Master of Teaching (Primary)/Graduate Certificate in Religious Education
Course information for - 2025 entry
Offered at 0 locations
- Duration
Overview
The Master of Teaching (Primary) is a graduate entry, preservice teacher education course that will enable you to engage with the breadth of curriculum and pedagogical knowledge required by a primary classroom teacher combined with specialist knowledge and understanding of all learning areas of the primary school curriculum. Building on your undergraduate studies, you will develop a primary curriculum teaching specialisation in an area of your choice.
Combine the Graduate Certificate in Religious Education with this course to gain the certification and knowledge to teach Religious Education in Catholic Schools.
Achieve your goals with a scholarship.
A generous Commonwealth Teaching Scholarship is available to support new undergraduate and postgraduate students enrolling in an initial teacher education (ITE) program to help meet the costs of their study. Learn more about eligibility and how to apply here.
Professional experience
Students must complete a minimum of 60 days professional experience during which time they are required to be available full-time.
Work placement
Professional experience covers all school and community-based experience designed to help students develop professional competence and personal commitment, in accordance with the expressed Catholic philosophy of the University. The professional experience units apply skills, techniques and processes taught in the Foundations Studies and Professional Studies units.
Supervised professional experience is at the heart of all our pre-service teacher education courses and the Faculty will find appropriate placements to suit the needs of your course. Placements will usually be arranged for the scheduled placement period in the professional experience calendar though this may not always be possible.
In Victoria, part-time students do not commence the Professional Experience program until the second year of the course. The Professional Experience program consists of a minimum of 9 weeks of teaching rounds, usually broken into two blocks.
Professional recognition
Graduates are eligible for registration as a primary school teacher in government, independent, and Catholic schools or other faith-based schools.
Accreditation
The Master of Teaching (Primary) has been listed on the Australian Institute for Teaching and School Leadership (AITSL) accredited programs list and meets the teacher education component of the qualification requirement for registration (accreditation) as a primary school teacher in all states and territories.
The Graduate Certificate in Religious Education is the basic certification required to teach religious education.
Course details
Course structure
To complete the Master of Teaching (Primary)/Graduate Certificate in Religious Education, a student must complete 200 credit points (cp).
Course map
Graduate statement
AQF framework
Exit Points
5.1 A student who has successfully completed the following requirements may exit from the course with that qualification. Note that none of these qualifications qualify a student to teach in Australia.
- Graduate Diploma in Educational Studies: 80 cp from the Schedule of Unit Offerings
- Graduate Certificate in Educational Studies: 40 cp from the Schedule of Unit Offerings.
A student who has completed 20 credit points from the Religious Education units and 20 credit points from the Theology units may exit with the Graduate Certificate in Religious Education.
A student who does not meet the LANTITE requirements may exit with the Graduate Diploma in Educational Studies or Graduate Certificate in Educational Studies if they meet the requirements of those awards.
How to apply
Domestic applicants
Additional application information
Entry to this course is governed by the Admission to Coursework Programs Policy. The selection of course entrants is based on academic merit and satisfaction of non-academic capabilities for entry to initial teacher education. In accordance with the mission of ACU, the Faculty of Education and Arts is committed to providing access to education for a diversity of students. ACU provides a range of access and equity schemes which consider additional or alternative factors in assessing applicants, including applicants of Aboriginal or Torres Strait Islander descent.
Staff Profile
Dr Anne Scott
Senior Lecturer (English Education), Course Coordinator, Master of Teaching (Primary), School of Education VIC
Dr Anne Scott is a senior lecturer at Australian Catholic University. She was a primary school teacher for fourteen years and held various curriculum leadership roles. Currently, she teaches undergraduate and postgraduate units as well as supervising postgraduate research students in the School of Education (Victoria). In 2009, Dr Scott won the Faculty of Education Excellence in Teaching Award and in 2010 an Australian Learning and Teaching Citation. Dr Scott continues to work closely with teachers in the areas of literacy and numeracy education. At present Dr Scott is a member of a team investigating children’s uses of technology in their everyday lives to consider the changing needs of students’ learning in the 21st Century. Since 2008, Dr Scott has worked with Professor Philip Clarkson and Dr Andrea McDonough researching teacher change linked to the Contemporary Teaching and Learning Mathematics Project (CTLM). A key feature of this activity is the partnership fostered with teachers to support and enhance professional learning as teachers capture and reflect on video snippets of their classroom practice.
Dr Kim Rowston
Senior Lecturer (Education), School of Education NSW/ACT
Dr Kim Rowston is a lecturer in the School of Education at Australian Catholic University (ACU), Strathfield Campus. Before joining ACU in 2012, Dr Rowston was a secondary teacher in the Technology and Applied Studies key learning area for twenty years in state and independent schools.During this time, she held various leadership roles and played a significant part in the design and implementation of integrated STEM cross-curriculum programs. Dr Rowston specialises in Design and Digital Technologies undergraduate and postgraduate curricula, as well as supervising postgraduate research students (NSW). Dr Rowston’s doctorial research applied a social cognitive lens to investigate the factors influencing pre-service teachers’ technology integration practice. She is particularly interested in understanding pre-service teacher efficacy as they transition into the profession, early career teacher well-being, including the role of school cultures during this process. She is also a professional member of the Australian Technologies Teacher Educators Network and the Australian Association of Research in Education (AARE).