Master of Teaching (Secondary) (MC-TEACHSA) // Course structure

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Course structure

The Master of Teaching (Secondary) is a 200-credit point course which is normally completed over:

  • 2 years - Standard Mode.

Options for completing the course in a shorter or longer time frame include:

  • 1.5 years - Accelerated Mode; or
  • 3 years - Extended Mode.

 

Course Structure Overview

The Master of Teaching (Secondary) requires completion of 14 compulsory subjects and one elective, which must be taken in the sequence outlined in the Standard, Accelerated, or Extended Mode structures. The subjects include:

  • 4 x core subjects;
  • 6 x Learning Area subjects (taken in 2 x Learning Area study sequences, or in a double sequence);
  • 3 x Engaging and Assessing Learners subjects (which incorporate 60 placement days in secondary schools);
  • 1 x Foundations elective; and
  • 1 x Professional Learning Capstone subject.

 

Course Mode Options

Teacher Candidates should carefully consider suitability of the Standard, Accelerated, or Extended course-mode options to their personal circumstances as well as the study-load implications (e.g., on international student visa, or government support). Course adjustments including changes to course modes and subject sequencing require approval by the course coordinator.

See subject list and course mode structures listed under Majors, minors and specialisations.

 

2 Year Standard Mode

  • When applying for the course, select the full-time attendance mode option, and nominate Standard Mode
  • Enrol per the Standard Mode
  • Undertake four semesters of full-time study over two years (50 points per semester).

 

1.5 Year Accelerated Mode

  • When applying for the course, select the full-time attendance mode option, and nominate Accelerated Mode.
  • Enrol per the Accelerated Mode
  • Undertake three semesters of full-time study with a higher load over one and a half years (62.5 points in first semester, 75 points in second semester, and 62.5 points in third semester). Notes this requires a higher time commitment during semester, and management of a more intensive study load.
  • Commence the Professional Learning Capstone subject and complete the Work Integrated Learning (WIL) component in summer of Year 2.

 

3 Year Extended Mode

  • When applying for the course, select the part-time attendance mode option, and nominate Extended Mode.
  • Enrol per the Extended Mode.
  • Undertake six semesters of study with a reduced load over 3 years (each semester is either 25 or 37.5 points).

 

Progression Rules

1. LITERACY AND NUMERACY TEST FOR INITIAL TEACHER EDUCATION STUDENTS OR AUSTRALIAN FIRST NATIONS LANGUAGE PROFICIENCY 

  • The Australian Commonwealth Government’s Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is a compulsory test for Initial Teacher Education students administered by the Australian Council for Educational Research (independently of The University of Melbourne). In the case of Australian First Nations language speakers, recognition of Australian First Nations language proficiency by a relevant cultural authority or a formal qualification in an Australian First Nations language is an acceptable alternative standard.
  • The Faculty of Education requires each Teacher Candidate who is required to undertake the LANTITE to:

           a) attempt the LANTITE before the end of the first calendar year of their enrolment in the Master of Teaching (Secondary) to continue the course; and

           b) pass the LANTITE prior to the end of the course to be eligible to graduate from the Master of Teaching (Secondary).

  • Teacher Candidates demonstrating the alternative standard through Australian First Nations proficiency or a formal qualification in an Australian First Nations language must provide this evidence to be eligible to graduate from the Master of Teaching (Secondary).
  • Failure to satisfactorily meet the LANTITE requirements or the Australian First Nations proficiency alternative standard will result in referral to the Faculty of Education Course Academic Progress Committee and may result in exclusion from the course until requirements are satisfactorily completed.
  • An excluded Teacher Candidate may be granted an early exit award of a Graduate Diploma in Pedagogy* (if they have satisfactorily completed 100 credit points of the course).
  • LANTITE website Information

* Note that the Graduate Diploma in Pedagogy (Secondary) is not a qualification for registration to teach in Australian schools.

 

2. COURSE ACADEMIC PROGRESS COMMITTEE

Any Teacher Candidate who does not satisfactorily complete a subject, or meet the course progression rules, will be called to attend a Course Academic Progress Committee (CAPC) meeting after results have been certified for each subject. Teacher Candidates in these categories will be invited to make an oral and/or written submission to the Committee as per the requirements of the CAPC process.

 

Subject Options

See subject list and course mode structures under Majors, minors and specialisations.

Last updated: 18 April 2025