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Master of Teaching (Secondary)

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Master of Teaching (Secondary)

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Qualification

Postgraduate
Duration

2 years full time or equivalent part time
Units

14
Start Date

Feb, Apr, Jul, Oct

Overview of the course

Become a secondary school teacher for the 21st century.

As a secondary school teacher, you’ll have a crucial role to play in the development of young Australians as they decide on the direction they want to take beyond high school.

In the wake of the COVID-19 pandemic in 2020, there has been an increased recognition that education will be fundamental to rebuilding the economy.

Due to the shortage of secondary school teachers, the Department of Education and Training (DET) is seeking to increase the supply of quality teachers, and support the broad economic recovery.

Swinburne Online’s Master of Teaching (Secondary) can be studied in an accelerated mode that allows you to join the workforce quickly, or at your own pace if it’s your longer term plan. The course blends in-school experience with online coursework, with the goal of equipping future teachers with a holistic skill set that balances teaching methods with care for secondary students’ wellbeing.

Increasing innovation within school settings is a focus, as is preparing secondary school students for the enriching, technology-centric careers that will define the future workforce.

Upon graduation, you will be eligible for provisional registration by the Victorian Institute of Teaching as a secondary teacher, or – by reciprocal arrangements – with teacher education authorities in other states.

This course is accredited by the Victorian Institute of Teaching (VIT). To check reciprocal arrangements, please contact VIT or the registering authority in the state/territory you wish to register to teach.

Placements are flexible

Professional experience, or placements in secondary school settings, form part of the Masters of Teaching (secondary) course. Placements are a key part of your education course and are a requirement for teacher registration.

Swinburne Online offers pre-service teachers the unique opportunity to engage in a flexible placement model during each Quarter. This means pre-service teachers are able to choose dates within each Quarter to complete the required number of days specified for each Professional Experience. This flexible model supports Swinburne Online pre-service teachers to organise placements around their work or family commitments.

During this time, all Swinburne Online pre-service teachers are also enrolled in a professional experience or placement unit and are supported by eLearning Advisors (eLAs), who are also teachers themselves. They are passionate professionals with years of industry experience, specially trained for teaching online students. They will help to guide pre-service teachers through their unit content and are on-hand to help with any placement related questions.

Students will also have the unique opportunity to participate in the Swinburne Teachers and Regional Remote Schools (STARS) program as part of the Access Quality Teaching Initiative.

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Entry requirements

Applicants require a bachelor degree or equivalent qualification that includes at least a major study in one approved secondary teaching area (equivalent to one year full time equivalent study) and a minor in at least one other recognised teaching area (equivalent to half a year of full time study). Both undergraduate and postgraduate prior study can be considered in your teaching area(s) method(s) assessment. For approved teaching areas, please visit the Victorian VCE study design and ACARA subject areas.

Students will also require a valid Working with Children Check from the appropriate state authority. A Police Check may also be required by a school prior to a placement. For a list of each state’s requirements, see the careforkids website.

CASPer suitability tool
From 2018, under the new AITSL and government Initial Teacher Education (ITE) requirements, all students applying to ITE courses across Australia will need meet suitability for teaching (non-academic selection) criteria as a part of course entry criteria.

If you’re looking to apply for our Master of Teaching (Secondary) course, you will need to complete the CASPer suitability tool.

Get in touch with a Course Consultant to find out more information.

Additional requirements

Admission to this course will consider both academic and non-academic results. All applicants must sit a selection assessment for non-academic personal and professional attributes.

Applicants applying to transfer from an initial teacher education course from another Provider must disclose all LANTITE (National Literacy and Numeracy Test for Initial Teacher Education Students) attempts.

Applicants who have unsuccessfully attempted the LANTITE three or more times will not be eligible to receive an offer.

English Language Literacy

Evidence of English language proficiency is not required if the applicant has completed a bachelor degree in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland.

For Bachelor degrees completed in other countries, the following criteria applies:
• IELTS (Academic Module): Overall 7.0 with no individual band below 7.0 and a score of no less than 7.5 in speaking and listening; or
• Swinburne English Language Centre: EAP 5 Advanced level with overall 75% and all skills 70% or above
• TOEFL iBT: minimum score 95 (Reading no less than 20, Writing no less than 22)
• Or equivalent measures available at the Swinburne English Language Requirements page.

The date of the assessment must be no more than 2 years prior to the time of application for registration.

Specialist teaching areas

To undertake the Master of Teaching (Secondary) you are required to qualify for two specialist teaching areas, with at least one being a major teaching area.

