MC219 - Master of Teaching Practice (Primary Education)

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Plan: MC219P19 - Master of Teaching Practice (Primary Education)
Campus: City Campus

Program delivery and structure

Approach to learning and assessment
Work integrated learning
Program structure
Program transition plan

Approach to learning and assessment

The program uses a variety of active learning and teaching approaches, including: face-to-face and online components, case studies, action research, reflective techniques, presentations, group-based learning, discussions, negotiated learning (such as work-based projects) and professional practice experiences in schools and relevant educational settings. The intention is to provide opportunities for you to engage actively in developing pedagogical knowledge and skills throughout the program. Teaching methods used will be founded in relevant theory, research findings, current curriculum and pedagogical frameworks.

The program also uses a range of assessment methods to evaluate your learning, with the aim of developing critical thinking skills and reflective practice. Assessment will be used to provide you with feedback on your progress. Assessment components include both formal assessments and informal self-assessments so that you can monitor your own learning. A range of approaches to assessment will enable you to demonstrate your knowledge, skills, and application of these across courses. Formative assessment will be provided throughout the semester and summative assessment is undertaken at the completion of each course.

The learning outcomes linked to courses will be assessed by, for example: written assignments, individual and group presentations, tests or examinations, reflective journals, a professional evidentiary portfolio, lesson/ unit plans and reports on the design of individual programs for learners. Your capacity to perform as a pre-service teacher in schools will be assessed through written reports completed by your Professional Experience Supervisors. The more complex learning outcomes of some courses require you to demonstrate how your own practice can impact on the educational lives of learners. These higher-level outcomes involve analysis and interpretation of critical incidents, scenarios or role-plays in order to consolidate the issues and topics presented in the course. The overall intention of such assessment is to enable lecturers, peers and Professional Experience Supervisors to provide critical feedback to assist your development as a pre-service teacher.

Inherent Requirements

The following information outlines the tasks you may be required to undertake during professional placement and on-campus learning activities. The non-academic abilities listed are provided for information only and are not entry requirements. If there are any activities outlined which may be difficult for you to undertake, there are a range of adjustments to your study conditions available to enable and support you to demonstrate these abilities. Please contact the Equitable Learning Service to discuss any adjustments you may require.

Some fundamental tasks for this program include:

  • reading, writing and number skills for demonstrating to students accurate reading, spelling, grammar and numeracy
  • vision and hearing to accurately gain information and monitor students
  • managing your behaviour and emotions to provide safe and competent teaching
  • time-based problem-solving when working with students

Please read the full list of the Master of Teaching Practice (Primary) inherent requirements

Why do you need to know?

By understanding the types of activities you’ll participate in, and the non-academic abilities you may need in this program, you can:

  • understand more about the program
  • determine if you may need support during your studies
  • make an informed decision about whether the program is suitable for you

If you are living with disability, long-term illness and/or a mental health condition, we may be able to support you by making adjustments to activities in your program so that you can participate fully in your studies.

To receive learning adjustments, you need to register with Equitable Learning Services

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Work integrated learning

RMIT University is committed to providing you with an education that strongly links formal learning with professional practice. As a student enrolled in this RMIT University program you will:

  • Undertake and be assessed on structured activities that allow you to learn, apply and demonstrate your professional practice;
  • Interact with industry and community when undertaking these activities;
  • Complete these activities in real work contexts or situations; and in addition:
  • These interactions and the work contexts provide distinctive sources of feedback to you to assist your learning.

Any or all of these aspects of a Work Integrated Learning (WIL) experience may be simulated. The program has been designed to provide a minimum of 60 days of supervised professional practice. Discipline and Professional Studies and Professional Experience courses link content and assessment with professional practice and provide opportunities for Work Integrated Learning.

