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Notes

On successful completion of the Master of Learning and Teaching, students may be eligible for entry into the Doctor of Education or the Doctor of Philosophy, provided necessary entry requirements are met.

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Professional accreditation

Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, are required to possess a current (Blue Card or Exemption Card) on enrolment.
Students in other Australian states or in overseas contexts need to ensure they have complied with the equivalent requirements and have registered the details with the Professional Experience Office.
This process is managed in Queensland by the (QCT).
To be eligible to apply for teacher registration a student enrolled in the Master of Learning and Teaching, in addition to successfully completing all requirements for the program, is required to pass the Personal Literacy and Numeracy (PLANTITE) Test prior to graduation. It is strongly recommended the student pass the PLANTITE before the successful completion of eight (8) courses.
Students must register for the PLANTITE test through the (ACER).
For important information about the PLANTITE and how this applies to you in your program of study, please go to the PLANTITE FAQ at .

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Program aims

The Master of Learning and Teaching aims to prepare beginning teachers for employment in primary and secondary school settings. The program has been designed to conform to the requirements and expectations of the (AITSL) and (QCT) accrediting bodies, to allow graduates to be eligible to apply for teacher registration in all Australian states and territories. The aims of the program are captured in the vision that has guided much of the design of the program. This vision can be summarised in this way:

It is envisioned that Master of Learning and Teaching graduates will be:

• classroom ready, and possessing the knowledge, skills and understandings to move smoothly to the role of teacher following completion of the program

• focused on learners and learning as their priority, and displaying a passion for teaching and developing positive and supportive relationships with students

• capable of displaying leadership in their work environment, with a commitment to the continual improvement of the educational experience of all learners

• committed to the highest standards of personal and professional behaviour as defined in the .

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Program objectives

The program objectives align with the seven (AITSL) Professional Standards for Teachers (Graduate Level). On successful completion of the Master of Learning and Teaching, graduates will be able to, in respect of Primary or Secondary school education, demonstrate that they:

• know students and how they learn

• know the content and how to teach it

• can plan for and implement effective teaching and learning

• can create and maintain supportive and safe learning environments

• can assess, provide feedback and report on student learning

• can engage in professional learning

• can engage professionally with colleagues, parents/carers and the community.

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Australian Qualifications Framework

The Australian Qualifications Framework (AQF) is a single national, comprehensive system of qualifications offered by higher education institutions (including universities), vocational education and training institutions and secondary schools. Each AQF qualification has a set of descriptors which define the type and complexity of knowledge, skills and application of knowledge and skills that a graduate who has been awarded that qualification has attained, and the typical volume of learning associated with that qualification type.

This program is at AQF Qualification Level 09. Graduates at this level will have specialised knowledge and skills for research, and/or professional practice and/or further learning.

The full set of levels criteria and qualification type descriptors can be found by visiting .

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Admission requirements

To be eligible for admission, applicants must satisfy the following requirements:

From 1 January 2018, all applicants for initial teacher education programs (pre-service teachers) must meet both academic and non-academic entry criteria.

Academic entry criteria

• Completion of an Australian university three year Bachelor degree or equivalent (AQF Level 7), in a discipline other than education.

• Minimum of 4.5 out of 7.0 Grade Point Average.

• English Language Proficiency requirements for Category 5.

Non-academic entry criteria

As a result of a national requirement, submission of a 1000-word personal statement that demonstrates competencies. The personal statement must address two categories that show your understanding of and motivations for studying the program:

• Category 1: Interest in teaching children/young people;

• Category 2: Involvement in personal learning and leadership activities.

Information regarding the rationale surrounding this admission requirement, is available at .

For information regarding the selection guidelines for Initial Teacher Education (ITE) programs including what is expected of you in your 1000-word personal statement, please visit the website.

Applicants are also advised to note the following:

• Primary specialisation applicants: must demonstrate adequate coverage of discipline studies related to the Australian Curriculum and with a particular reference to studies in English, Mathematics and Science.

• Secondary specialisation applicants: must demonstrate knowledge in two defined Teaching Areas in their first degree or other studies. For assistance refer to .

• Secondary specialisation applicants from Semester 1, 2018 must demonstrate through their undergraduate degree or other equivalent studies, knowledge of two defined secondary school subject areas.

• All applicants must show how their prior studies meet the specialisation requirements by submitting a completed with their application.

Applicants whose undergraduate studies do not meet the requirements of the Primary or Secondary specialisations may be required to complete additional studies before acceptance into the Master of Learning and Teaching.
Domestic and international students seeking teacher registration in Queensland may be required to demonstrate through the requirements of the Queensland College of Teachers (QCT).

All students are required to satisfy the applicable .

If students do not meet the English language requirements they may apply to study a ¾«¶«´«Ã½app-approved . On successful completion of the English language program, students may be admitted to an award program.

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Program fees

Commonwealth supported place

A Commonwealth supported place is where the Australian Government makes a contribution towards the cost of a students' higher education and students pay a , which varies depending on the courses undertaken. Students are able to calculate the fees for a particular course via the .