Major teaching area

A major will be equivalent to three-quarters of a year of prior full-time study, usually comprising sequential discipline study taken over three years. In most programs, this equates to six units, with no more than two at first-year level and no fewer than two at third-year level.

Minor teaching area

A minor will be equivalent to half a year of prior full time study, usually comprising sequential discipline study taken over two years. In most programs, this equates to four units, with no more than two at first-year level.

Select each tab below to see the full list of specialist teaching areas offered at Swinburne Online.

Humanities and Social Sciences

• Geography
• History
• Humanities and Social Sciences
• Philosophy
• Politics
• Religion and Society
• Sociology

Mathematics, Science and Movement

• Agricultural and Horticultural Studies
• Biology
• Chemistry
• Environmental Science
• Food Studies
• Health and Human Development
• Mathematics
• Physical Education (must be a major)
• Physics
• Psychology
• Science

Technologies and the World of Work

• Accounting
• Applied Computing
• Business Management
• Economics
• Industry and Enterprise
• Legal Studies
• Product Design and Technology
• Systems Engineering

Performing and Visual Arts

• Dance
• Drama
• Media
• Music (must be a major)
• Theatre Studies
• Visual Art (must be a major)
• Visual Communication Design

English and Languages

• English
• English as an Additional Language
• Languages (must be a major)
• Literature

Swinburne Online has allowed me to complete all my studies from the middle of nowhere.

Emma, Swinburne Online graduate

Course Units

The course consists of:

Core Units

Understanding Behaviour for Classroom Practice (EDU60016)

Understanding Behaviour for Classroom Practice

EDU60016

Unit code: EDU60016
Duration: 1 Teaching Period
Contact hours: Recommended 12 hours of study per week

About this unit

This unit prepares pre-service teachers to understand how children and young people display different behaviours within a learning environment and how to approach and negotiate these behaviours. They are introduced to the major perspectives of understanding and supporting behaviour and explore historical and contemporary theories and how these relate to principles, policies and practices. They explore the role and practice of external agencies and professionals in supporting children, young people, teachers and families. Pre-service teachers will be challenged to reflect upon their own belief system and how this relates to different contemporary approaches and models of behaviour management.

Content

Factors that influence behaviour in the learning environment
Theories of learning and development and their relationship to behaviour
Principles, policies and practices for establishing a productive learning environment
Frameworks and models for understanding and responding to a range of challenging behaviours with children to adolescents
Positive behaviour support principles and practice
The climate of the learning environment
Restorative practice (an introduction)
Behaviour management techniques
Behaviour intervention versus preventative behaviour techniques
External organisations and agencies working with children to adolescents and their families
Consideration of rights and ethics

This unit is found in:

View further information on this unit.

Understanding Theories of Teaching, Learning and Development (EDU60017)

Secondary Curriculum and Pedagogy 1 (EDU60050)

Secondary Curriculum and Pedagogy 1

EDU60050

Unit code: EDU60050
Duration: 1 Teaching Period
Contact hours: Recommended 12 hours of study per week

About this unit

This unit aims to prepare pre-service teachers to plan and teach in their discipline drawing on key curriculum documents. In this unit, students gain knowledge of the principles and practices of teaching and learning. Working with key curriculum documents, pre-service teachers will evaluate contemporary approaches to secondary teaching contexts. They will explore a range of formative and summative assessment practices and strategies for observing, monitoring and planning for teaching and learning -service teachers will also explore feedback principles and reporting in the discipline contexts.

Content

Contemporary secondary teaching contexts related to Pedagogical Content Knowledge (PCK) and Technological Pedagogical and Content Knowledge (TPACK).
Discipline-specific structure, content, concepts and skill development in the [METHOD]
Principles of effective teaching for understanding [METHOD]
Application of [METHOD] related pedagogical approaches
Unit planning: template types and unit evaluation
Assessment strategies and discipline-specific feedback that can support and enhance students’ learning outcome in [METHOD]
Digital literacies and use of ICT in [METHOD]
Differentiation in [METHOD] at the junior and senior secondary school levels

This unit is found in Master of Teaching (Secondary).

View further information on this unit.

Transformative Technologies in Education (EDU70013)

Literacy and Numeracy Across the Curriculum (EDU70014)

Understanding Indigenous Education & Perspectives (EDU80012)

Understanding Indigenous Education & Perspectives

EDU80012

Unit code: EDU80012
Duration: 1 Teaching Period
Contact hours: Recommended 12 hours of study per week

About this unit

This unit focuses on contemporary and historical Aboriginal and Torres Strait Islander cultures, identity, languages, histories, status, challenges, contributions and perspectives. The unit aims to enable pre-service teachers to synthesise perspectives about Indigenous education and how these can enhance Western education practices. An additional aim is to plan and develop authentic curriculum and pedagogy for teaching Indigenous children and young people, and analyse how Indigenous teaching and learning practices can benefit all children and young people. This knowledge and understanding will improve graduates’ own cultural awareness and knowledge, and contributes to graduates’ cultural competence and promotes culturally inclusive teaching practices based on sensitive and informed relationships.

