Master of Primary Teaching

The Master of Primary Teaching offers entry to the teaching profession – influencing the lives of primary school children – to those who have successfully completed an undergraduate degree. Graduates take up positions in State, Catholic and independent schools across Australia, and are very highly regarded internationally. The University of Notre Dame Australia includes more professional experience in its teacher education programs and has a focus on pastoral care and personal connections among students and staff.

Why study this degree

• Open to anyone with a Bachelor’s degree from a recognised university that includes a breadth of topics, this Master’s program consists of 16 courses covering the characteristics of students and how they learn, how to teach and assess learning and subjects such as drama, science, dance, visual arts, English, mathematics and physical education, plus specialist instruction in religious education, working with Indigenous students and classroom management. You are also expected to undertake professional experience placements in schools during each year.
• This program prepares all graduates to demonstrate the Australian Professional Standards for Teachers at Graduate level. Courses focus on the Key Learning Areas (school subjects) taught in primary schools with a focus on literacy and numeracy, as well as on other facets of teaching including cultural sensitivity and understanding, classroom management and brain-based learning approaches. It includes 16 weeks of professional experience in classrooms.

Learning outcomes

• Upon successful completion of the Bachelor of Primary Education graduates will be able to:
• Apply an advanced and integrated understanding of the complex body of knowledge within the curriculum as prescribed through curricular, policy and accreditation bodies;
• Research and apply established theories for planning and implementing teaching and learning engagements for children of diverse backgrounds and abilities based on sound understandings of pedagogy that draw on such research and theory;
• Synthesise learning gained from applying on-campus studies of research-based theory in multiple, varied and extended professional experience opportunities with accomplished teachers in a mentoring context within classrooms and schools;
• Apply an advanced and integrated understanding of child development in the physical, social, cognitive, emotional, and cultural domains that will enable accurate and useful planning, programming, and assessment of learning and for learning;
• Demonstrate and critically reflect upon the importance of the appropriate cultural sensitivities necessary to teach primary Aboriginal and Torres Strait islander students in ways that recognise, respect and respond to their unique stories, cultures, practices and ways of knowing, being and seeing;
• Demonstrate and understand the importance of the knowledge and skills to engage appropriately and effectively with parents and caregivers, as well as stakeholder professionals and external organisations, through the acquisition of a wide and varied repertoire of assessment, evaluation, reporting and communication strategies;
• Demonstrate an understanding of, and critically reflect on, the importance of continual professional development in both formal and informal settings in collaboration with colleagues inside and outside the school, to build collective teacher efficacy;
• Integrate and evaluate contemporary information and communication technologies to enhance learning;
• Analyse and understand the importance of professional values and ethical standards that demonstrate a commitment to secure socially just and sustainable futures for learners.

Career opportunities

• Career opportunities within the education system include Lead teacher, faculty or year group coordinator, principle and assistant principle.