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Master of Teaching (Secondary) (MC-TEACHSA)
Masters (Coursework)Year: 2019 Delivered: On Campus (Parkville)
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
- Notes
Principal Coordinator
Mark Selkrig
Overview
Award title | Master of Teaching (Secondary) |
---|---|
Year & campus | 2019 — Parkville |
CRICOS code | 093406G |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | 9 |
Credit points | 200 credit points |
Duration | 24 months full-time |
The Master of Teaching (Secondary) prepares graduates for secondary teaching in a wide range of curriculum areas, and provides a qualification in two learning areas (or a double sequence). Teacher Candidates complete 200 points of study over two years full time. The first three semesters focus on teaching in learning areas with a strong emphasis on Clinical Teaching practice and preparation for independent teaching. In the second year Teacher Candidates can choose from coursework (which includes a capstone experience and electives) and research pathway options. The electives are designed to provide Teacher Candidates with options to expand their professional knowledge in areas of interest and relevance to schools, and provide opportunities to expand Teacher Candidates practicum experiences in national and international settings.
Links to further information
https://study.unimelb.edu.au/find/courses/graduate/master-of-teaching-secondary/
Entry requirements
1. In order to be considered for entry, applicants must have completed:
- an undergraduate degree with appropriate prerequisites for two Learning Area study sequences, as required by the Victorian Institute of Teaching; and
- a selection test as determined by the Selection Committee
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
- prior academic performance; and
- the results of the selection test. *
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7+ is required.
Note.
(a) The Academic Board may prescribe minimum grade point averages for undergraduate studies that must be met by applicants eligible for Guaranteed Entry in a given year. Applicants not eligible for Guaranteed Entry will normally be required to have a grade point average for undergraduate studies at least as high as the prescribed minimum for Guaranteed Entry.
(b) All applicants must have a valid Working with Children Check prior to the commencement of the Practicum subjects, and for the duration of the program.
(c) Higher English standards than those normally required for admission to graduate study at the University of Melbourne may be needed for eligibility for Australian teacher registration on graduation. The Selection Committee may require applicants who have not recently completed a full undergraduate degree in Australia or New Zealand to demonstrate English language ability using one of the standard tests approved by the Academic Board at performance band 7+, even if their prior study of the English language, or their prior education and assessment in an English language university, would normally exempt them from standard testing.
(d) Graduate Degree Packages for School Leavers
The University of Melbourne offers Graduate Degree Packages to high achieving school leavers, allowing them to secure places (Commonwealth Supported places for domestic students or International fee places) in the Master of Teaching (Secondary) provided that they meet certain requirements.
For a Commonwealth Supported Place or an International Fee Place, the applicant must:
- complete an Australian Year 12 or the International Baccalaureate (IB) in 2018 or later either:
— in Australia; or
— outside Australia and be an Australian citizen;
- achieve an ATAR (or notional ATAR) of at least 95.00;
- apply for a University of Melbourne Graduate Degree Package for commencement in the year following completion of Year 12 or IB via VTAC;
- enrol immediately or be granted deferral in the year following Year 12;
- successfully complete a Bachelor of Arts, Design, Fine Arts, Music or Science at the University of Melbourne with appropriate prerequisites for two Learning Area study sequences, as required by the Victorian Institute of Teaching;
- complete the Teacher Capability Assessment Tool during application into the undergraduate degree; and
- commence the Master of Teaching (Secondary) within 18 months of completing the undergraduate degree.
Applicants should refer to the University handbook for the additional entry requirements for the undergraduate degrees in the Graduate Degree Package.
* Details of the selection test are available on the Melbourne Graduate School of Education’s Teacher Capability Assessment Tool (TCAT) website.
Inherent requirements (core participation requirements)
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
- The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
- The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
- Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
In courses requiring students to undertake practicum placements
- The ability to undertake professional practice placements independently, including:
a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.
Professional accreditation
The Master of Teaching (Secondary) is accredited at professional level by the Victorian Institute of Teaching according to the Australian Institute of Teaching and School Leadership (AITSL) Graduate Standards and Initial Teacher Education Program Standards.
