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Master of Learning and Teaching (MOLT) - MLrnTch

 Online
Semester intake:Semester 1 (February)
Semester 2 (July)
Fees:Commonwealth supported place
Domestic full fee paying place
International full fee paying place
Standard duration:2 years full-time, up to 5 years part-time 

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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Contact us

Future Australian and New Zealand students  Future International students  Current students 
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Freecall (within Australia): 1800 269 500
Phone (from outside Australia): +61 7 4631 5315
Email: study @usq.edu.au  
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Phone: +61 7 4631 5543
Email: international@usq.edu.au 
Ask a question
Freecall (within Australia): 1800 007 252
Phone (from outside Australia): +61 7 4631 2285
Email usq.support@usq.edu.au 

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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 Positive Exemption card (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 Queensland College of Teachers (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 Australian Council for Educational Research (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 Ask USQ.

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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 Australian Institute for Teaching and School Leadership (AITSL) and Queensland College of Teachers (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 Queensland College of Teachers ‘Code of Ethics'.


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Program objectives

The program objectives align with the seven Australian Institute for Teaching and School Leadership (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 www.aqf.edu.au.

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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 Australian Institute for Teaching and School Leadership (AITSL) 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 Ask USQ.

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 Queensland Tertiary Admissions Centre (QTAC) 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 Queensland Curriculum and Assessment Authority.

  • 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 Teaching Areas forms - Form 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 English proficiency through the requirements of the Queensland College of Teachers (QCT).

All students are required to satisfy the applicable English language requirements.

If students do not meet the English language requirements they may apply to study a University-approved English language program. 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 student contribution amount, which varies depending on the courses undertaken. Students are able to calculate the fees for a particular course via the Course Fee Finder.

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

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 Course Fee Finder.

Domestic full fee paying students may be eligible to defer their fees through a Government loan called FEE-HELP 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 FEE-Help.

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 Course Fee Finder.

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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.

Primary
 
Secondary
 
Additional Information 
Core  Core   
EDM5000 Planning for Learning: Introduction to Curriculum and Pedagogy  EDM5000 Planning for Learning: Introduction to Curriculum and Pedagogy  Research focus: Self Study Methodology
15 days Professional Experience 
EDC2100 Supportive Learning Environments: Cultivating Effective Classrooms  ESB2100 Positive Behaviour for Learning: Taking Responsibility   
EDM5001 Understanding Learners and Learning  EDM5001 Understanding Learners and Learning  Research focus: Literature Review
20 days Professional Experience 
EDM5002 Diversity in Educational Contexts  EDM5002 Diversity in Educational Contexts  Research focus: Reading the Literature 
EDM8000 Assessment for Learning  EDM8000 Assessment for Learning  Research focus: Data Analysis 
EDM8002 Special Educational Needs  EDM8002 Special Educational Needs  Research focus: Case Study 
EDM8004 Teacher Identity  EDM8004 Teacher Identity  Research focus: Action Research Plan
20 days Internship  
EDM8100 Building Education Communities  EDM8100 Building Education Communities  Research Focus: Teacher as Researcher
25 days Professional Experience 
Specialisation  Specialisation   
EDM5100 Curriculum and Pedagogical Studies 1 (HPE and Languages)  EDM5004 Curriculum and Pedagogy for Junior Secondary   
EDM5010 Literacy Learning in the Early Years  EDM5006 Signature Pedagogies   
EDM5005 Mathematics Curriculum & Pedagogical Studies 1  Discipline Specific Curriculum & Pedagogy course A*   
EDM5003 Science Curriculum & Pedagogical Studies  Discipline Specific Curriculum & Pedagogy course B*   
EDM8006 Curriculum and Pedagogical Studies 2: Arts & Technologies  EDM8010 Curriculum and Pedagogy for Senior Secondary   
EDM8005 Mathematics Curriculum & Pedagogical Studies 2  EDM8011 Multiple Pathways in Secondary Schools   
EDM8007 Literacies Learning in Diverse Contexts  EDM8012 Investigating TPACK  Research Focus: Designing a Research Question 
EDM8008 Inquiring through the Humanities  EDM8013 Literacy and Numeracy Across the Curriculum   

Footnotes
*See Discipline Specific Curriculum & Pedagogy Course List below.

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.

Choose two courses from the following: 
EDS4411 Secondary Languages Curriculum and Pedagogy 
EDS4402 Secondary Mathematics Curriculum and Pedagogy 
EDS4403 Secondary Science Curriculum and Pedagogy 
EDS4404 Secondary History Curriculum and Pedagogy 
EDS4405 Secondary Business Curriculum and Pedagogy  
EDS4406 Secondary Computing Curriculum and Pedagogy 
EDS4407 Secondary Arts Curriculum and Pedagogy 
EDS4408 Secondary Humanities Curriculum and Pedagogy 
EDS4410 Secondary English Curriculum and Pedagogy 
EDH3257 HPE Curriculum Studies 3 
SPE3007 Instructional Approaches in Special Education 
EDRE516 RE Curriculum (cross-institutionally from Australian Catholic University
EMT445 Curriculum Method 1: Design and Technology (cross-institutionally from Charles Sturt University

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 EDM8004 Teacher Identity includes an action research project requirement linked to the internship that sits within that course.


