (TPA) within EDU500C in their final semester. It is here that the TES will demonstrate positive impact on student learning.

Below is a sample subject sequence, although this can be varied depending on subject availability, pre-requisite needs and the student’s personal circumstances:

**there are four parts to this usually taken over four semesters

NB: Professional Experience, Part A is two weeks, Part B is four weeks and Part C is four weeks. Total of 10 weeks.

The first three semesters focus on the development of the teaching gift; equipping the student to teach across the curriculum and to be able to design learning units to meet the individual needs of all students.

In the final semester, students undertake a research-focused project to inform and improve their practice and also choose one elective subject to develop their own specific interests or skills.

School Professional Placement

Students must complete 10 credit points in Professional Experience.

Entry Requirements

IELTS

If English is not the applicant’s first language or if their first degree was awarded in a non English speaking nation, they will be required to show proficiency in the International English Language Testing System (IELTS) (or equivalent). Such students admitted into our programs must attain an overall IELTS (or equivalent) score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening) on entry into the program. For full details of the policy on the ‘English Language Proficiency for Teachers see the NSW Education Standards Authority - English Language Proficiency Policy.

Academic Entry Requirements

For more detail read the program standards of the Australian Institute for Teaching and School Leadership (AITSL) and the requirements set by the NSW Education Standards Authority (NESA).

Domestic and International applicants must meet one of the following academic entry requirements:

For Applicants with Recent Secondary Education

This course requires a complete Bachelor degree with appropriate school curriculum content awarded under the Australian Qualifications Framework (or equivalent overseas qualification). Applicants with Recent Secondary Education are not eligible for direct entry into this course.

For Applicants with Vocational Education and Training

This course requires a complete Bachelor degree with appropriate school curriculum content awarded under the Australian Qualifications Framework (or equivalent overseas qualification). Applicants with a Vocational Education and Training qualification are not eligible for direct entry into this course.

For Applicants with Higher Education

This course requires a complete Bachelor degree with appropriate school curriculum content awarded under the Australian Qualifications Framework (or equivalent overseas qualification).

For Applicants with Work and Life Experience

This course requires a complete Bachelor degree with appropriate school curriculum content awarded under the Australian Qualifications Framework (or equivalent overseas qualification). Applicants with Work and Life Experience are not eligible for direct entry into this course.

Non-Academic Entry Requirements

Pre-Admission Interview

The Program Director conducts a pre-admission interview (either face-to-face, or phone or via Skype) with all academically eligible applicants. This interview aims to assess the key capabilities associated with successful teaching, which may include:

motivation to teach;

strong interpersonal and communication skills;

willingness to learn;

resilience;

self-efficacy;

conscientiousness;

organisational and planning skills.

Working with Children Check

Domestic Applicants: Domestic students studying in Australia are required to complete the Working with Children Check online upload a copy to their application for admission. Applicants are classified as a ‘volunteer’ in Education.

International Onshore Applicants: International students studying in Australia are required to complete the Working with Children Check online prior to enroling into a Professional Placement. Applicants are classified as a ‘volunteer’ in Education.

International Offshore Applicants: International students studying outside of Australia are not required to complete a Working with Children Check.

Anaphylaxis e-Training

Both Domestic and International Onshore applicants are required to complete the online Anaphylaxis e-training module. Participants will receive a certificate of completion that is to be uploaded as part of their application for admission. Applicants can select ‘schools course’.

International Offshore Applicants: International students studying outside of Australia are not required to complete the online Anaphylaxis e-training module.

Admission Support

Individual support is available for any questions you might have about your application, don't hesitate to ask. Please contact the Program Director, Dr Jim Twelves, by email, phone (02 8893 9000) or by appointment, for academic advice at this stage.

Professional Accreditation Requirements

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

The Australian Government introduced a national Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) from 2016. They argue that well trained, skilled and knowledgeable teachers provide the foundation for a high-quality education system in which every Australian student receives excellent teaching. The LANTITE for initial teacher education students is designed to assess initial teacher education students’ personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching and assist higher education providers. AC requires all pre-service teachers to sit and pass the LANTITE prior to their final professional placement. LANTITE is mandatory for professional teacher registration in Australia.

Fees

Complete Fee Schedules and FEE-HELP information (where appropriate) for all Alphacrucis courses can be found in our Documents section, under the Fees and FEE-HELP Information link.

