Master of Teaching (Primary) (MC-TEACHPR)

Overview

Entry requirements

1. In order to be considered for entry, applicants must have completed:

• An undergraduate degree in any discipline that has at least one full year of full-time equivalent study relevant to one or more learning areas of the primary school curriculum. Most undergraduate degrees cover one or more of these required learning areas, meeting this requirement.
• A selection test as determined by the Selection Committee.

Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

• Prior academic performance; and
• The results of the selection test. *

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

4. Applicants are required to satisfy the university’s English language requirements for graduate degrees. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, UoM performance band 8 is required.^

Note

(a) The Academic Board may prescribe minimum grade point averages for undergraduate studies that must be met by applicants eligible for Guaranteed Entry in a given year. Applicants not eligible for Guaranteed Entry will normally be required to have a grade point average for undergraduate studies at least as high as the prescribed minimum for Guaranteed Entry.

(b) All applicants must have a valid Working with Children Check prior to the commencement of the Practicum subjects, and for the duration of the program.

(c) ^ The Selection Committee may require applicants who have not recently completed a full undergraduate degree in Australia or New Zealand to demonstrate English language ability using one of the standard tests approved by the Academic Board at UoM performance band 8, even if their prior study of the English language, or their prior education and assessment in an English language university, would normally exempt them from standard testing.

(d) *All applicants must complete the Teacher Capability Assessment Tool (TCAT) selection test and meet all TCAT benchmarks. Details of the selection test are available on the Melbourne Graduate School of Education’s Teacher Capability Assessment Tool (TCAT) website.

(e) Graduate Degree Package for School Leavers

The University of Melbourne offers Graduate Degree Packages to high achieving school leavers, allowing them to secure places (Commonwealth Supported places for domestic students or International fee places) in the Master of Teaching (Primary) provided that they meet certain requirements.

For a Commonwealth Supported Place or an International Fee Place, the applicant must:

• Complete an Australian Year 12 or the International Baccalaureate (IB) in 2018 or later either:

— In Australia; or

— Outside Australia and be an Australian citizen;

• Achieve an ATAR (or notional ATAR) of at least 95.00;
• Apply for a University of Melbourne Graduate Degree Package for commencement in the year following completion of Year 12 or IB via VTAC;
• Enrol immediately or be granted deferral in the year following Year 12;
• Successfully complete a Bachelor of Arts, Design, Fine Arts, Music or Science at the University of Melbourne including all the specified prerequisite subjects;
• Complete the Teacher Capability Assessment Tool during application into the undergraduate degree; and
• Commence the Master of Teaching (Primary) within 18 months of completing the undergraduate degree.

Applicants should refer to the University Handbook for the additional entry requirements for the undergraduate degrees in the Graduate Degree Packages.

Inherent requirements (core participation requirements)

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
   
   In courses requiring students to undertake practicum placements
   
4. The ability to undertake professional practice placements independently, including:
   a. The ability based on personal maturity to establish a professional relationship with students and interact with them appropriately
   b. The ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive
   c. The ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have
   d. The ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques)
   e. The ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom
   f. The ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers
   g. The ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Student Equity and Disability Support.

Professional accreditation

The Master of Teaching (Primary) is accredited by the Victorian Institute of Teaching (VIT) according to the Australian Institute of Teaching and School Leadership (AITSL) Graduate Standards and Initial Teacher Education Program Standards. Graduates may apply for registration to teach in Australian schools.

Course structure

The Master of Teaching (Primary) requires the successful completion of 200 credit points.

The Master of Teaching (Primary) is normally completed over two years (Standard Mode), but can be completed in a longer time frame over three years (Extended Mode).

To obtain the degree (Standard Mode) students must complete:

• Year 1 subjects

  • 50 credit points of Year 1 (the first semester of the program) subjects
  • 50 credit points of Year 1 (the second semester of the program) subjects

  Year 2 subjects

  • 50 credit points of Year 2 (the third semester of the program) subjects
  • 50 credit points of Year 2 (the fourth semester of the program) subjects

To obtain the degree (Extended Mode) students must complete:

Year 1 subjects

• 37.5 credit points of Year 1 (the first semester of the program) subjects
• 37.5 credit points of Year 1 (the second semester of the program) subjects

Year 2 subjects

• 37.5 credit points of Year 2 (the third semester of the program) subjects
• 37.5 credit points of Year 2 (the fourth semester of the program) subjects

Year 3 subjects

• 25 credit points of Year 3 (the fifth semester of the program) subjects
• 25 credit points of Year 3 (the sixth semester of the program) subjects

Note:

Students must pass all subjects listed as part of the formal calendar year of their course mode before they can undertake any subject deemed to be part of the next year of that course mode. Refer to the Standard and Extended course mode structures for subject sequencing.