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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 Positive Exemption card (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 Queensland College of Teachers.

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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 USQ minimum computing standards 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:


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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:

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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.


CourseYear of program and semester
in which course is normally studied
Enrolment requirementsComments
On-campus
(ONC)
External
(EXT)
Online
(ONL)
YearSemYearSemYearSem
EDM5000 Planning for Learning: Introduction to Curriculum and Pedagogy11,2Pre-requisite: Students must be enrolled in the MOLT 15 days Professional Experience
EDC2100 Supportive Learning Environments: Cultivating Effective Classrooms1111,2Students must be enrolled in: BEDU (Early Childhood) or BEDU (Primary) or BEDU (Primary + Special Education) or BEDU (Special Education) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BECH or MOLT (Primary) Co-requisite: BEDU (Primary) Only - EDP2111
EDM5100 Curriculum and Pedagogical Studies 1 (HPE and Languages)11,2Pre-requisite: Students must be enrolled in MoLT Co-requisite: EDM5000
EDM5010 Literacy Learning in the Early Years11,2Pre-requisite: Students must be enrolled in the MOLT
EDM5001 Understanding Learners and Learning11,2Pre-requisite: EDM5000 and Students must be enrolled in the MOLT 20 days Professional experience.
EDM5005 Mathematics Curriculum & Pedagogical Studies 111,2Pre-requisite: EDM5000
EDM5003 Science Curriculum & Pedagogical Studies21,2Pre-requisite: EDM5000
EDM5002 Diversity in Educational Contexts11,2Pre-requisite: EDM5000 Co-requisite: EDM5001
EDM8100 Building Education Communities21,2Pre-requisite: EDM5001 and EDM8000 25 days Professional Experience
EDM8000 Assessment for Learning11,2,3Pre-requisite: EDM5000
EDM8002 Special Educational Needs21,2Pre-requisite: EDM5000 and EDM5002 Co-requisite: EDM5001
EDM8006 Curriculum and Pedagogical Studies 2: Arts & Technologies21,2Pre-requisite: EDM5001
EDM8005 Mathematics Curriculum & Pedagogical Studies 221,2Pre-requisite: EDM5001 and EDM5005
EDM8007 Literacies Learning in Diverse Contexts21,2Pre-requisite: EDM5010
EDM8008 Inquiring through the Humanities21,2Pre-requisite: EDM5001 and EDM8006
EDM8004 Teacher Identity21,221,2MoLT students pre-requisite: EDM5000 and EDM5001 and EDM8100 GDTL and GDTO students co-requisite: EDG3000 20 days Internship.

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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.


CourseYear of program and semester
in which course is normally studied
Enrolment requirementsComments
On-campus
(ONC)
External
(EXT)
Online
(ONL)
YearSemYearSemYearSem
EDM5000 Planning for Learning: Introduction to Curriculum and Pedagogy11,2Pre-requisite: Students must be enrolled in the MOLT 15 days Professional Experience
ESB2100 Positive Behaviour for Learning: Taking Responsibility11, 211, 2Pre-requisite: Students must be enrolled in the following: BEDU or MOLT (Secondary) or GDTL (Secondary) or GDTO (Secondary) Pre-requisite: BEDU Only - ESP1200 or EDC1400 Enrolment is not permitted in ESB2100 if EDC2100 has been previously completed
EDM5004 Curriculum and Pedagogy for Junior Secondary11,2Pre-requisite: EDM5000
EDM5006 Signature Pedagogies11,2Co-requisite: EDM5000
EDM5001 Understanding Learners and Learning11,2Pre-requisite: EDM5000 and Students must be enrolled in the MOLT 20 days Professional experience.
Teaching Area Specific Curriculum and Pedagogy Course A *11,2
Teaching Area Specific Curriculum and Pedagogy Course B *21,2
EDM5002 Diversity in Educational Contexts11,2Pre-requisite: EDM5000 Co-requisite: EDM5001
EDM8100 Building Education Communities21,2Pre-requisite: EDM5001 and EDM8000 25 days Professional Experience.
EDM8000 Assessment for Learning11,2,3Pre-requisite: EDM5000
EDM8002 Special Educational Needs21,2Pre-requisite: EDM5000 and EDM5002 Co-requisite: EDM5001
EDM8010 Curriculum and Pedagogy for Senior Secondary21,2Pre-requisite: EDM5001 and EDM5004
EDM8013 Literacy and Numeracy Across the Curriculum21,2Pre-requisite: EDM5001
EDM8011 Multiple Pathways in Secondary Schools21,2Pre-requisite: EDM5001 Co-requisite: EDM8010
EDM8012 Investigating TPACK21,2Pre-requisite: EDM5001 Co-requisite: EDM8010
EDM8004 Teacher Identity21,221,2MoLT students pre-requisite: EDM5000 and EDM5001 and EDM8100 GDTL and GDTO students co-requisite: EDG3000 20 days Internship.

Footnotes
*Refer to the list in the program structure