Master of Teaching (Secondary)

Course Code2058
CRICOS Code083268G
Course duration /
Study mode

Course duration: 2 years full-time or part-time equivalent 
Study mode: On-campus or Distance Education
 

LocationAvondale Campus - Lake Macquarie
Fee Support

Commonwealth Supported Places (CSP)*

*for eligible students, see www.studyassist.gov.au

About


The Master of Teaching (Secondary) course is for eligible graduates of a bachelor degree who desire to transition into a teaching career. 
The Master of Teaching (Secondary) (MTch (Sec)) is a graduate entry teaching course, offered on-campus or via distance education. It is designed to produce graduate teachers who are reflective, creative and confident in the classroom, and to equip students with the necessary skills to teach in Christian, independent and state high school systems both in Australia and overseas. The course provides the opportunity to explore and critically analyse a wide range of educational literature and research to examine the application of these findings to professional practice. Throughout the course, you will engage in practical experience opportunities in a variety of relevant high school environments.


Learning Outcomes


Upon successful completion of the Master of Teaching (Secondary) course, graduates will be able to:
  • synthesise their personal, academic and professional knowledge and beliefs into a worldview that enables them to be highly effective and ethical teachers in Christian and other schools;
  • create quality learning experiences for a diverse range of students;
  • construct academically rigorous, developmentally appropriate and socially equitable curricula in their discipline areas, integrating the body of knowledge from their first degree ;
  • apply principles of assessment, feedback and reporting to students, parents and other stakeholders;
  • create and maintain safe and supportive learning environments using cognitive, technical and creative skills;
  • engage as a professional to understand current trends in education and their discipline area;
  • reflect critically on their professional practice and respond to identified opportunities and issues to enhance their practice;
  • embed the general capabilities of the Australian curriculum in their teaching (literacy and numeracy, information and communication technologies, critical and creative thinking, personal and social capability, ethical and cultural understanding);
  • mentor students and colleagues in wellbeing practices as described by positive psychology and lifestyle medicine;
  • create knowledge through research in an educational context;
  • investigate, analyse and synthesise complex information, problems, concepts and theories within the field of Education.

Career Opportunities


  • Secondary School Teacher
  • Secondary Mathematics Teacher
  • Secondary Science Teacher
  • School Chaplain 
  • Tutor

Admission Criteria


ACADEMIC REQUIREMENTS

Entry into the MTch (Secondary) course requires a suitable Australian bachelor's degree (or equivalent) that meets the content requirements of the NSW Education Standards Authority (NESA). That is, the completed units in the undergraduate degree must match with the secondary subject content requirements of the NSW Education Standards Authority for the subject(s) the applicant is intending to teach. Where these requirements are not fully met there is opportunity for students to complete two units of content study within the MTch (Secondary) course as directed electives. The course convenor will need to undertake an assessment of each candidate's transcript to ensure these minimum content requirements have been completed, prior to enrolment into this program. MTch (Secondary) students will have to have met the minimum subject content knowledge requirements in at least a first teaching area prior to graduation.

 

NON-ACADEMIC ENTRY REQUIREMENTS

Applicants for teacher education courses must also meet non-academic entry requirements. The non-academic requirement for this course consists of a written statement that you need to supply as part of the application process for entry into this course. See the following link for details: www.avondale.edu.au/education-non-academic-entry-requirements

 

ESSENTIAL REQUIREMENTS

Literacy and Numeracy Tests (LANTITE)

All teacher education students will need to successfully pass the Australian Council for Educational Research Literacy and Numeracy tests (LANTITE) to be eligible to apply for their Professional Experience placement in their final year.

Teaching Performance Assessment (TPA) 

The TPA is conducted within the final professional experience placement of all Education degrees. The TPA reflects the elements of planning, teaching, assessing and reflecting. Each section is equally weighted (25%) and is deemed to be reflective of classroom teaching practice. The TPA assesses 31* out of 37* of the Australian Professional Standards for Teachers at Graduate level (*depending on context) which have been mapped across tasks within each section of the TPA.

Each of the TPA tasks will be graded as Exceeds Expectations, Demonstrated or Not Demonstrated except for the lesson observation in the Teaching section which is graded by the Tertiary Supervisor as Satisfactory or Unsatisfactory. Each section of the TPA must be passed for TES to meet the criteria for passing the TPA. The TPA will be graded overall as either a Pass (Satisfactory) or Fail (Unsatisfactory). 

All Teacher Education Students must successfully complete the TPA as a requirement for graduation.

Working With Children Check

All education students are required to have the relevant state working with children check prior to participating in their first professional experience.

Anaphylaxis and Child Protection Certificate

Education students are also required to complete the anaphylaxis and child protection training prior to participating in their first professional experience.