The Master of Teaching (Primary) requires completion of 15 compulsory subjects, which must be taken in the sequence outlined in the Standard mode, or the Extended mode. The compulsory subjects include:

• 10 x learning area subjects;
• 1 First Nations in Education subject;
• 3 x Engaging and Assessing Learners subjects (which incorporate 60 placement days in primary schools); and
• 1 x Professional Learning Capstone subject.

Specialised Pathways

Teacher Candidates complete one specialised pathway via the core subjects and capstone, to develop expertise in a specific learning area. The suite includes:

• The Arts
• Health & Physical Education
• Humanities
• Literacy
• Mathematics
• Science

To meet the requirements of a Specialised Pathway, Teacher Candidates must:

• Complete the 10 learning area subjects; and
• Focus on their Specialised Pathway in the Professional Learning Capstone.

Course mode Options

The Master of Teaching (Primary) has different study modes, that are ‘Standard Mode’ and ‘Extended Mode’ similar to full time and part time modes.

https://handbook.unimelb.edu.au/courses/mc-teachpr/majors-minors-specialisations

Teacher Candidates should carefully consider suitability of the Standard or Extended course mode options to their personal circumstances as well as the study load implications (e.g. on international student visa, or government support).

Once enrolled students who wish to change their study mode must first speak to their course coordinator, as changing modes can impact on placements, course progression, and may have visa implications for international students. Students should note the following process should they wish to request to change modes:

• Change from Standard to Extended – complete an Enrolment Variation form and notify your Course Coordinator & advise the Placements team using the inquiry form, as below
• Change from Extended to Standard must be discussed with your Course Coordinator (and is only permissible in exceptional circumstances)
• All International students should consult with visa team and submit a Student Visa inquiry via the inquiry form, as below:

https://students.unimelb.edu.au/student-support/advice-and-help/stop-1/submit-an-enquiry

2-Year Standard Mode

• When applying for the course, select the full-time attendance mode option, and nominate the Standard Mode
• Enrol per the Standard Mode
• Undertake four semesters of full-time study over two years (50 points per semester).

3-Year Extended Mode

• When applying for the course, select the full-time attendance mode option, and nominate the Extended Mode
• Enrol per the Extended Mode
• Undertake six semesters of study with a reduced load over 3 years (each semester is either 25 points or 37.5 points).

Progression Rules

LITERACY AND NUMERACY TEST FOR INITIAL TEACHER EDUCATION STUDENTS PROGRESSION RULE

The ‘Literacy and Numeracy Test for Initial Teacher Education Students’ must be satisfactorily completed by the end of the first calendar year of enrolment in the Master of Teaching (Primary).

• The Australian Commonwealth Government’s Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is a compulsory test for ITE students administered by the Australian Council for Educational Research (independently of The University of Melbourne).
• Each Teacher Candidate must satisfactorily complete the LANTITE by the end of the first calendar year of their enrolment in the Master of Teaching (Primary) to continue the course.
• Failure to satisfactorily complete the LANTITE by this progression point will result in referral to the Melbourne Graduate School of Education’s Course Academic Progress Committee and will result in exclusion from the course until the LANTITE is satisfactorily completed.
• Excluded Teacher Candidates may be granted an early exit award of a Graduate Diploma in Pedagogy*(if they have satisfactorily completed 100 credit points of the course). Alternatively, they may be withdrawn from the course.

*Note that the Graduate Diploma in Pedagogy (Primary) is not a qualification for registration to teach in early childhood settings.

PROGRESSION IN THE MASTER OF TEACHING STANDING RULES

Convening of the Course Academic Progress Committee

• The Graduate School’s Course Academic Progress Committee (CAPC) will convene after results have been certified for each subject to review the progress of any student in the Repeat the Subject or Repeat the Year category. Students in these categories will be invited to make an oral and/or written submission to the Committee.
• The CAPC will convene before results have been certified in the event that a student’s placement has been discontinued for reasons not connected to MGSE’s Fitness to Practice Rules (for which other processes apply).
• The CAPC is authorised to make decisions on behalf of the Graduate School with respect to the progress of individual students and to vary the Standing Rules if it deems that progression of a student can be facilitated without adversely affecting academic standards.

