Course and Subject Handbook 2024

Course and Subject Handbook 2024 Courses Postgraduate Courses Master of Teaching and Learning (Primary)

Master of Teaching and Learning (Primary)

Handbook year	Information valid for students commencing in 2024.
Course code	114004
Course type	Masters Degree (AQF Level 9)
Professional accreditation status	This course is nationally accredited through the Australian Institute for Teaching and School Leadership (AITSL) in association with the Queensland College of Teachers (QCT). Graduates of this course are eligible for teacher registration in Australia.
Owner	Academy
College	Arts, Society and Education

Award Requirements

Admission Requirements

Course pre-requisites	An appropriate AQF level 7 bachelor degree or equivalent qualification from an approved tertiary institution which includes the equivalent of full year of study in areas appropriate to curriculum demands of a specialisation in primary teaching in Australian schools; that is subjects that link to the national school curriculum (Australian Curriculum, Assessment and Reporting Authority (ACARA)) content in either English, or technologies, or mathematics, or science, or humanities and social sciences or health and physical education. At least three of the subjects completed within the full year of study must be appropriate to the demands of a particular specialisation.
Minimum English language proficiency requirements	Applicants of non-English speaking backgrounds must meet the English language proficiency requirements of an overall score of 7.5 in Academic IELTS (or equivalent) with sub-scores no less than 8 for Speaking and Listening and no less than 7 for Reading and Writing. The cost of the testing will be met by the applicant. English test results must be no more than two years old at the commencement of the course. Applicants are advised that the Queensland College of Teachers requires graduating teachers to have evidence of English language requirements as stated above to demonstrate their English language proficiency prior to registration. Further information is available on the website.
Additional entry requirements	All applicants for initial teacher education courses must satisfy both academic and non-academic entry criteria. Applicants’ non-academic capabilities will be assessed by way of an instrument applied by QTAC and developed in consultation with the Queensland Council of Deans of Education.
Post admission requirements	Professional Placements: This course includes prescribed professional experience placements in primary schools, including blocks in each of the first three phases of the course for a total of 60 placement days. In addition to the 60 placement days students must undertake 20 integrated coursework days across the first three phases of the degree in schools. Students are also required to undertake a 20 day community-based service learning experience in phase four. It may be required that students undertake such placements away from the campus at which they are enrolled, at their own expense. Further information about placements can be found at Coursework Enrolment Procedure. This course includes prescribed professional placements that may involve contact with children under 18 years of age. Students are required to obtain a Suitability to Work with Children Card (which involves a criminal history check undertaken by the Queensland Police) before the start of the first placement. Students must retain a current Suitability to Work with Children Card for the duration of their course, as failure to do so will result in the termination of their enrolment in the course. For more information, refer to: All students are expected to attend a two day online induction prior to the beginning of the course. For students enrolled in the External delivery option, computer and internet access are essential.

Academic Requirements for Course Completion

Credit points

48 credit points as per course structure

Additional completion
requirements

Satisfactory completion of all professional experience service learning experience.

Successful completion of Literacy and Numeracy Test for Initial Teacher Education (LANTITE) is an expected requirement of the Australian Ministers for Education for all graduates. Therefore all students enrolled in an initial teacher education course (either undergraduate or postgraduate) will be expected to sit and meet the test standard prior to graduation.

All students must sit and meet the standard of the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to graduation. The cost of the testing will be met by the applicant. Refer to

All students must successfully complete a final-year teaching performance assessment (Graduate Teacher Performance Assessment [GTPA]) embedded in a professional placement of no less than four weeks in the final year of the degree, prior to graduation that is shown to:

a) be a reflection of classroom teaching practice including the elements of planning, teaching, assessing and reflecting;

b) clearly assess the content of the Graduate Teacher Standards; and

c) demonstrate an understanding of moderation processes that support consistent decision-making against achievement criteria.

The GTPA is built into course requirements and assessments.

All students must possess dispositional attributes deemed suitable for the profession of teaching.

Course learning outcomes

Upon completion of the Master of Teaching and Learning (Primary), graduate teachers will be able to:

Apply an advanced and integrated understanding of teacher professional knowledge, practice and engagement in urban, regional, remote and/or Aboriginal and Torres Strait Islander school-community environments
Analyse critically, reflect on and synthesise complex information, data, problems, concepts, theories and recent developments in the fields of teaching and learning in professional practice and research contexts
Design, implement and evaluate curriculum, assessment and differentiated learning opportunities, with a view to enhanced learning outcomes for all students, including those from diverse cultural, linguistic and socio-economic backgrounds and with specific learning needs
Demonstrate professional numeracy and literacy content mastery, the ability to apply strategies for teaching numeracy and literacy in a variety of curricular contexts, and evaluate the success of such application
Reflect on current dispositions, skills, knowledge and attitudes to manage their professional learning needs and performance, autonomously and in collaboration with others
Critically review regulatory requirements, ethical principles and, where appropriate, cultural frameworks, to work effectively, responsibly and safely in diverse contexts
Demonstrate autonomy, expert judgement, agency, adaptability and responsibility in planning, decision-making, solving complex problems and leading curriculum and community engagement initiatives
Communicate knowledge, skills and ideas through engagement with specialist and non-specialist audiences using advanced speaking, reading, writing, listening, numeracy and advocacy skills
Apply knowledge of research principles, methods, techniques and tools to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship.

