Master of Teaching (Primary)
By coursework
+ Award nomenclature
Master of Teaching (Primary)
MTeach(Prim)
+ Course Availability Modes and Locations
| Master of Teaching (Primary) (3715TP) |
|---|
| Distance Education | Albury-Wodonga |
Availability is subject to change, please verify prior to enrolment.
Normal course duration
Full-time 2.0 years (4.0 sessions)
Admission criteria CSU Admission Policy
There are two entry points to the Master of Teaching (Primary):
- Admission directly to the Master of Teaching (Primary) will be on the grounds of acceptable BOSTES Undergraduate requirements for entry into Primary Teaching. A Grade Point Average of 5 or above must have been attained in applicant’s Undergraduate studies.
- Entry to the Master of Teaching (Primary) through the Bachelor of Teaching (Primary) degree is possible on the completion of the first scheduled year of study for the Bachelor of Teaching (Primary).
Students must have attained either a Credit Grade Point Average in their undergraduate degree or in their first year of study for the Bachelor of Teaching (Primary).
English Language Proficiency entry requirements for non-Anglophone International students are: Academic IELTS Reading and Writing 6.5, Speaking and Listening 7.5.
Please note that these requirements are for admission to this course, not to the teaching profession in Australia. Employment in Australian schools is conditional on more stringent English Language Proficiency requirements as outlined under professional accreditation.
Credit CSU Credit Policy
Students who do not meet BOSTES requirements for discipline content subjects will be offered a place in the Bachelor of Teaching
(Primary) where they can complete the discipline content subjects as required by BOSTES http://www.nswteachers.nsw.edu.au/great-teaching-inspiredlearning/. Once students have completed the BOSTES requirements within the Bachelor of Teaching (Primary) they can apply for entry to the Master of Teaching (Primary). Students must have attained a Credit Grade Point Average (GPA 5) in their undergraduate degree or in their first year of study for the Bachelor of Teaching (Primary).
In order for a student to gain credit for a professional experience, the applicant must demonstrate to the Director, Professional Experience Unit that the completed task was indeed equivalent to a practicum, that is, the Recognition of Prior Learning (RPL) had provided the student with an opportunity to satisfy the requirements of a typical practicum. Typically, that would require the pre-service teacher to demonstrate that she/he has developed the skills,knowledge and understanding of the role of a teacher through:
- systematic observation of colleague's teaching and professional dialogue about such observations;
- teaching in a classroom in a collaborative role with an experienced colleague;
- the development of structured teaching and learning materials that are systematically evaluated;
- the development of a professional portfolio;
- discussion of personal teacher development with a supervising colleague on a regular basis;
- engagement in professional dialogue with independent (university) personnel;
- formal assessment of teaching competence by a supervising teacher.
Any student who is conditionally employed within a primary school setting and is successful in gaining Professional Experience
Credit then this credit will only apply to EPT432 Professional Experience 1. It is a course requirement that students must complete professional experience in two diverse settings, as such, the student must then complete EPT433 Professional Experience 2 practicum requirements at a different school setting.
Any student who completed professional experience as part of another incomplete degree may apply to have that professional
experience recognised as equivalent in the same manner that they would apply for credit for other subjects.
Graduation requirement
To graduate students must satisfactorily complete 128 points.
Course structure
The course structure for students entering the Master of Teaching (Primary) degree is;
Year 1: 7 curriculum method subjects and 1 professional experience subject (same as the Bachelor of Teaching (Primary) degree).
Year 2: 1 curriculum method subject, 1 professional experience and 6 education subjects.
