Master of Teaching (Primary and Early Childhood)
2023 Deakin University Handbook
| Year | 2023 course information |
|---|---|
| Award granted | Master of Teaching (Primary and Early Childhood) |
| Campus | Burwood (Melbourne), Online For students who commenced prior to 2020 only |
| Online | No |
| Duration | 2 years full time (4 years part time) - 16 credit points Deakin courses can also be studied part time over a longer period. |
| CRICOS course code | 088432D |
| Deakin course code | E764 |
| Approval status | This course is approved by the University under the Higher Education Standards Framework. |
| Australian Qualifications Framework (AQF) recognition | The award conferred upon completion is recognised in the Australian Qualifications Framework at Level 9. |
This course is for continuing students only. Students should contact a Student Adviser in Student Central for course and enrolment information. Further course structure information can be found in the Handbook archive. | |
Course sub-headings
- Course overview
- Professional recognition
- Career opportunities
- Participation requirements
- Research information
- Fees and charges
- Course Learning Outcomes
- Course rules
- Course structure
- Other learning experiences
- Research and research-related study
Course overview
The Master of Teaching (Primary/Early Childhood) is course fully accredited by the Victorian Institute of Teaching (VIT) for both early childhood and primary teacher registration. This course prepares graduates for employment as primary and early childhood teachers in Australia and overseas.
Selecting this course offers you more flexibility in the settings you will be qualified to teach in when you graduate. You will study units relevant to early childhood and primary education including:
- curriculum
- math
- science
- the arts
- English/literacy
- language
- humanities
- health and physical education, and
- play pedagogy
Practical teaching experiences throughout your Master of Teaching (Primary/Early childhood) course will ensure you have the practical experience you need to launch into your teaching career.
Professional recognition
This program is accredited by the Victorian Institute of Teaching (VIT) as an initial teacher education program against the Australian professional standards for teachers. Graduates of this course who are intending to apply for registration with the Victorian Institute of Teaching (VIT) may be required to provide further information. You are advised to check the VIT registration requirements carefully.
This program has been approved by the Australian Children’s Education and Care Quality Authority (ACECQA) as an early childhood teaching qualification in Australia.
Career opportunities
There is a strong demand for qualified teachers and graduate starting salaries for teachers are high compared to the graduate average. The increased demand for teachers has also resulted in improvements in teaching conditions, resources and career advancement opportunities. As a graduate of this course you may find employment as a teacher within the private or public education sectors. You will complete 95-days of professional experience and will be required to apply for the Working With Children Check (WWCC) administered by the Department of Justice.
For more information go to DeakinTALENT
Participation requirements
Placement can occur at any time, including during the standard holiday breaks listed here: https://www.deakin.edu.au/courses/key-dates.
Reasonable adjustments to participation and other course requirements will be made for students with a disability. More information available at Disability support services.
Research information
This is a graduate entry teaching course that introduces research based practice throughout the core professional studies units (a total of six credit points), which includes demonstrating their application of knowledge and skills through their 95-days of professional practice in education based contexts e.g. primary schools and early childhood settings. As part of the series of core professional studies units, students are also required to complete a capstone assessment in the final year (1 credit point unit) to demonstrate their evidence based professional practice informed by data analysis and scholarship of teaching and learning.
Fees and charges
Fees and charges vary depending on your course, the type of fee place you hold, your commencement year, the units you choose and your study load.
Tuition fees increase at the beginning of each calendar year and all fees quoted are in Australian dollars ($AUD). Tuition fees do not include textbooks, computer equipment or software, other equipment or costs such as mandatory checks, travel and stationery.
Use the Fee estimator to see course and unit fees applicable to your course and type of place. Further information regarding tuition fees, other fees and charges, invoice due dates, withdrawal dates, payment methods is available on our Current students fees website.