Commonwealth Supported students may be eligible to defer their fees through a Government loan called .

Domestic full fee paying place

Domestic full fee paying places are funded entirely through the full fees paid by the student. Full fees vary depending on the courses that are taken. Students are able to calculate the fees for a particular course via the

Domestic full fee paying students may be eligible to defer their fees through a Government loan called provided they meet the residency and citizenship requirements.

Australian citizens, Permanent Humanitarian Visa holders, Permanent Resident visa holders and New Zealand citizens who will be resident outside Australia for the duration of their program pay full tuition fees and are not eligible for .

International full fee paying place

International students pay full fees. Full fees vary depending on the courses that are taken and whether they are studied on-campus, via distance education/online. Students are able to calculate the fees for a particular course via the .

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Program structure

The Master of Learning and Teaching consists of 16 units (See Table below. Also refer to the Recommended Enrolment Pattern).

One unit is at AQF Level 7, six are at AQF Level 8 and nine are at AQF Level 9. The inclusion of Level 7 and 8 courses allows for coverage of essential introductory initial teacher education content and the gradual progression to the higher expectations of AQF Level 9 courses, including an applied research project. By the end of the program students are functioning and achieving at the AQF Level 9 standard.

Seven courses are common (core) to both specialisations (Primary and Secondary). The remaining courses are specialisation specific (Primary or Secondary).

Eight courses have a 50% research skills component.

Three courses include Professional Experience requirements totalling 60 days.

One course has a 20-day Internship requirement and includes the program research project and professional portfolio.

Discipline Specific Curriculum and Pedagogy Courses

Students following the Secondary Specialisation must choose one course from the list below for Discipline Specific Curriculum & Pedagogy A and one course for Discipline Specific Curriculum & Pedagogy B.

Students following the Secondary Specialisation may need to adjust their Enrolment Pattern to accommodate their election of individual Discipline Specific Curriculum & Pedagogy Courses. Please contact usq.support@usq.edu.au for enrolment advice.

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Program completion requirements

To successfully complete the Master of Learning and Teaching students must complete all 16 courses within their chosen specialisation (Primary or Secondary), including the Professional Experience requirements.

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Required time limits

Students have a maximum of five years to complete the program.

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Major studies

The program consists of two specialisations:

• Primary

• Secondary.

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Major studies objectives

The objectives of the program (see earlier) apply equally to both the Primary and Secondary specialisations.

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Coursework

The program consists of 16 course work units, eight of which have a research skills component.

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Research

Eight courses in the program have a research focus. The capstone course includes an action research project requirement linked to the internship that sits within that course.

• (Self ¾«¶«´«Ã½app Methodology) (50%)

• (Reading the Literature) (50%)

• (Literature Review) (50%)

• (Case ¾«¶«´«Ã½app) (50%)

• (Teacher as Researcher) (50%)

• (Data Analysis) (50%)

• (Action Research Plan) (50%)

• (Designing a Research Question) (50%) (Primary only)

• (Designing a Research Question) (50%) (Secondary only).

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Professional experience

Students complete the 60 days (minimum) Professional Experience required for accreditation in either a primary or secondary school setting depending on their specialisation. In addition, a 20-day Internship is completed in their final semester.
Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course. State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, are required to possess a current (Blue Card or Exemption Card) on enrolment.
Students in other Australian states or in overseas contexts need to ensure they have complied with the equivalent requirements and have registered the details with the Professional Experience Office.
All students, domestic and international, must complete the majority of supervised professional experience in Australian Primary and/or Secondary school settings to be eligible to apply for teacher registration with the .

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IT requirements

Students must have reliable and ready access to email and the Internet, with a Broadband connection being a significant advantage. It is expected that students will refer to the and will be able to meet these.

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Articulation

Students who successfully complete the Master of Learning and Teaching with a ‘credit’ average will be able to progress to the Doctor of Education.

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Exit points

A student who chooses not to complete or who does not maintain good standing in this program will be permitted to exit with a lesser qualification as set out below, provided that they have met the requirements of that program. This means:

• a student who successfully completes four courses in the Master of Learning and Teaching may exit with the Graduate Certificate of Education.

• a student who successfully completes a defined sequence of eight courses in the Master of Learning and Teaching may exit with the Graduate Diploma of Education (Commonwealth Supported Place (CSP)) or Graduate Diploma of Education (Full Fee Paying (FFP)).

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Credit

Candidates for admission to the Master of Learning and Teaching are eligible to seek credit, in accordance with USQ policy.

Recommended enrolment patterns

In this section:

• Primary Specialisation - Semester 1 and 2 commencement
• Secondary Specialisation - Semester 1 and 2 commencement

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Primary Specialisation - Semester 1 and 2 commencement

Students are able to enrol in any offered mode of a course (on-campus, external or online), regardless of the program mode of study they enrolled in.

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Secondary Specialisation - Semester 1 and 2 commencement

Students are able to enrol in any offered mode of a course (on-campus, external or online), regardless of the program mode of study they enrolled in.

Commences Semester 1 2018.