Intended learning outcomes
At the completion of the Master of Teaching, Graduates will have attained the Australian Professional Standards for Teachers (Graduate Level), and have developed knowledge and competencies associated with the use of the Clinical Teaching Judgement model. In combination, these Master of Teaching learning outcomes will enable graduates to:
- Reflect critically on the ways in which educational theory and research informs teaching practice
- Demonstrate strong subject and pedagogical content knowledge to create productive learning environments that empower learners
- Interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage all students in their learning
- Design assessment tools and tasks and interpret data and evidence to make sound clinical judgments about teaching interventions and reflect on the impact of teaching on learning outcomes
- Utilise interventionist teaching practices that promote participation and inclusion to meet the needs of diverse learners
- Demonstrate a high level of 21st century skills and be able to develop these skills in students
- Create and maintain safe and supportive learning environments using knowledge of practical approaches to promote positive behaviours
- Establish and maintain ethical and respectful relationships with students, colleagues and parents, working independently and collaboratively across the school community
- Evaluate the social and political contexts informing education and teaching and interpret the professional standards for teachers
- Demonstrate capacity to reflect upon the effectiveness of teaching practice as well as the impact on student learning
- Demonstrate continuous professional learning through teacher practitioner inquiry and research.
Generic skills
Master of Teaching graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
Graduate attributes
Graduates of the Master of Teaching will:
- Embody the standards of the teaching profession and support the development of teaching as a profession
- Be practitioners of clinical teaching, who teach for growth for all students using an inclusive, developmental, intervention-based approach that utilizes deep learning and evidence based strategies
- Be culturally and socially aware, able to establish respectful and ethical relationships with students, staff, parents and the broader school communities / early childhood centres
- Be creative, innovative, self-directed and life-long learners, able to link theory and practice and respond to a changing educational landscape.
Course structure
The Master of Teaching (Secondary) is completed in 200 points of study over two years full time or within 18 months via the Accelerated Mode. Teacher Candidates complete 7 core subjects, 2 Learning Area study sequences (or a double sequence), and 3 Clinical Teaching Practice subjects which incorporate the secondary school placements, and subjects in either the Coursework or Research options.
The options include:
- Coursework: a capstone experience and electives; or
- Research*: 50 points of research preparation for entry to higher degree research programs
The course can be completed in 18 months via Accelerated Mode by completing an elective in the winter term of Year 1 (in addition to the Semester 1 & 2 subjects), then two subjects in the summer term of Year 2 (an elective and a core) and 50 points of core subjects in Semester 3. Factors to consider when selecting Accelerated Mode include:
- The Accelerated Mode incorporates the Coursework Option; which includes a capstone experience and electives.
- It is not possible to do the Research Pathway Option in Accelerated Mode.
- Teacher Candidates that start in Accelerated Mode may revert to the standard 2 year structure at the start of the second year, to pursue either the Coursework or Research Pathway Option (subject to meeting eligibility requirements). Note there is no elective in the Research Option, so an extra 12.5 points will have been completed.
- Applicants/Teacher Candidates should carefully consider suitability of Accelerated Mode to their personal circumstances, as well as the study load implications (e.g. on international student visa, or government support).
* In order to be eligible to apply for the Research Pathway Option, Teacher Candidates must achieve an average of at least H2A (75%) in the first 112.5 credit points of the program.
All Teacher Candidates must meet the following course progression requirement:
The satisfactory completion of the Australian Commonwealth Government’s National Literacy & Numeracy Test administered by the Australian Council for Educational Research (independently of The University of Melbourne) is necessary in order for each Teacher Candidate to progress beyond 112.5 credit points (standard full time) or 125 points (Accelerated Mode) and continue to the final phase of their course.
Failure to satisfactorily complete the Test by this progression point will result in referral to the Melbourne Graduate School of Education’s Student Progress Sub-Committee and may result in exclusion from the course. Excluded Teacher Candidates may be granted an early exit award of a Graduate Diploma in Pedagogy (Secondary) (subject to satisfactory completion of relevant subjects). Alternatively they may be withdrawn from the course.