The designated WIL courses in this program are:

  • TCHE2605 Professional Experience: Introduction to Teaching (5 days)
  • TCHE2670 Professional Experience: Developing Teaching Practice (15 days)
  • TCHE2675 Professional Experience: Teaching in Curriculum Specialisations (15 days)
  • TCHE2673 Professional Experience: Inclusive Teaching in Alternate Settings
  • TCHE2608 Professional Experience: Graduate Futures (25 days) (Includes TPA)

In order to graduate from this program you are required to successfully complete a final Teaching Performance Assessment (TPA) in your final year, as part of the course Professional Readiness.

This program provides work-related projects in the learning activities and assessment. In your Professional Experience you will be learning about your future role as an educational professional. The feedback you receive from your lecturers, supervising teachers and others on Work Integrated Learning (WIL) activities and assessment will be vital for your learning. The program prepares and supports you for these experiences.

Please note that to undertake the Professional Experience courses you must provide a satisfactory Working With Children Check.

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Program Structure

To graduate you must complete the following: All courses listed may not be available each semester.
 

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Year One of Program

Complete the following Ten (10) Courses:

Course Title

Credit Points

Course Code

Campus

The Literacy Test for Initial Teacher Education Students 0 TCHE2668 City Campus
The Numeracy Test for Initial Teacher Education Students 0 TCHE2672 City Campus
Professional Experience: Introduction to Teaching 12 TCHE2605 City Campus
Thinking about Learning 12 TCHE2679 City Campus
Teaching Number and Algebra in the Primary School 12 TCHE2678 City Campus
Planning for Literacy Development 12 TCHE2671 City Campus
Professional Experience: Developing Teaching Practice 12 TCHE2670 City Campus
Science Principles, Practice and STEM 12 TCHE2676 City Campus
Teaching Measurements, Statistics and Probability in Primary Schools 12 TCHE2681 City Campus
Learning and Developing Literacies 12 TCHE2667 City Campus
 
AND

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Year Two of Program

Complete the following Seven (7) Courses:

Course Title

Credit Points

Course Code

Campus

Issues In Special Education 12 TCHE2610 City Campus
Indigenous Studies in Education 12 TCHE2666 City Campus
Professional Experience: Teaching in Curriculum Specialisations 12 TCHE2675 City Campus
Arts and Design in the Primary School 12 TCHE2661 City Campus
Health and Physical Education 12 TCHE2664 City Campus
Humanities, Language and Culture 12 TCHE2665 City Campus
Professional Experience: Graduate Futures 12 TCHE2608 City Campus
AND
Select and Complete One (1) of the following Courses:

Course Title

Credit Points

Course Code

Campus

Approaches to Educational Research and Inquiry 12 TCHE2660 City Campus
Teacher Wellbeing 12 TCHE2677 City Campus
Professional Experience: Inclusive Teaching in Alternate Settings 12 TCHE2673 City Campus
Extending STEM Education 12 TCHE2663 City Campus
 

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Program transition plan

In 2019, the program structure for the MC219 Master of Teaching Practice (Primary Education) has been updated to align with new AITSL and VIT requirements. It also enables students increased access to professional experience in educational settings. All students will be enrolled in the updated program structure effective Semester 1, 2019. No student will be disadvantaged by the changes to the program structure.

The School will arrange a meeting with all students and the program manager to discuss the changes to the program and answer any questions.

If you are a returning student who commenced prior to 2019 you will be provided with a transition map detailing the changes prior to Semester 1 2019 which will advise you on how to amend your enrolment. All courses you have successfully completed in the old structure will be recognised in the new structure. Also from 2019, the Master of Teaching Practice (Secondary Education) will shift all delivery from the Bundoora campus to the RMIT city campus.

If you are undertaking a reduced load or have not satisfactorily completed some of your courses, are on Leave of Absence (LOA), or have deferred studies, you will not be disadvantaged by the change of program structure. You will not incur any extra costs or be required to complete extra credit points as a result of this change in program structure, as long as you follow your individual transition plan.

All students are welcome to individual academic advisement and confirmation of requirements for completion of the program. Please contact the Program Manager to arrange this meeting.

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