 

INTERNATIONAL STUDENTS

Overseas applicants will have their entry qualifications assessed in accordance with the Admission to Higher Education Undergraduate Courses Policy as well as the International Students Policy

ENGLISH LANGUAGE REQUIREMENTS

Applicants whose first language is not English must demonstrate proficiency in English to the satisfaction in one of the following two ways:

  • Provide documentary evidence that their initial education was conducted in the English language.
  • Successful completion of at least two years of tertiary study conducted in the English language in Australia, or in another country where English is the official language, within the last two years.

International applicants may also be required to undertake an English language test (Academic IELTS). Applicants must score an overall score of 7.5 or more, with a minimum of 7.0 in each separate band.


Course Structure


Course duration: Two years full-time (or part-time equivalent). 
Study mode: On-campus or Distance education
Maximum time for completion: Six years

The MTch (Secondary) course is a graduate entry professional qualification designed to successfully prepare secondary teachers. It consists of sixteen 6-credit point units (96 credits points) normally studied over four semesters full-time or the equivalent part-time. The course composition is set out below.

COURSE STRUCTURE

The course structure is based on four semesters (each of 13 weeks in duration), with four units normally completed in each semester.  The course is comprised of:

  • 14 Education Units (10 Core Education Units + 4 Curriculum & Pedagogical Studies Units)
  • 2 Directed Electives

Course Grid - Unit Sequence

Year

Semester

Suggested Units

1

1

EDUC23100 

Introduction to Teaching

EDUC53101

Managing the Secondary Classroom

EDUC55101

Curriculum & Pedagogical Studies - Assessment & Planning

EDUC55102

Curriculum & Pedagogical Studies - Exploring ICT & Learning

Professional Teaching Experience (July - 20 days)

2

EDUC50112

Exploring Child Development & Learning

EDUC351xx

Curriculum & Pedagogical Studies - _________

(Every odd year only available in distance mode)

EDUC351xx

Curriculum & Pedagogical Studies - _________

(Every odd year only available in distance mode)

EDUC50109

Evaluating Literacy & Numeracy

 

1

Directed Elective

Directed Elective

EDUC50108

Exploring a Personal Philosophy of Christian Education (Only available by distance this semester)

EDUC50104

Preparation for the Teaching Workplace

EDPX30001 Professional Experience (Mid Year - 40 days)

2

EDUC50102

Understanding Students with Special Education Needs

EDUC50113

Exploring Indigenous Education

EDUC50114

Exploring Educational Research & Diversity

EDPX30001

Professional Experience

 

Components and Descriptions

 

Core Education Units

These units cover a range of current educational topics designed to prepare pre-service teachers to successfully teach young people. These units involve a variety of topics including: Classroom Management; Child Development and Learning; and Students with Special Education Needs.

Curriculum and Pedagogical Studies Units

These units provide pre-service teachers with the opportunity to apply quality-teaching principles to specific teaching areas. Literacy education, classroom safety, curriculum development, ICT and teaching strategies are each dealt with specifically for normally two chosen teaching areas.

Content of the Course of Study - All units are worth 6 Credit Points 

Core Education Units

  • EDUC23100 Introduction to Teaching
  • EDUC50112 Exploring Child Development & Learning
  • EDUC50102 Understanding Students with Special Education Needs
  • EDUC50104 Preparation for the Teaching Workplace
  • EDUC50114 Exploring Educational Research Research & Diversity
  • EDPX30001 Professional Experience
  • EDUC50113 Exploring Indigenous Education
  • EDUC50108 Exploring a Personal Philosophy of Christian Education
  • EDUC50109 Evaluating Literacy & Numeracy  
  • EDUC53101 Managing the Secondary Classroom

Secondary Curriculum and Pedagogical Studies Units

  • EDUC55101 Curriculum & Pedagogical Studies - Assessment & Planning
  • EDUC55102 Curriculum & Pedagogical Studies - Exploring ICT & Learning

and normally at least two units from the following list covering their chosen teaching areas.

  • EDUC35103 Curriculum & Pedagogical Studies – Ancient History
  • EDUC35104 Curriculum & Pedagogical Studies – Biology
  • EDUC35105 Curriculum & Pedagogical Studies – Chemistry
  • EDUC35106 Curriculum & Pedagogical Studies – Commerce and Business Studies
  • EDUC35107 Curriculum & Pedagogical Studies – English
  • EDUC35108 Curriculum & Pedagogical Studies – Geography
  • EDUC35109 Curriculum & Pedagogical Studies – Health and Physical Education
  • EDUC35110 Curriculum & Pedagogical Studies – Information Technology
  • EDUC35111 Curriculum & Pedagogical Studies – Legal Studies
  • EDUC35112 Curriculum & Pedagogical Studies – Mathematics
  • EDUC35113 Curriculum & Pedagogical Studies – Modern History
  • EDUC35114 Curriculum & Pedagogical Studies – Music
  • EDUC35115 Curriculum & Pedagogical Studies – Outdoor Education
  • EDUC35117 Curriculum & Pedagogical Studies – Religion
  • EDUC35118 Curriculum & Pedagogical Studies – Technologies I
  • EDUC35119 Curriculum & Pedagogical Studies – Technologies II
  • EDUC35120 Curriculum & Pedagogical Studies  – Visual Arts
  • EDUC35121 Curriculum & Pedagogical Studies - Science