Content

History and culture of Australia’s first nation Aboriginal and Torres Strait Islander people
The positioning of Indigenous and traditional education systems within the nation state
The impact of colonisation and issues related to the retaining and maintaining Indigenous and traditional knowledge through education
The role of international organisations in protecting, preserving and maintaining Indigenous and traditional education systems
Current and past contributions of Indigenous people
Contemporary contexts for Indigenous people
Reconciliation and its implications for teachers
Anti-bias curriculum
Contemporary research into cross-curriculum dimension of Indigenous perspectives
Integrating authentic Indigenous studies in the curriculum
Indigenous perspectives and pedagogy in and Implications for teaching not only Indigenous children but all children
Roles of teachers in supporting reconciliation in a post-apology Australia

This unit is found in:

View further information on this unit.

Assessment and Data (EDU80013)

Teaching for Diversity, Equity and Inclusion (EDU80014)

Innovation for Education (EDU80018)

Innovation for Education

EDU80018

Unit code: EDU80018
Duration: 1 Teaching Period
Contact hours: Recommended 12 hours of study per week

About this unit

The focus of this unit is on developing the pre-service teacher’s capacity to critically evaluate innovative approaches to teaching and learning. Underpinning this unit is the Design Thinking Methodology where pre-service teachers will implement a creative approach to contemporary innovative practices for teaching and learning using an inquiry model. Pre-service teachers will develop strategies for critical evaluation of a diverse range of approaches towards innovation and current practice. Pre-service teachers will integrate their knowledge to engage in a Problem Based approach to design, as well as creating and critically evaluating innovations in the education arena.

Content

Innovative approaches to teaching and learning
Design thinking, creativity and innovation, and discipline areas
Responding to our world through the curriculum
Engaging with diverse and divergent thinking
Collaborative learning and sharing – peers, colleagues, school community
Multi-literacies, multimodalities
Inquiry/problem based thinking and learning objectives
Negotiating learning/teaching spaces in the 21st century
Redesigning learning – inclusion, diversity, participation and equity
Different modes of schooling
Critical theories
21st Century skills
Emerging Technologies

This unit is found in Master of Teaching (Secondary).

View further information on this unit.

Educational Leadership and Policy (EDU80019)

Educational Leadership and Policy

EDU80019

Unit code: EDU80019
Duration: 1 Teaching Period
Contact hours: Recommended 12 hours of study per week

About this unit

This unit focuses on developing what it means to be a leader in a contemporary educational setting. It explores key challenges in developing leadership capabilities. Contemporary theories about educational leadership are examined in a national context, and pre-service teachers will be encouraged to reflect on current and likely future issues facing schools and school leaders. The content around these topics will add to pre-service teachers’ understanding of the dynamics between leadership, culture and change, and the challenges for leaders. Pre-service teachers will develop skills to make sense of and constructively respond to, policies within organisational contexts.

Content

Educational Leadership in a changing world
Policy agendas, policy drivers, twenty first century learning
Challenges in developing educational leadership
Public education, role of the state, internationalism, globalisation/ legislation and responsibilities
Leadership styles, purpose of educational leadership, roles, governance of schools
Leadership concepts and theories
Sustainable and effective leadership
Women in educational leadership, multiculturalism, diversity, Indigenous leadership
Democratic leadership, teachers, students, communities
Complexity theories and organisations
Teachers, students, communities – action plans

This unit is found in Master of Teaching (Secondary).

View further information on this unit.

Secondary Curriculum and Pedagogy 2 (EDU80060)

Building and Sustaining Positive Relationships (EDU80048 )

Supervised Practicum Units

Professional Experience 1 (EDU70017)

Professional Experience 1

EDU70017

Unit code: EDU70017
Duration: 1 Teaching Period
Contact hours: Recommended 12 hours of theory study per week plus 20 days of placement

About this unit

This is the first of three professional experience units in secondary education. Pre-service teachers will undertake a 20-day professional experience in a secondary school under the supervision of approved mentors. Pre-service teachers will involve themselves in the life of the school and reflect on their practice and performance in discussion with their mentors and university academic staff. Pre-service teachers will begin to develop their understanding and competence against the Australian Professional Standards for Teachers (APST) appropriate to this course stage. Pre-service teachers will be introduced to materials relating to pedagogy, curriculum, assessment and policies relevant to secondary school settings.