Inherent Requirements

Inherent Requirements	Inherent requirements are the identified abilities, attributes, skills, and behaviours that must be demonstrated, during the learning experience, to successfully complete a course. These abilities, attributes, skills, and behaviours preserve the academic integrity of the University's learning, assessment, and accreditation processes, and where applicable, meet the standards of a profession. For more information please visit: Master of Teaching and Learning (Primary).
Reasonable adjustments	All JCU students have the opportunity to demonstrate, with reasonable adjustments where applicable, the inherent requirements for their course. For more information please visit: Student Disability Policy and Procedure.

Course Structure

CORE SUBJECTS

ED5950:03 Learning for Diverse Learners in Primary School Contexts

ED5915:03 Language and Literacy Education for Primary Teachers

ED5916:03 Mathematics and Numeracy for Primary Teachers

ED5952:03 Aboriginal and Torres Strait Islander Education in Primary School Contexts

ED5953:03 The Arts for Primary Teachers

ED5960:03 Teaching for Learning in Diverse Primary School Contexts

ED5961:03 English Education for Primary Teachers

ED5962:03 Mathematics Education for Primary Teachers

ED5963:03 Digital and Design Technologies for Primary Teachers

ED5970:03 Teachers as Leaders for Learning and Change

ED5971:03 Humanities and Social Science Education for Primary Teachers

ED5972:03 Health and Physical Education for Primary Teachers

ED5973:03 Science and Sustainability Education for Primary Teachers

ED5974:03 Final Graduate Professional Experience

ED5980:03 Teachers as Researchers for Learning and Change in Primary School Contexts

ED5981:03 Culturally and Linguistically Diverse Classrooms and Communities

Location

COURSE AVAILABLE AT	NOTES
JCU Cairns
JCU Townsville
External

Candidature

Expected time to complete	2 years or part-time equivalent
Maximum time to complete	5 years
Maximum leave of absence	1 year

Progression

Course progression requisites	Students must successfully complete LANTITE prior to their placement and GTPA assessment in their final year of study.
Course includes mandatory professional placement(s)	Professional Practicums and Internships: This course includes a prescribed professional placement in Primary schools in each of the first four phases of the course for a total of 60 placement days including a 20-day extended capstone in the final phase. In addition to the 60 placement days, students must undertake a one-day-a-week placement in schools to a minimum of 20 days across the degree. It may be required that students undertake such placements away from the campus at which they are enrolled, at their own expense. Students must successfully complete LANTITE prior to their placement and GTPA assessment in their final year of study. Further information about placements can be found at Coursework Enrolment Procedure.
Special assessment requirements	Suitability to Work with Children Care (blue card): This course includes prescribed professional or clinical placements that may involve contact with children under 18 years of age. Students are required to obtain a Suitability to work with Children Card (which involves a criminal history check undertaken by the Queensland police) before the start of the first placement. Students must retain a current Suitability to Work with Children Card for the duration of their course, as failure to do so will result in the termination of their admission to the course. For more information, refer to: Students who do not complete the required number of days of a professional experience subject or a professional component of a subject, without the approval of the Director of Professional Experience, will be deemed to have failed the subject. Refer to Review of a Student’s Suitability to Continue a Course Involving Placement policy.
Professional accreditation requirements	Successful completion of all core subjects contributes to the graduate teacher entry requirements for the Queensland College of Teachers. Please also see `Additional Completion requirements’ in reference to the GTPA
Supplementary exam for final subject	A candidate who has failed a subject required towards the award and who gained 40% or more of the marks for that subject, may be granted a supplementary examination in that subject. However, if that subject is required for accreditation, then the criteria specified by that accreditation will apply. If a practicum has been failed, a further opportunity will be granted for successful completion of this requirement. Any further opportunity subsequent to a second failure is at the discretion of the Dean of the College.

Credit

Eligibility	Students may apply for a credit transfer for previous tertiary study or informal and non-formal learning in accordance with the Credit Transfer Procedure
Maximum allowed	12 credit points
Currency	Credit will be granted only for subjects completed in the 3 years prior to the commencement of this course. Policy document changes in education within the past three years, especially with the national curriculum and the AITSL professional standards require any previous coursework to give attention to these changes.
Expiry	Credit gained for any subject shall be cancelled 6 years after the date of the examination upon which the credit is based if, by then, the candidate has not completed this course.
Other restrictions	Nil

Award Details

Award title	MASTER OF TEACHING AND LEARNING (PRIMARY)
Approved abbreviations	MTeachLearn(Primary)
This is a joint degree	No
Inclusion of majors on testamur	Not applicable - this course does not have majors
Exit with lesser award	Not applicable
Course articulation	Candidates who complete this course at an appropriate level of academic standing may be eligible for entry to Doctoral studies in Education.
Special Awards	Students may receive an Award of Recognition in accordance with the Recognition of Academic Excellence Procedure

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