Units offered as part of this Award:

EDU401 - Foundations in Christian Learning and Teaching: Description: This subject is the foundational subject that introduces the philosophical statement for the Master of Teaching (Primary) Program – Christian education is in the heart of the Christian educator. Students learn to develop their own personal, dynamic philosophy of Christian education. Unit detail page >>
EDU403 - Language and Literacy: Description: This subject enables students to develop their communication skills for academic and professional life, especially in regard to the teacher’s relationship with parents and the community while understanding the principles and theories language and literacy development. Unit detail page >>
EDU405 - Postgraduate Research and Writing: Description: New to higher education studies & it all seems too hard? Worried about writing essay papers? Or where to begin researching? Or you feel confident in writing, but want to learn the skills of evaluating the masses of information we are bombarded with? This unit is for you! It will give you the tools of how to succeed in your postgraduate academic studies. It will examine how you learn, plus challenge you to think deeper, wider and more creatively. It will also encourage you in how to critically evaluate and reflect on information. Unit detail page >>
EDU424 - Australian Indigenous and Multicultural Education: Description: This subject provides heightened understanding of the needs in diverse classrooms in order to enable students to reach their full potential and flourish in Australian Indigenous and multicultural settings and argues the case for pedagogies that engender a supportive learning environment towards Australian Indigenous and multicultural groups. Unit detail page >>
EDU500 - Professional Experience A, B & C: Description: This subject affords the pre-service teacher a wide range of opportunities to practice their developing skills and techniques in controlled real-life settings under the support of full time school mentors. Unit detail page >>
EDU502 - History and Geography: Description: Australia’s multicultural society is celebrated as the pre-service teacher seeks to inspire the young to care for their country and their world for future generations. The study of History and Geography assists in the development of a deeper understanding of the pre-service teachers’ worldviews. Unit detail page >>
EDU511 - Personal Development, Health and Physical Education: Description: This subject provides a comprehensive overview of key researchers in the field of child and adolescent development providing models of instruction and resources in the health and physical education arena. It specifically focuses on physical, cognitive, social and emotional, moral development and the application to health and physical education. Unit detail page >>
EDU512 - Science and Technology: Description: This subject focuses on the Key Learning Area of Science and Technology. Pre-service Teachers will explore relevant science and technology content and strategies to develop in primary students: science and technology knowledge, understandings, skills, attitudes and values. Unit detail page >>
EDU513 - Learning and Teaching English: Description: This subject introduces pre-service teachers to the social construction view of language and how this can be integrated with a biblical worldview. Pre-service teachers will develop skills for teaching language, literature and literacy. Unit detail page >>
EDU514 - Learning and Teaching Mathematics: Part A: Description: This subject traces the growth and development of mathematical constructs in children through Primary school: Mathematics K-10 syllabus. Pre-service Teachers will be exposed to the socio-cultural and multicultural contexts of mathematics, critique a range of teaching methods and approaches, with a view to developing their own philosophy and teaching approach. Unit detail page >>
EDU515 - Learning and Teaching Mathematics: Part B: Description: This subject builds on EDU514 Learning and Teaching Mathematics: Part A, with a focus on the classroom and how learners construct Mathematical concepts. It will investigate ways in which programs can be developed to integrate numeracy across the curriculum. Unit detail page >>
EDU521 - Creative Arts: Description: This subject equips students with approaches, teaching methodologies and practical strategies to effectively teach Creative Arts (Drama, Dance, Media Arts, Music and Visual Arts). Students will also learn to develop their own creative capacities, as well as assessment tools appropriate to children in the primary school age group. Unit detail page >>
EDU522 - The Self-Reflective Educator: Description: This subject has the pre-service teachers consider their own personalities in the light of potential leadership positions that they are likely to encounter later in their careers. It also aims to equip them to handle stress and possible conflict situations with better outcomes for all involved. Unit detail page >>
EDU523 - Inclusive Education: Description: This subject critically analyses the developmental stages of the child to adolescence as they impact ‘at risk’ factors’ influence in inclusive education. Appropriate assessment and evaluation strategies are examined in the context of a range of learning and teaching strategies for individuals with disabilities. Unit detail page >>
RES502(MTP) - Action Research: Description: Participants in this subject are expected to study independently under supervision, developing an action research proposal to investigate a contemporary phenomenon within their own classroom or educational setting. The students then implement appropriate research methods, analyse the findings, reflect upon the findings in relation to their own role, and write up the study up as a dissertation that concludes with practical recommendations for improved Christian pedagogy. Unit detail page >>
THE401(MTP) - Christian Worldview: Description: This subject introduces students to the central doctrines of Christian faith, and considers the way in which these inform the development of personal worldview and frame the life and mission of the church. Unit detail page >>