Subject options
FIRST YEAR SUBJECTS
Accelerated Mode Teacher Candidates take all of the First Year Subjects, plus one Elective that is offered in the Winter Term.
Subjects undertaken in first semester of the program
The three subjects below plus two Learning Area subjects.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90901 | Educational Foundations (Sec) | February (On Campus - Parkville) |
6.25 |
EDUC90904 | Introduction to Clinical Practice (Sec) | February (On Campus - Parkville) |
12.5 |
EDUC90908 | Clinical Teaching Practice (Sec) 1 |
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
Subjects undertaken in second semester of the program
The three subjects below plus two Learning Area subjects.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90902 | Diverse and Inclusive Classrooms (Sec) | Semester 2 (On Campus - Parkville) |
6.25 |
EDUC90906 | Integrating Language & Clinical Practice | Semester 2 (On Campus - Parkville) |
12.5 |
EDUC90909 | Clinical Teaching Practice (Sec) 2 |
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
SECOND YEAR SUBJECTS
Standard Mode - Subjects undertaken in third semester of the program
Coursework Option
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90758 | Researching Education Practice (SEC) |
Summer Term (On Campus - Parkville)
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90907 | Inclusive Language, Literacy & Numeracy | February (On Campus - Parkville) |
6.25 |
EDUC90910 | Clinical Teaching Practice (Sec) 3 |
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90903 | Contemporary Education Debates | February (On Campus - Parkville) |
6.25 |
EDUC90905 | Becoming a Clinical Practitioner (Sec) | February (On Campus - Parkville) |
12.5 |
Research Pathway Option
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90419 | Education Research Methodology |
February (On Campus - Parkville)
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90907 | Inclusive Language, Literacy & Numeracy | February (On Campus - Parkville) |
6.25 |
EDUC90910 | Clinical Teaching Practice (Sec) 3 |
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90903 | Contemporary Education Debates | February (On Campus - Parkville) |
6.25 |
EDUC90905 | Becoming a Clinical Practitioner (Sec) | February (On Campus - Parkville) |
12.5 |
Standard Mode - Subjects undertaken in fourth semester of the program
Coursework Option
Two Electives plus
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90759 | Education Research Project (Sec) |
February (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
July (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
|
12.5 |
Research Pathway Option
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90558 | Education Research Design |
Year Long (On Campus - Parkville)
July (On Campus - Parkville)
|
37.5 |
Accelerated Mode - Subjects undertaken in Summer Term
One Elective that is offered in the Summer Term plus
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90758 | Researching Education Practice (SEC) |
Summer Term (On Campus - Parkville)
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
Accelerated Mode - Subjects undertaken in third semester of the program
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90759 | Education Research Project (Sec) |
February (On Campus - Parkville)
Semester 1 (On Campus - Parkville)
July (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
|
12.5 |
EDUC90905 | Becoming a Clinical Practitioner (Sec) | February (On Campus - Parkville) |
12.5 |
EDUC90907 | Inclusive Language, Literacy & Numeracy | February (On Campus - Parkville) |
6.25 |
EDUC90910 | Clinical Teaching Practice (Sec) 3 |
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90903 | Contemporary Education Debates | February (On Campus - Parkville) |
6.25 |