Convening of the Fitness to Practice Committee

• The Graduate School’s Fitness to Practice Committee (FTPC) will convene in the event that a student’s placement has been discontinued because of an alleged breach of Fitness to Practice Rules.

Standing Rules

1. Hurdle Requirements

1.1 Students must pass each subject on the aggregate mark.

1.2 Students must pass all hurdle requirements of a subject to pass that subject.

1.3 Students must pass all subjects listed as part of the formal calendar year of their course mode before they can undertake any subject deemed to be part of the next year of that course mode. Refer to the Standard and Extended course mode structures for subject sequencing.

1.4 Students cannot undertake any subject in any course mode without having satisfactorily completed the prerequisite subject(s).

2. Reassessment (further assessment opportunity related to failing a subject)

2.1 Failing a graded hurdle requirement in a subject (the failure of which means failing the subject): reassessment will be granted only if the student has achieved a mark of between 40% and 49% in that graded hurdle requirement. If reassessment is granted, the reassessment is the sole determinant of the final mark for that graded hurdle requirement, with a maximum mark recorded for the graded hurdle requirement of 50%.

2.2 For reassessment of the placement component (a graded hurdle requirement) of any subject containing formal placement, the Board of Examiners will determine the duration of the repeated placement and its scheduling. The maximum mark recorded for any repeated placement is 50%.

2.3 Failing a whole subject: reassessment will be granted only if a student has achieved a mark of between 40% and 49% in that whole subject, after all assessment tasks have been marked. This includes the maximum 50% mark given for any reassessments granted for graded hurdle requirements. If reassessment is granted for the subject, the reassessment is the sole determinant of the final mark for that subject, with a maximum mark recorded for the subject of 50%.

2.4 The format of the reassessment may differ from that of the original assessment(s) in that subject, and reassessment may be comprised of more than one component or type of assessment.

2.5 Reassessment does not apply to situations where a placement has been discontinued, as this situation is managed by the Course Academic Programs Committee or Fitness to Practice Committee.

2.6 Reassessment does not apply to a situation where an ungraded hurdle requirement is not met, as this situation is managed by the Course Academic Programs Committee or Fitness to Practice Committee.

2.7 Where the numeric result for a hurdle requirement contributes to the overall subject mark, the hurdle reassessment mark will be used in that calculation.

2.8 Reassessment will not be offered to a student who falls into the Repeat the Subject category.

2.9 Reassessment will not be offered to a student who fails a subject on a repeat attempt.

3. Repeat the Subject

3.1 Repeating students are required to undertake only those subjects that they have failed and must complete all components of those subjects when those subjects are offered again in the formal structure of their course stream.

3.2 Students repeating one or more subjects must pass all components of those subjects outright and are not eligible for reassessment.

4. Repeat the Year

4.1 A student will be placed in the Repeat the Year category if the student:

• Fails any repeated subject
• Fails reassessment of the placement component (a graded hurdle requirement) of any subject containing formal placement.

Subject Options

See subject list and course mode structures listed under:

Majors, minors and specialisations

Majors, minors & specialisations

Master of Teaching (Primary)- Stream

Subjects are outlined within each of the Standard and Extended modes below:

The Pre-2022 Students link below is a guide for continuing Teacher Candidates that commenced in 2021 (or earlier) only:

Further study

Professional and Continuing Education Degrees
The University of Melbourne's Graduate School of Education is widely recognised as a leader in continuing professional education. If you wish to further your professional studies, you can consider a specialisation in the coursework Master of Education or a specialist Master’s degree. Entry to these is based on academic merit and may also require professional experience. For more information about continuing professional study in Education, see the MGSE Courses page.

Graduate Research Degrees
The University of Melbourne's Graduate School of Education is widely recognised as a leader in Australian and international education research. If you have an interest in research you can explore MGSE’s graduate research degrees. For more information about graduate research study in Education and the entry requirements, see the MGSE Research Degrees page.

The Master of Education (Research) is the recommended pathway for Master of Teaching graduates who wish to later pursue the PhD-Education. Entry to the Master of Education (Research) is based on academic merit, and is competitive.

Alternatively, Master of Teaching graduates may consider the Doctor of Education after further completion of at least five years of teaching or relevant professional experience. Entry to the DEd is based on professional experience and academic merit and is also competitive.

Pre-2022 Students

Teacher Candidates that commenced in 2021 (or earlier): For a listing of your 2022 subjects, refer to the Pre-2022 Students section (located under the Majors, minors & specialisations page).

Last updated: 5 June 2023