Content

Australian Professional Standards for Teachers (Graduate)
Code of Conduct
Code of Ethics
Confidentiality
Effective communication
Planning documents
Introduction to secondary school education in Australia
The importance of knowing the setting and students you teach
Curriculum documents relevant to secondary schools
Engagement in a professional experience under the guidance of a professionally qualified mentor
Establishing professional relationships
Reflect on teaching performance
Resources to support teaching and learning
Learning environments
Introduction to e-Portfolios

This unit is found in Master of Teaching (Secondary).

View further information on this unit.

Professional Experience 2 (EDU80051)

Professional Experience 2

EDU80051

Unit code: EDU80051
Duration: 1 Teaching Period
Contact hours: Recommended 12 hours of theory study per week plus 20 days of placement

About this unit

In this unit, pre-service teachers will undertake a 20-day professional experience in a secondary school setting under the supervision of approved mentors. Pre-service teachers will involve themselves in the life of the school and reflect on their practice and performance supported by their in school mentors and university academic staff. Within this unit pre-service teachers will continue to develop their understanding and competence against the Australian Professional Standards for Teachers (APST) appropriate to this course stage. In preparation for this professional experience, pre-service teachers will engage with material relating to pedagogy, curriculum, assessment and policies relevant to a secondary school setting.

Placement

Type: Primary School or Middle-Upper Primary School
Year Level: 5–12 years of age / Foundation to Year 6
Duration: 20 days
Minimum Attendance: 35 hours per week or 7 hours per day

Content

Australian Professional Standards for Teachers (Graduate)
Engagement in a professional experience under the guidance of a professionally qualified mentor teacher
Curriculum documentation
Introduction to assessment practices and their relationship to effective learning
Lesson and unit planning
Establishing and maintaining professional relationships with students and other professionals
Using reflection as a tool for improvement
Setting goals for teaching and learning
Modify the learning environment to enhance safety and learning
Teaching resources including ICT
Effective communication
A range of teaching strategies that support students’ learning
Strategies for supporting students’ learning, well-being and safety, including policy and legislative requirements
Code of Conduct
Code of Ethics
Building on e-Portfolios

This unit is found in Master of Teaching (Secondary).

View further information on this unit.

Professional Experience 3 (Ready to Teach) (EDU80021)

Professional Experience 3 (Ready to Teach)

EDU80021

Unit code: EDU80021
Duration: 1 Teaching Period
Contact hours: Recommended 12 hours of theory study per week plus 20 days of placement

About this unit

In this unit, pre-service teachers will undertake a 20 day professional experience in a secondary school setting under the supervision of approved mentors. Pre-service teachers will involve themselves in the life of the school and reflect on their practice and performance, supported by their in school mentor and university academic staff. Within this unit, pre-service teachers must demonstrate that they are ready to teach within a secondary school. Pre-service teachers will be required to demonstrate competence against all elements of the Australian Professional Standards for Teachers: Graduate stage. This is a requirement of graduation.

Placement

Type: Primary School or Middle-Upper Primary School
Year Level: 5–12 years of age / Foundation to Year 6
Duration: 20 days
Minimum Attendance: 35 hours per week or 7 hours per day

Content

Australian Professional Standards for Teachers 1–7 (Graduate)
Engagement in a professional experience under the guidance of a professionally qualified mentor teacher
Understanding and supporting student diversity
Assessment, feedback and reporting
Developing collaborative working practices
Critical reflection of teaching performance
Innovative learning environments
Working with families and the wider community
Professional organisations and networking
Teacher registration
Code of Conduct
Code of Ethics
Completing the e-Portfolio
Preparing for interviews
Completing the GTPA Preparation Assessment
Completing the GTPA Portfolio Assessment

This unit is found in Master of Teaching (Secondary).

View further information on this unit.

Career opportunities

Secondary School Teacher

Teach young learners in a high school classroom as they explore discipline areas within their education, and begin to form an understanding of their future direction in life.
Curriculum Designer

Help guide curriculum development, taking into account the changing needs of the Australian workforce, and the changing skills young Australians will need to succeed in the job market and navigate the modern world.
Learning Designer

Develop integrated online course content for secondary school students, ensuring content is accessible and pedagogically sound.