Learning Areas 1 and 2
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90955 | Learning Area Accounting 1 | February (On Campus - Parkville) |
12.5 |
EDUC90429 | Learning Area Biology 1 | February (On Campus - Parkville) |
12.5 |
EDUC90957 | Learning Area Business Management 1 | February (On Campus - Parkville) |
12.5 |
EDUC90431 | Learning Area Commerce & Bus. Studies 1 | February (On Campus - Parkville) |
12.5 |
EDUC90433 | Learning Area Chemistry 1 | February (On Campus - Parkville) |
12.5 |
EDUC90435 | Learning Area Drama 1 | February (On Campus - Parkville) |
12.5 |
EDUC90959 | Learning Area Economics 1 | February (On Campus - Parkville) |
12.5 |
EDUC90437 | Learning Area English 1 | February (On Campus - Parkville) |
12.5 |
EDUC90441 | Learning Area Health 1 | February (On Campus - Parkville) |
12.5 |
EDUC90443 | Learning Area History 1 | February (On Campus - Parkville) |
12.5 |
EDUC90445 | Learning Area Humanities 1 | February (On Campus - Parkville) |
12.5 |
EDUC90453 | Learning Area Languages 1 | February (On Campus - Parkville) |
12.5 |
EDUC90457 | Learning Area Mathematics 1 | February (On Campus - Parkville) |
12.5 |
EDUC90461 | Learning Area Media Studies 1 | February (On Campus - Parkville) |
12.5 |
EDUC90463 | Learning Area Music A 1 | February (On Campus - Parkville) |
12.5 |
EDUC90467 | Learning Area Physical Education 1 | February (On Campus - Parkville) |
12.5 |
EDUC90469 | Learning Area Physics 1 | February (On Campus - Parkville) |
12.5 |
EDUC90965 | Learning Area Politics 1 | February (On Campus - Parkville) |
12.5 |
EDUC90471 | Learning Area Psychology 1 | February (On Campus - Parkville) |
12.5 |
EDUC90473 | Learning Area Science 1 | February (On Campus - Parkville) |
12.5 |
EDUC90475 | Learning Area TESOL 1 | February (On Campus - Parkville) |
12.5 |
EDUC90477 | Learning Area Visual Arts & Design 1 | February (On Campus - Parkville) |
12.5 |
EDUC90956 | Learning Area Accounting 2 | July (On Campus - Parkville) |
12.5 |
EDUC90430 | Learning Area Biology 2 | July (On Campus - Parkville) |
12.5 |
EDUC90958 | Learning Area Business Management 2 | July (On Campus - Parkville) |
12.5 |
EDUC90432 | Learning Area Commerce & Bus. Studies 2 | July (On Campus - Parkville) |
12.5 |
EDUC90434 | Learning Area Chemistry 2 | July (On Campus - Parkville) |
12.5 |
EDUC90436 | Learning Area Drama 2 | July (On Campus - Parkville) |
12.5 |
EDUC90960 | Learning Area Economics 2 | July (On Campus - Parkville) |
12.5 |
EDUC90438 | Learning Area English 2 | July (On Campus - Parkville) |
12.5 |
EDUC90442 | Learning Area Health 2 | July (On Campus - Parkville) |
12.5 |
EDUC90444 | Learning Area History 2 | July (On Campus - Parkville) |
12.5 |
EDUC90446 | Learning Area Humanities 2 | July (On Campus - Parkville) |
12.5 |
EDUC90454 | Learning Area Languages 2 | July (On Campus - Parkville) |
12.5 |
EDUC90458 | Learning Area Mathematics 2 | July (On Campus - Parkville) |
12.5 |
EDUC90462 | Learning Area Media Studies 2 | July (On Campus - Parkville) |
12.5 |
EDUC90464 | Learning Area Music A 2 | July (On Campus - Parkville) |
12.5 |
EDUC90468 | Learning Area Physical Education 2 | July (On Campus - Parkville) |
12.5 |
EDUC90470 | Learning Area Physics 2 | July (On Campus - Parkville) |
12.5 |
EDUC90966 | Learning Area Politics 2 | July (On Campus - Parkville) |
12.5 |
EDUC90472 | Learning Area Psychology 2 | July (On Campus - Parkville) |
12.5 |
EDUC90474 | Learning Area Science 2 | July (On Campus - Parkville) |
12.5 |
EDUC90476 | Learning Area TESOL 2 | July (On Campus - Parkville) |
12.5 |
EDUC90478 | Learning Area Visual Arts & Design 2 | July (On Campus - Parkville) |
12.5 |
EDUC90963 | Learning Area Environmental Science 1 | February (On Campus - Parkville) |
12.5 |
EDUC90961 | Learning Area Legal Studies 1 | February (On Campus - Parkville) |