Course Learning Outcomes
| Deakin Graduate Learning Outcomes | Course Learning Outcomes |
| Discipline-specific knowledge and capabilities | Apply an advanced, integrated understanding of: current theories of child and adolescent development; contemporary theories and early childhood pedagogy; conceptual, cognitive and developmental theories of learning and of barriers to learning to teaching practice, with a particular focus on literacy and numeracy skills of all children. Demonstrate, analyse and synthesize an advanced and integrated understanding of the complex bodies of knowledge specific to the content areas to be taught and effective pedagogical approaches in early childhood and primary education. |
| Communication | Discern and use high level effective interpersonal, oral, written and electronic communication skills with students, their parents, colleagues and other stakeholders to demonstrate empathy, develop rapport and build teacher/student/parent partnerships and trust. Use expert and specialised professional skills in teaching and learning to interpret and develop new knowledge and multimodal skills with students colleagues and the community. Contribute to scholarly and professional practice and inquiry using a range of communication methods to engage and motivate students and establish positive and inclusive learning environments. |
| Digital literacy | Select, create, curate and evaluate a range of digital teaching and learning resources and technologies to support student engagement and learning in accordance with responsible and ethical practice. Employ a range of digital resources to analyse and disseminate classroom research as a professional practitioner and in scholarly contexts and/or in leadership roles. |
| Critical thinking | Critically evaluate and synthesise information relating to student learning, using formative and summative assessment data, taking into consideration contemporary theories of curriculum and pedagogy to make judgments about the use of appropriate teaching, learning and assessment strategies and apply this understanding in professional practice, research and/or leadership roles. Identify, analyse, implement, evaluate and adapt a range of cross-curricula and learning activities in response to the needs of students. Inquire, research and reflect critically on professional practice and the scholarship of teaching. |
| Problem solving | Demonstrate expert and specialised knowledge and apply technical and creative skills to research, critically analyse, implement, evaluate a range of problems and issues in the learning environment and communities. Use leadership, creativity and initiative to identify solutions and develop inclusive and supportive learning environments. Critically reflect on professional practice and/or leadership role to generate creative approaches to a range of problems encountered in learning environment and communities. |
| Self-management | Work autonomously and responsibly and identify and plan for professional development as a reflective practitioner committed to high standards of professional practice. Actively participate in an/or lead professional learning communities to deepen professional skills in and knowledge of contemporary educational issues. |
| Teamwork | Work collaboratively with colleagues, other professionals, families and members of the wider community who share responsibility for the learning and wellbeing of students to optimise student learning. |
| Global citizenship | Apply advanced knowledge and skills as an educator to develop learning environments and experiences that address cultural diversity and socioeconomic factors to positively influence students’ learning. Demonstrate and apply the legal and ethical responsibility required in the teaching profession. |
| Approved by Faculty Board 2014 | |
Course rules
The Master of Teaching (Primary and Early Childhood) is typically 16 credit points.
The exact number of credit points you study depends on how much credit you receive as recognition of prior learning (RPL) – your professional experience and previous qualifications – which can save you time and money
To qualify for the award of Master of Teaching (Primary and Early Childhood), students must complete the following core units plus AAI018 Academic Integrity (0-credit-point compulsory unit)
This course includes 95-days of supervised professional experience.
Students are also required to complete below 2 zero (0) credit point units ELN010 and ELN011 as part of the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) in order to graduate from their course.
Course structure
Core Units
Year 1
| ELN010 | Australian Literacy Test (zero (0) credit points) |
| ELN011 | Australian Numeracy Test (zero (0) credit points) |
| EPL746 | Primary Literacy |
| EPM742 | Primary Mathematical Development |
| EPO701 | Primary Humanities |
| EPR782 | Building Capacity in Professional Experience (replaces EPR722) |
| EPS735 | Primary Science and Technology Education |
EEE751 Teaching: Promoting Successful Learning [No longer available for enrolment]
EEE752 Planning and Assessment with Diverse Learners [No longer available for enrolment, alternate unit EEE754]
EPR741 Orientation to the Teaching Profession [No longer available for enrolment]
Year 2
| ECE761 | Early Childhood Pedagogy, Curricula and Contexts |
| ECP711 | Creativity and the Arts |
| ECP712 | Social, Physical and Emotional Health and Wellbeing **2023 is the final year this unit will be offered** |
| EPR743 | Reflecting On Practice in Professional Experience |
ECE762 Language and Literacy [No longer available for enrolment, alternate unit ECE703]
ECE763 Science and Environmental Awareness [No longer available for enrolment, alternate unit ECE705]
ECE764 Young Children's Mathematics [No longer available for enrolment, alternate unit ECE703]
EEE753 Becoming a Professional Educator [No longer available for enrolment, alternate unit ECE733]
Professional Experience Placement
Students are required to apply for a Working with Children Check. Apply online as a volunteer at https://www.workingwithchildren.vic.gov.au/.
All professional experience placements must be undertaken in an Australian school setting. Overseas placements are not permitted.
For further information contact the School of Education, Professional Experience office.
Course duration - additional information
Course duration may be affected by delays in completing course requirements, such as accessing or completing work placements.
Further information
Student Central can help you with course planning, choosing the right units and explaining course rules and requirements.
- Contact Student Central
Other learning experiences
Experiences in community and school or early childhood settings are embedded in some curriculum units beyond the professional experience placements. Students are also encouraged to volunteer in these settings. Wherever possible, academic staff work alongside education professionals and preservice teachers in these authentic learning experiences.
Research and research-related study
Independent research and practitioner research components are embedded across a number of units. Preservice teachers are expected to engage in critically reflective research on their own practice as a way of demonstrating their progress against the professional standards for graduate teachers.