Master of Teaching (Secondary) (MC-TEACHSA)
Masters (Coursework)Year: 2021 Delivered: On Campus (Parkville)
About this course
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Majors, minors and specialisations
- Further study
Melbourne Graduate School of Education
Currently enrolled students:
- General information: https://ask.unimelb.edu.au
- Contact Stop 1
|Award title||Master of Teaching (Secondary)|
|Year & campus||2021 — Parkville|
|Fees information||Subject EFTSL, level, discipline and census date|
|Study level & type||Graduate Coursework|
|Credit points||200 credit points|
|Duration||24 months full-time or 36 months part-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). The course focuses on teaching in learning areas with a strong emphasis on Clinical Teaching practice and preparation for independent teaching. Study options include a capstone project and electives, or preparation for higher degree research. 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
Information for future students: https://study.unimelb.edu.au/find/courses/graduate/master-of-teaching-secondary/
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.
(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) *All applicants must complete the Teacher Capability Assessment Tool (TCAT) selection test and meet all TCAT benchmarks. Details of the selection test are available on the Melbourne Graduate School of Education’s Teacher Capability Assessment Tool (TCAT) website.
(e) 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.
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 Student Equity and Disability Support.
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.
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.
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.
The Master of Teaching (Secondary) is a 200-credit point course which is normally completed over:
- 2 years - Standard plan.
Options for completing the course in a shorter or longer time frame include:
- 1.5 years - Accelerated plan; or
- 3 years - Extended plan.
The Master of Teaching (Secondary) comprises:
- 7 core subjects
- 2 Learning Area study sequences (or a double sequence)
- 3 Clinical Teaching Practice subjects which incorporate the secondary school placements, and
- Subjects specific to the Coursework or Research Pathway options (depending on eligibility and plan).
The Coursework option includes:
- 1 capstone subject and 2 electives
The Research Pathway* option includes:
- 50 points of research preparation for entry to higher degree research programs.
* 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 Australian Commonwealth Government’s Literacy and Numeracy Test for Initial Teacher Education Students (the Test) is administered by the Australian Council for Educational Research (independently of The University of Melbourne).
Each Teacher Candidate must satisfactorily complete the Test by the end of the first calendar year of their enrolment in the Master of Teaching (Secondary). This is necessary in order for each Teacher Candidate to continue beyond the first calendar year 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 Course Academic Progress 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.
*Note that the Graduate Diploma in Pedagogy (Secondary) is not a qualification for registration to teach in schools.
2-Year Standard Plan
- Undertake four semesters of full time study over two years.
- Enrol according to the Standard plan.
- In the second year of the course, elect to follow either the Coursework or Research Pathway option (depending on eligibility).
1.5-Year Accelerated Plan
- Undertake three semesters of full time study as well as summer and winter term subjects over 1.5 years (18 months)
- Enrol according to the Accelerated plan.
- Do the Coursework option by completing:
- One elective in the Winter Term of Year 1 in addition to the Semester 1 & 2 subjects; and
- One elective and commencing the capstone in the Summer Term of Year 2; and
- The remainder of the capstone alongside 37.5 points of core subjects in semester 3 of Year 2.
Factors to consider when selecting Accelerated include:
- It is not possible to do the Research Pathway Option in the Accelerated plan.
- Teacher Candidates that start the Accelerated plan may revert to the standard 2-year structure at the start of the second year, to pursue the Coursework Option only (the Research Pathway Option is not available).
- Applicants/Teacher Candidates should carefully consider suitability of the Accelerated plan to their personal circumstances, as well as the study load implications (e.g. on international student visa, or government support).
3-Year Extended Plan
- When applying for the course, select the part time Attendance Type
- Undertake six semesters of study over 3 years (The study load each semester varies from between 18.75 credit points to 37.5 credit points - check the Extended plan for details.)
- Enrol according to the Extended plan, which includes completing:
- Clinical Teaching Practice (Sec) 1 Ext over the entire first year (i.e. Semesters 1 and 2); and
- Clinical Teaching Practice (Sec) 2 Ext over the entire second year (i.e. Semesters 1 and 2);
- The first learning area sequence over Semesters 1 and 2 in the first year (i.e. Learning Area 1 and Learning Area 2)**; and
- The second sequence over Semesters 1 and 2 of the second year (i.e. Learning Area 1 and Learning Area 2 **; and
- Clinical Teaching Practice (Sec) 3 Ext in the final semester of study (i.e. Semester 2 of third year).
- Do the Coursework Option by completing:
- One elective in the first year; and
- One elective in the third year; and
- The capstone subject over the third year
**Extended plan Teacher Candidates undertaking a double Music, Drama or Visual Arts & Design Learning Area sequence must complete the subjects in this order:
- Drama A followed by Drama B
- Music A followed by Music B
- Visual Arts & Design followed by Visual Arts & Design Additional
Factors to consider when selecting the Extended plan include:
- It is not possible to complete the Research Pathway Option within the 3-year Extended plan.
- Permission of the Course Coordinator is required to switch between the Extended and the Standard full time plans. Teacher Candidates that start in Extended may request to change to Full Time at the start of their third year. They then follow the Standard full time second year plan and pursue the Coursework Option only (the Research Pathway Option is not available).
- Applicants/Teacher Candidates should carefully consider suitability of the Extended plan to their personal circumstances, as well as the study load implications (e.g. on international student visa, or government support).
See subject options for each of the Accelerated, Standard and Extended course plans listed under Majors, minors and specialisations.
Majors, minors & specialisations
Subjects are outlined within each of the course plans below.
Graduates who successfully complete the Research Pathway 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.
Last updated: 28 May 2023