Learning outcomes

Curriculum knowledge

Learn how best to teach the national and state curriculum in various classroom contexts.
Learning environments

Create innovative learning environments that harness the power of educational technology to facilitate dynamic learning.
Interpersonal and leadership skills

Develop communication skills to explore educational leadership and policy, while navigating relationships with colleagues, students and their families.
Assessment strategies

Use both qualitative and quantitative assessment methods to evaluate student progress and extend student learning.
Teaching pedagogy

Analyse core teaching pedagogies – which focus on literacy and numeracy – as they are best applied across a range of subject areas.
Indigenous education perspectives

Develop an understanding of contemporary and historical Indigenous education perspectives, as a means to better engage with and advocate for Indigenous children and their families.
Equity, diversity and inclusion

Strengthen your understanding of equity and diversity in education. Why it matters, and a teacher’s responsibility to cultivate an inclusive learning environment that meets the needs of all students.

Course learning outcomes

On successful completion of this Course students will be able to:

Analyse, plan and implement highly effective learning programs for chosen methods in secondary education through an understanding of human development incorporating both theoretical and evidence-based research
Maximise student learning outcomes through the integrated application of learning areas, disciplines and pedagogical approaches in secondary education
Critically analyse the impact of global and local education policy, leadership and practice on secondary education systems from a socio-political perspective
Apply critical thinking to understanding ethical approaches to designing and implementing learning programs in secondary education where robust and rigorous evaluative tools are used to measure impact on student learning and wellbeing
Plan, teach and assess student learning with integrity, using ethical and professional approaches to practice in secondary education
Partner innovatively and ethically with industry, communities and families to maximise opportunities for student learning, outcomes and life achievements as well as professional growth
Investigate complex local and global issues, including the diversity of Aboriginal and Torres Strait Islanders and masterfully articulate the implications of these issues and provide potential solutions to bring about positive change in secondary education
Create and design innovative learning programs in secondary education that are responsive to student learning needs, underpinned by theoretical and evidence-based practices and aligned with jurisdictional curriculum and regulatory expectations.

Course rules

To qualify for the award of Master of Teaching (Secondary), students must complete 200 credit points comprising:

11 core units (162.5 credit points)
3 supervised practicum units (37.5 credit points)

Units normally carry 12.5 credit points each. In each year, eight units normally constitute a full-time load of 100 credit points and four units normally constitute a part-time load of 50 credit points.

Maximum Academic Credit

The maximum level of credit that can be grated for the Master of Teaching is 100 credit points (normally eight units).

In addition, students are responsible for arranging and successfully completing the National Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) normally within three attempts through the Australian Council for Education Research prior to completing 100 credit points of study.

Academic Progress – special requirements

In addition to the standard academic progress rules, the Master of Teaching (Secondary) has the following additional academic progress rules which are established in accordance with Academic Courses Regulation 62(2):

1. A student is classified as ‘at risk’ of unsatisfactory progress if they:
(a) behave in a manner which breaches the Swinburne Student Charter whilst on a teaching placement

2. A student is classified as having ‘unsatisfactory progress’ if they:
(a) fail to successfully complete the National Literacy and Numeracy test (LANTITE) prior to completing 100 credit points of studies or following three attempts
(b) fail a Teaching Placement unit
(c) have their teaching placement terminated early by a school. In the case of early termination of a teaching placement by a school, the student will be deemed as having ‘unsatisfactory progress’ and a progress review processes will commence within 2 weeks of the cessation of the placement.

Students who are identified as having unsatisfactory progress will be subject to the show cause provisions in the Progress Review section of the Academic Progress Policy.

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Frequently asked questions

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Do I have to purchase learning materials?

For students undertaking a degree, most of your learning materials are included with a free license provided to you by Swinburne Online. However, in some cases, you will be notified via your student email that you will need to buy specific software or eTexts. For TAFE Business students, all of your learning materials will be available online and are covered by your course fees. You won’t need to purchase any further materials.
Which units should I start with?

When you enrol to study a degree with us, you will nominate how many units you would like to select per teaching period, based on a recommendation from one of our Course Consultants. From here, our enrolments team will allocate you automatically to the units they feel will be best suited to your needs, so you don’t need to worry about choosing units. If you want to choose something different than what you are allocated to, that is no problem, just get in touch with our Student Liaison Team and they will take care of it for you.
Do I need to be logged on to study at specific times?

You won’t normally have to be online at a specific time. Your course material is available for you from the beginning of each teaching period and you can work through it in the hours that suit you.

There are some live webinar sessions that run approximately once a month. These are a special opportunity for students to sign in at the same time as their tutors, normally before an assessment deadline. It gives you the chance to ask any questions relating to the assignment in real time and hear other student’s questions and thoughts. We understand that students won’t always be able to make these sessions, so they can be replayed the next day.

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Master of Teaching (Secondary)