Education Subjects
EEE503 Assessment and Reporting
EED503 Learning and Development K-6
EED502 Successful Teaching
EEA406 Managing the Classroom Environment
EEB505 Indigenous Studies for Teachers
ESS509 Principles of Inclusive Education
Professional Experience
EPT432 Professional Experience 1
EPT508 Professional Experience Research
Curriculum Method
EML440 Primary English Curriculum: Understanding Language and Literacy
EML439 Primary English Curriculum
EMM410 Mathematics in the Primary Years
EMM209 Mathematics: Content & Pedagogy
EMS406 Science and Technology Curriculum
EMH419 Curriculum Studies: Society and Environment
EMA410 Creative Arts Curriculum
EMR408 PDHPE Curriculum and Pedagogy
Key Subjects
EED503 Learning and Development K-6
EED502 Successful Teaching
EEB505 Indigenous Studies for Teachers
ESS509 Principles of Inclusive Education
Enrolment pattern
MASTER OF TEACHING (PRIMARY) – ENTRY THROUGH THE BACHELOR OF TEACHING (PRIMARY)
Part-time enrolment pattern for Session 1 commencement
Year 1
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED502 Successful Teaching
Session 2
EEE503 Assessment and reporting
ESS509 Principles of Inclusive Education
Year 2
Session 1
EEB505 Indigenous Studies for Teachers
EED503 Learning and Development K-6
Session 2
EEA406 Managing the Classroom Environment
EPT508 Professional Experience Research
Full-time enrolment pattern for Session 1 commencement
Year 1
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED502 Successful Teaching
EEB505 Indigenous Studies for Teachers
EED503 Learning and Development K-6
Session 2
EEE503 Assessment and reporting
ESS509 Principles of Inclusive Education
EEA406 Managing the Classroom Environment
EPT508 Professional Experience Research
Part-time enrolment pattern for Session 2 commencement
Year 1
Session 2
EEE503 Assessment and reporting
ESS509 Principles of Inclusive Education
Year 2
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED502 Successful Teaching
Session 2
EPT508 Professional Experience Research
EEB505 Indigenous Studies for Teachers
Year 3
Session 1
EEA406 Managing the Classroom Environment
EED503 Learning and Development K-6
Full-time enrolment pattern for Session 2 commencement
Year 1
Session 2
EEE503 Assessment and reporting
ESS509 Principles of Inclusive Education
EEB505 Indigenous Studies for Teachers
EMR408 PDHPE Curriculum and Pedagogy
Year 2
Session 1
EED502 Successful Teaching
EED503 Learning and Development K-6
EEA406 Managing the Classroom Environment
EPT508 Professional Experience Research
MASTER OF TEACHING (PRIMARY) – DIRECT ENTRY
Part-time enrolment pattern for Session 1 commencement
Year 1
Session 1
EML440 Primary English Curriculum: Understanding Language and Literacy
EMM209 Mathematics: Content & Pedagogy
Session 2
EML439 Primary English Curriculum
EMM410 Mathematics in the Primary Years
Year 2
Session 1
EMS406 Science and Technology Curriculum
EMH419 Curriculum Studies: Society and Environment
Session 2
EMA410 Creative Arts Curriculum
EPT432 Professional Experience 1
Year 3
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED502 Successful Teaching
Session 2
EEE503 Assessment and reporting
ESS509 Principles of Inclusive Education
Year 4
Session 1
EEB505 Indigenous Studies for Teachers
EED503 Learning and Development K-6
Session 2
EEA406 Managing the Classroom Environment
EPT508 Professional Experience Research
Full-time enrolment pattern for Session 1 commencement
Year 1
Session 1
EML440 Primary English Curriculum: Understanding Language and Literacy
EMM209 Mathematics: Content & Pedagogy
EMS406 Science and Technology Curriculum
EMH419 Curriculum Studies: Society and Environment
Session 2
EML439 Primary English Curriculum
EMM410 Mathematics in the Primary Years
EMA410 Creative Arts Curriculum
EPT432 Professional Experience 1
Year 2
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED502 Successful Teaching
EEB505 Indigenous Studies for Teachers
EED503 Learning and Development K-6
Session 2
EEE503 Assessment and reporting
ESS509 Principles of Inclusive Education
EEA406 Managing the Classroom Environment
EPT508 Professional Experience Research
Part-time enrolment pattern for Session 2 commencement
Year 1
Session 2
EML440 Primary English Curriculum: Understanding Language and Literacy
EMM209 Mathematics: Content & Pedagogy
Year 2
Session 1
EMH419 Curriculum Studies: Society and Environment
EMM410 Mathematics in the Primary Years
Session 2
EML439 Primary English Curriculum
EMA410 Creative Arts Curriculum
Year 3
Session 1
EMS406 Science and Technology Curriculum
EPT432 Professional Experience 1
Session 2
EEE503 Assessment and reporting
ESS509 Principles of Inclusive Education
Year 4
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED502 Successful Teaching
Session 2
EEB505 Indigenous Studies for Teachers
EPT508 Professional Experience Research
Year 5
Session 1
EEA406 Managing the Classroom Environment
EED503 Learning and Development K-6
Full-time enrolment pattern for Session 2 commencement
Year 1
Session 2
EML440 Primary English Curriculum: Understanding Language and Literacy
EMA410 Creative Arts Curriculum
EMM209 Mathematics: Content & Pedagogy
EMH419 Curriculum Studies: Society and Environment
Year 2
Session 1
EML439 Primary English Curriculum
EMS406 Science and Technology Curriculum
EMM410 Mathematics in the Primary Years
EPT432 Professional Experience 1
Session 2
EEE503 Assessment and reporting
ESS509 Principles of Inclusive Education
EEB509 Indigenous Studies for Teachers
EED503 Learning and Development K-6
Year 3
Session 1
EMR408 PDHPE Curriculum and Pedagogy
EED502 Successful Teaching
EEA406 Managing the Classroom Environment
EPT508 Professional Experience Research
+ Workplace Learning
Professional recognition
Please note that the following requirements relate to Australian Employment Requirements only. These requirements differ from both CSU Admission and CSU Graduation Requirements. As such, it is each student’s responsibility to ensure that they meet these requirements prior to seeking employment as a teacher within Australia.
