Master of Teaching (Primary)
Blended learning – on-campus and digital learning
Course Applications Suspended - NO INTAKE for 2024
Deepen your understanding of human development and explore how theories and practices of primary teaching and learning can support your future students in reaching their full potential. Develop learning programs across multiple disciplines that respond innovatively to individual needs. As part of this degree, you will be provided with a variety of structured professional experience opportunities.
Explore the key issues, policies and theoretical concepts impacting primary education in Australia and around the world. Consider equity, diversity, and indigenous perspectives as you apply critical thinking to developing ethical approaches to education. Analyse the impact of local and global education policy and provide potential solutions to bring about positive change.
Upon completing this postgraduate course in primary education, you'll be ready to apply for primary school teacher roles in both government and non-government schools.
Duration
2 years full-time or equivalent part-time
Intakes
Hawthorn (Semester 1) - View application and start dates
Study modes
- Full-time,
- Part-time
VTAC course code
- 3400211121 (CSP)
Professionally accredited by
There are two things that I enjoy most about studying Teaching at Swinburne – the wonderful teaching staff, and the reversed teaching model. Students are enabled to lead their own learning and undertake deeper engagement with materials during workshops led by teaching staff.
Claire
Master of Teaching (Primary)
Course information in detail
- Course detail, course structure and units of study.
Course description
Course structure
- Two (2) Educational Foundation units (25 credit points)
- Six (6) Educational Discipline units (75 credit points)
- Seven (7) Advanced Educational units (87.5 credit points)
- Two (2) Supervised Professional Experience units (two non-credited units)
- One (1) Supervised Professional Experience units (12.5 credit points)
Maximum Academic Credit
The maximum level of credit that can be granted for the Master of Teaching (Primary) is 100 credit points (normally eight units)
In addition, students are responsible for arranging and successfully completing the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) normally within three attempts through the Australian Council for Education Research prior to completing 100 credit points of study.
In addition to the standard academic progress rules, the Master of Teaching (Primary) has the following additional academic progress rules which are established in accordance with Academic Courses Regulation 62(2):
1. A student is classified as 'at risk' of unsatisfactory progress if they:
(a) behave in a manner which breaches the Swinburne Student Charter whilst on a teaching placement
2. A student is classified as having 'unsatisfactory progress' if they:
(a) fail to successfully complete the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to completing 100 credit points of studies or following three attempts
(b) fail a Teaching Placement unit
(c) have their teaching placement terminated early by a school. In the case of early termination of a teaching placement by a school, the student will be deemed as having 'unsatisfactory progress' and a progress review processes will commence within 2 weeks of the cessation of the placement.
Students who are identified as having unsatisfactory progress will be subject to the show cause provisions in the Progress Review section of the Academic Progress Policy.
Units of study
Prior to completing 100 credit points of study, students must pass national literacy and numeracy tests. Find out more about the Literacy and Numeracy Test for Initial Teacher Education Students, including associated costs.
Students must complete the following six (6) units (75 credit points):
Careers and graduate outcomes
- Career opportunities, course aims and objectives, graduate skills and professional recognition.
Career opportunities
Aims and objectives
- analyse, plan and implement highly effective learning programs across multiple discipline and methodological domains in primary education through an understanding of human development incorporating both theoretical and evidence-based research
- maximise student learning outcomes through the integrated application of learning areas, disciplines and pedagogical approaches in primary education
- critically analyse the impact of global and local education policy, leadership and practice on primary education systems from a socio-political perspective
- apply critical thinking to understanding ethical approaches to designing and implementing learning programs in primary education where robust and rigorous evaluative tools are used to measure impact on student learning and wellbeing
- plan, teach and assess student learning with integrity, using ethical and professional approaches to practice in primary education
- partner innovatively and ethically with industry, communities and families to maximise opportunities for student learning, outcomes and life achievements as well as professional growth
- investigate complex local and global issues, including the diversity of Aboriginal and Torres Strait Islanders and masterfully articulate the implications of these issues and provide potential solutions to bring about positive change in primary education
- create and design innovative learning programs in primary education that are responsive to student learning needs, underpinned by theoretical and evidence-based practices and aligned with jurisdictional curriculum and regulatory expectations
Graduate skills
- a broad and deep knowledge of the theories and practice of learning, teaching and pedagogy, across multiple disciplines and methodological domains
- advanced and integrated knowledge of the key issues, policies and theoretical concepts impacting primary education in Australian and global contexts
- the capacity to reflect critically on, and synthesise, learning and to take responsibility and accountability for quality teaching and personal outputs in the context of primary education practice
- the capacity to use high levels of independent judgement to synthesise, integrate, justify and apply multiple domains of educational knowledge in novel or new situations in practice
- the capacity to research, evaluate and articulate key issues, stakeholder needs and a range of perspectives in relation to primary education practice in complex scenarios or across multiple domains of knowledge
- the ability to initiate, develop and manage learning programs, and to evaluate innovations, in the context of primary education practice.
Professional recognition
Pathways and scholarships
- Credit transfer, recognition of prior learning and scholarships.
Course fees and requirements
- Entry requirements and non-year 12 entry.
Entry requirements
Applicants require a bachelor degree or equivalent qualification that includes at least one year of full-time equivalent study relevant to one or more learning areas of the primary school curriculum (https://www.australiancurriculum.edu.au/)
Additional requirements
Casper test
All applicants (both standard entry and non-year 12 entry) must sit the Casper test. Casper is a non-academic online test designed to assess an applicant's personal and professional attributes. Please note Swinburne will consider Casper test results taken within the past year. It is an Australian Government accreditation requirement that all initial teacher education courses include non-academic selection criteria. To ensure you don’t miss the Casper test deadlines, register for your sitting or for further information about the test.
LANTITE: Literacy and Numeracy Test for Initial Teacher Education Students
Admission to this course will consider both academic and non-academic results. Applicants applying to transfer from another initial teacher education course must disclose all LANTITE (National Literacy and Numeracy Test for Initial Teacher Education Students) attempts. Applicants who have unsuccessfully attempted the LANTITE three or more times will not be eligible to receive an offer.
All applicants must demonstrate suitable English language proficiency for successful completion of the course.
Meeting the minimum entry requirements for the course does not guarantee offer of a place. See Admissions at Swinburne for general information about the admissions process.
Eligibility for admission does not guarantee offer of a place.
Working with Children Check and Police Check
All enrolled students must maintain a current Working with Children Check (from the appropriate State Authority). A Police Check may also be required by a school prior to a placement. View the list of each state's requirements.
How to apply
Applications for this course can be made via VTAC or directly to Swinburne. Find out more about how to apply.
View the Informed Choices statement, which provides information about essential physical and behavioural abilities needed to perform assessment tasks and professional placements in nursing and progress to a career in this field. This information is intended to assist you to choose whether you can successfully participate in and complete a course.
Find out more
Tel: 1300 SWINBURNE