Master of Teaching (Secondary)
Master advanced teaching practices and unlock new opportunities. Enhance your ability to educate secondary school students with a focus on adolescent learning and classroom technologies.
About the Course
You'll be ready to change lives as a high school teacher with the Master of Teaching (Secondary) from Charles Sturt University. Our online master's degree is for those who already hold an approved undergraduate degree and qualifies you to teach one or more subjects to secondary students and support their social, emotional, intellectual and physical development.
You can complete this degree online in just 2 years of full time study to become a nationally qualified secondary school teacher. Placement can be done within 60 minutes from where you live, Australia wide, and a selection of subjects are offered in Session 3 so you can either fast track your degree or spread your study commitments across the year, adding further flexibility in achieving your qualification.
Course Entry Requirements
Applicants for the Master of Teaching (Secondary) must meet the following admission requirements to be assessed:
- Completion of a relevant undergraduate degree (and, if applicable, appropriate postgraduate studies [AQF Levels 8-10]) that includes at least a major study in one secondary teaching area of the secondary school curriculum.
- A Major Study is study undertaken for an equivalent to a total of three-quarters of a year of full time higher education study (0.75 EFTSL), usually comprising sequential discipline study undertaken over three years. In most programs, this equates to at least six units with no more than two at first year level and no fewer than two at third year level.
- Meets the NESA discipline content requirements.
- Have a Grade Point Average (GPA) of 4.0 (Pass) or above in their prior undergraduate studies.
Applicants who do not meet the above criteria on initial assessment will be offered a place in the Bachelor of Teaching (Secondary) where they can work towards the Master of Teaching course requirements. Students who complete their first session, completing four subjects (equivalent to one session of full time study) in the Bachelor of Teaching (Secondary) and now meet the Master of Teaching (Secondary) requirements, can transfer from the Bachelor of Teaching (Secondary) across to the Master of Teaching (Secondary).
Students are assessed for and need to enter with a First Teaching Area (major) and may have additional teaching areas/specialisations that can be first teaching areas (major) or second teaching area (minor). Teaching areas must be approved by the Course Director.
Technology and Applied Studies (TAS) can be approved as a Teaching Area. It is recommended that students have a First Teaching Area and can then be assessed to add a TAS specialisation. These Teaching Areas include; Engineering Studies, Food Technology,Graphics & Multimedia, Industrial Technology and Textiles Technology.
Students who have been assessed to include Teacher Librarianship (have completed an Australian Library and Information Association (ALIA) approved course) as an additional teaching area having another first Teaching Area or second Teaching Area, need to check with future employment sector about employment positions and opportunities.
Any students wanting to have Music as a Teaching Area can have this assessed to be an approved Teaching Area.
Note: The Graduate Entry Bachelor of Teaching Secondary Course Accreditation requirement, requires final professional experience placement to be completed in Australia.
Course Structure
Recommended study pattern
FULL TIME: SESSION 1 (March) commencement (2 year actual)
Year 1 - Session 1
EED422 Child and Adolescent Learning and Development
Curriculum Method 1 (Teaching Area 1)
Curriculum Method 1 (Teaching Area 2) OR Education Studies Elective
EEP425 Critical Studies in Education and Practice
Year 1 - Session 2
EEP424 Pedagogies in Diverse Classroom
Curriculum Method 2 (Teaching Area 1)
EED408 Successful Teaching
EPT512 Professional Experience 1
Year 1 - Session 3 Optional (recommended to reduce study load for final placement session)
EEB505 Indigenous Australian Studies for Teachers
ELN501 Literacy Strategies for Learning OR ESS509 Principles of Inclusive Education
Year 2 - Session 1
EEA501 Managing the Classroom Environment
ESS509 Principles of Inclusive Education OR ELN501 Literacy Strategies for Learning
ESC515 Classroom Technologies
EEB446 Aboriginal and Torres Strait Islander Community Education Program
Year 2 - Session 2
Curriculum Method 2 (Teaching Area 2) OR Education Studies Elective
EPT522 Final Professional Experience: Effective Teaching and Assessment in the Secondary Context (16)
FULL TIME: SESSION 2 (July) commencement (2 year actual)
Year 1 - Session 2
EEP425 Critical Studies in Education and Practice
EED408 Successful Teaching
EEP424 Pedagogies in Diverse Classroom