Directed Electives 

The MTch (Secondary) course includes two directed electives. In consultation with the Course Convenor students who do not fully meet prerequisite discipline study requirements choose to complete two units of relevant discipline studies as elective units. Alternatively, students that have fully met prerequisite discipline study requirements are directed to complete either additional relevant discipline studies to strengthen their teaching field and/or additional education units to strengthen their educational understandings.

 


To find out more about any of the units listed here, copy the unit code and then search for that unit here.

Practical Experience


Students need to do 60 days of professional experience in schools normally completed over three sessions.

Professional Experience is a critical component of initial teacher education and offers pre-service teachers enrolled in teaching degrees, work-integrated learning opportunities as part of their professional development. Avondale’s Professional Experience program is based on a framework of high-quality Professional Experience in Australian schools in order to provide high-quality experiences that will equip pre-service teachers to face the challenges and diversity of classrooms. All mentor teachers for domestic Professional Experience placements are registered teachers at the Proficient level or higher of the Australian Institute of Teaching and School Leadership (AITSL) standards.

Professional Experience placements occur regularly throughout all teaching degree programs at the times listed in the course structure.  It is the student’s responsibility to be available at those times. Pre-service teachers may experience a range of school settings, including public and independent schools. Each school placement offers pre-service teachers the opportunity to apply their theoretical learning to real-life situations.

Transport to and from placement schools and accommodation and related costs are the responsibility of the student.

In addition to the listed admission criteria, students will need the relevant Working With Children Check applicable to any Australian state in which they choose to complete a placement. A supervised overseas placement may be allowable for one placement other than the final placement.

Students also need to be able to demonstrate their fitness for teaching. This means they are able to:

  • maintain satisfactory academic progression prior to professional experience placement;
  • act in a way that demonstrates sound cognitive, mental, emotional and physical health, and be able to cope with the varying demands of classroom situations;
  • demonstrate the ability to cope effectively with stressful situations;
  • demonstrate the ability to maintain duty of care while on placement;
  • relate to students in an age appropriate and professional manner;
  • be able to model appropriate literacy and numeracy skills both in the classroom and beyond.

Students who cannot demonstrate their fitness for teaching will not be allowed to do school placements.


Accreditation


This course has dual accreditation (one academic, the other professional).  Avondale is a self-accrediting Higher Education Provider, and the Master of Teaching (Secondary) course is offered within the terms of the Australian Qualification Framework (AQF).  The course is nationally registered with the Tertiary Education and Quality Standards Agency (TEQSA).  This course is also accredited by the New South Wales Education Studies Authority (NESA). Graduates are qualified to teach in the government and private school sectors in Australia and overseas and are eligible for teacher accreditation using the standards of the Australian Institute for Teaching and School Leadership (AITSL) as regulated by the state teacher accreditation authority.


Registration and Self-Disclosure


 

All students are required to successfully pass the National Literacy and Numeracy test to be allowed to participate in their placement scheduled after semester 3. While this is not an admission requirement it is a requirement that will need to be passed to enable all students to graduate from this course.

 

  • NSW Department of Education and Training Prohibited employment declaration and Consent to employment screening forms need to be completed before visiting any NSW school. All pre-service teachers are required to satisfy NSW requirements by completing the Working with Children check at http://www.kids.nsw.gov.au/Working-with-children/New-Working-With-Children-Check/Volunteers-and-students
  • If pre-service teachers plan on doing a placement outside of NSW, it is their responsibility to make sure they have met the Working with Children/Police Check requirements for the state in which they complete their placement. The Professional Placement Officer will help with this process which may take up to six weeks to complete.
  • Pre-service teachers must complete anaphylaxis training before entering a school or centre.

Note: If students become ineligible to visit schools for professional placement or are barred from attending at a school for any reason, they will not be able to complete this degree.


Where to get further information


Course Enquiries

Student Administration Services

Phone: +61 2 4980 2377
Email: study@avondale.edu.au
Monday-Thursday, 9.00am-5pm
Friday, 9.00am-12.00noon

Fees

Commonwealth Supported Places (CSP) are available for eligible students, see www.studyassist.gov.au


View current information on tuition fees

Scholarships

There are scholarships available for those enrolled in teaching courses. Visit http://www.avondale.edu.au/scholarships/

Testimonials

"As a distance student, the element of the course I most enjoyed was communicating with my tutors and fellow students. This reminded me I was truly part of the Avondale student community."
- Jayne Vivien Kaiser