12.5 |
EDUC90447 | Learning Area SOSE 1 | February (On Campus - Parkville) |
12.5 |
EDUC90465 | Learning Area Music B 1 | February (On Campus - Parkville) |
12.5 |
EDUC90479 | Learning Area Visual Arts & Design (Ad)1 | February (On Campus - Parkville) |
12.5 |
EDUC90964 | Learning Area Environmental Science 2 | July (On Campus - Parkville) |
12.5 |
EDUC90962 | Learning Area Legal Studies 2 | July (On Campus - Parkville) |
12.5 |
EDUC90448 | Learning Area SOSE 2 | July (On Campus - Parkville) |
12.5 |
EDUC90466 | Learning Area Music B 2 | July (On Campus - Parkville) |
12.5 |
EDUC90480 | Learning Area Visual Arts & Design (Ad)2 | July (On Campus - Parkville) |
12.5 |
Elective subjects
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90842 | Perspectives on Childhood and Youth | Not available in 2019 | 12.5 |
EDUC90841 | Comparative Education Systems & Contexts | Not available in 2019 | 12.5 |
EDUC90976 | Positive Learning Environments | July (On Campus - Parkville) |
12.5 |
EDUC90492 | Teaching for a Sustainable World | Not available in 2019 | 12.5 |
EDUC90504 | Leadership in Educational Settings |
Summer Term (On Campus - Parkville)
June (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90493 | Arts and Artistry: Studio to Classroom | July (On Campus - Parkville) |
12.5 |
EDUC90861 | Leading Mathematics Across the School | August (On Campus - Parkville) |
12.5 |
EDUC90711 | Physical Education Pedagogy | July (On Campus - Parkville) |
12.5 |
EDUC90727 | Teaching Global Perspectives | July (On Campus - Parkville) |
12.5 |
EDUC90972 | Active Pedagogies | Summer Term (On Campus - Parkville) |
12.5 |
EDUC90971 | Teaching in, through and across the Arts | July (On Campus - Parkville) |
12.5 |
EDUC90609 | Australian Curriculum Perspectives | Not available in 2019 | 12.5 |
EDUC90425 | Australian Indigenous Education | July (On Campus - Parkville) |
12.5 |
EDUC90428 | Promoting Student Wellbeing |
June (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90422 | Foundations of English Teaching |
Summer Term (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90426 | Foundations of Mathematics Teaching |
June (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90914 | Teaching Integrated Science | July (On Campus - Parkville) |
12.5 |
EDUC90973 | Introduction to Digital Thinking | Not available in 2019 | 12.5 |
EDUC90974 | Teaching Critical and Creative Thinking |
Summer Term (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90740 | Historical Thinking | July (On Campus - Parkville) |
12.5 |
EDUC90913 | Personalising Learning with Technology |
Summer Term (Online)
August (Online)
|
12.5 |
EDUC90333 | Introduction to the IB |
Term 1 (Online)
Term 3 (Online)
|
12.5 |
EDUC90332 | Curriculum Frameworks in the IB DP |
Term 2 (Online)
Term 4 (Online)
|
12.5 |
EDUC90922 | Place Based Elective (International) | Semester 2 (On Campus - Parkville) |
12.5 |
EDUC90916 | Place Based Elective (Alternative) | Semester 2 (On Campus - Parkville) |
12.5 |
EDUC90923 | Place Based Elective (Rural / Remote) | Semester 2 (On Campus - Parkville) |
12.5 |
EDUC90919 | Place Based Elective (Indigenous) | June (On Campus - Parkville) |
12.5 |
Further study
Graduates who successfully complete the Research Option with the achievement of a H2A GPA are eligible to apply for entry to the Doctor of Education program or a PhD. Please note also that graduates of an undergraduate Honours degree may already be eligible for doctoral studies, subject to the same entry and achievement requirements.
This entry shows the course structure for students commencing the course in 2018. Students who commenced this course in a previous year should refer to the appropriate previous year's Handbook entry for their course structure.
Last updated: 10 February 2024