AUSTRALIAN EMPLOYMENT REQUIREMENTS – ENGLISH LANGUAGE PROFICIENCY
Australian Institute for Teaching and School Leadership
From 1 January 2013, AITSL introduced changes to the assessment criteria for English language proficiency to be consistent with teacher registration requirements in Australian states and territories, as per below:
English Language proficiency requirements from 1 January 2013
1. An Academic version of the International English Language Testing System (IELTS) Test Report Form (TRF) that shows:
- A score of at least 7.0 for Reading and Writing; and
- A score of at least 8.0 for Speaking and Listening.
The IELTS test scores must appear on a single IELTS TRF and be the result of a test undertaken during the 12 month period prior to submitting an application.
OR
2. An applicant has completed study assessed by AITSL as comparable to at least four years of full-time (or part-time equivalent) higher education (university) study, that results in a qualification/s comparable to the education level of an Australian bachelor degree or higher, (must include a recognised initial teacher education qualification) in Australia, Canada, New Zealand, the Republic of Ireland, the United Kingdom or the United States of America.
Board of Studies Teaching and Educational Standards for NSW (BOSTES)
ACCEPTED ENGLISH LANGUAGE TESTS
The tests and results which are accepted by BOSTES are listed below.
3.1 International English Language Testing System (IELTS)
The IELTS test for academic purposes is an appropriate test for prospective teachers. The Institute requires that the applicant needs to attain a minimum overall score of 7.5 including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing. The test is widely accepted as an international standard for English language skills. Testing and locations can be found at http://www.ielts.org/.
3.2 Professional English Assessment for Teachers (PEAT)
The applicant must have Band A in each of the four areas: speaking, listening, reading and writing. This test has been developed for teachers intending to teach in the NSW Department of Education and Communities (DEC). DEC requires relevant teachers to undertake the PEAT. The DEC has advised that Band A is required for teaching in government schools. It is available at the University of NSW Institute of Languages. The website is http://www.lang.unsw.edu.au/PEAT/. Only the DEC may refer teachers to undertake PEAT.
3.3 International Second Language Proficiency Rating (ISLPR)
The applicant must have a score of at least 4+ in each of the four areas: speaking, listening, reading and writing. This test was originally developed as the ASLPR (Australian Second Language Proficiency Rating). It was developed at Griffith University and is available in a form specifically designed to test language proficiency in the teaching context. The website is http://www.islpr.org.
4. EXCEPTIONS
The following applicants generally do not need to complete one of the approved language tests:
- applicants for whom English is their first language;
- applicants who have gained the majority of their qualifications in English, in a country where English is the main language. These countries are: Australia, Canada, New Zealand, Republic of Ireland, United Kingdom (England, Scotland, Wales and Northern Ireland), Republic of South Africa and the United States of America;
- applicants who can provide evidence that they have successfully taught in English in a school in a country where English is the main language for a substantial period of time.
5. CURRENCY OF RESULTS
BOSTES has accepted the advice of the test providers regarding the length of currency of results. Applicants who submit results from IELTS must submit results from a test taken within a period of two years of their application for provisional or conditional accreditation. Applicants who submit results from ISLPR must submit results from a test taken within a period of twelve months of their application for provisional or conditional accreditation. A successful PEAT does not lose currency.
Contact
For further information about Charles Sturt University, or this course offering, please contact info.csu on 1800 334 733 (free call within Australia) or email inquiry@csu.edu.au
The information contained in the 2015 CSU Handbook was accurate at the date of publication: February 2015. The University reserves the right to vary the information at any time without notice.