EED422 Child and Adolescent Learning and Development
Year 1 - Session 3 Optional (recommended to reduce study load for final placement session)
EEB505 Indigenous Australian Studies for Teachers
Year 1 - Session 1
Curriculum Method 1 (Teaching Area 1)
Curriculum Method 1 (Teaching Area 2) OR Education Studies Elective
EPT512 Professional Experience 1
Year 2 - Session 2
Curriculum Method 2 (Teaching Area 1)
Curriculum Method 2 (Teaching Area 2) OR Education Studies Elective
ELN501 Literacy Strategies for Learning OR ESS509 Principles of Inclusive Education
EEA501 Managing the Classroom Environment
Year 2 - Session 3 (optional however recommended)
ESS509 Principles of Inclusive Education OR ELN501 Literacy Strategies for Learning
EEB446 Aboriginal and Torres Strait Islander Community Education Program
Year 2 - Session 1
ESC515 Classroom Technologies
EPT522 Final Professional Experience: Effective Teaching and Assessment in the Secondary Context (16)
FULL TIME: SESSION 3 (November) commencement (2 year actual)
Year 1 - Session 3
EEP425 Critical Studies in Education and Practice
EED408 Successful Teaching
EEP424 Pedagogies in Diverse Classroom
EED422 Child and Adolescent Learning and Development
Year 1 - Session 1
Curriculum Method 1 (Teaching Area 1)
Curriculum Method 1 (Teaching Area 2) OR Education Studies Elective
EEA501 Managing the Classroom Environment
EPT512 Professional Experience 1
Year 1 - Session 2
Curriculum Method 2 (Teaching Area 1)
Curriculum Method 2 (Teaching Area 2) OR Education Studies Elective
ELN501 Literacy Strategies for Learning OR ESS509 Principles of Inclusive Education
EEB505 Indigenous Australian Studies for Teachers
Year 2 - Session 3 (optional however recommended)
EEB446 Aboriginal and Torres Strait Islander Community Education Program (0) (NB: 15 hours WPL)
Year 2 - Session 1
ELN501 Literacy Strategies for Learning OR ESS509 Principles of Inclusive Education
ESC515 Classroom Technologies
EPT522 Final Professional Experience: Effective Teaching and Assessment in the Secondary Context (16)
NOTE: The Master of Teaching Secondary is an online Course delivery. The coursework subjects can be studied as a part-time course progression, please see sample on Course I2 Site. (When creating own study plan, remember to check subject session availability, prerequisites and course progression order).
Award requirements
As a Charles Sturt University student, throughout your course you have a responsibility to continue to develop skills in English language, literacy and numeracy as appropriate to your discipline. This ongoing development will enable you to effectively participate in your course and graduate prepared to enter the workforce.
The minimum requirements for graduation will be:
- the satisfactory completion of the subjects (128 points) specified as meeting the requirements of the Master of Teaching (Secondary) within this course.
- must pass LANTITE.
must obtain a Satisfactory (SY) grade for the following 1 x zero point subject:
- EEB446 - Aboriginal and Torres Strait Islander Communication Education Program.
- Discuss educational theories, principles, policy and practice, evaluating and applying them to their own professional teaching practice to create effective, inclusive and safe learning environments.
- Engage ethically and act responsibly in making judgements, planning, problem solving and in decision making in professional contexts with diverse communities including the promotion of ecological sustainable practices.
- Apply principles of social justice, inclusion, empathy, equity and access to employ teaching practices that recognise and respect Indigenous knowledges, the diversity and cultures of young people, families and communities.
- Plan learning programs and implement a range of effective teaching and assessment strategies that meet the needs of individual students and are responsive to students’ diverse linguistic, cultural, religious and socioeconomic backgrounds.
- Apply and integrate Information and Communication Technologies, in a safe, responsible, and ethical manner.
- Plan, develop and implement a range of appropriate strategies to assess and provide feedback on learning.
- Explain strategies to communicate effectively and develop respectful, high expectation relationships with students, parents and/or carers.
- Apply appropriate models of enquiry, reflective practice and information seeking strategies for ongoing professional learning, evaluation and to inform and improve teaching practice and student learning.
- Explain and employ a range of teaching and assessment strategies to develop literacy and numeracy in the context of their curriculum areas.
- Demonstrate the capacity to contribute collegially and intellectually to the profession by initiating or taking advantage of research leadership and community opportunities.
- Demonstrate the capacity to critically evaluate, interpret and design research for educational purposes.
