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TAFE

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TAFE

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Apply Today Download Brochure

Online course

Master of Teaching (Secondary)

  • Qualification

    Postgraduate

  • Duration

    2 years full time or equivalent part time

  • Units

    14

  • Start Date

    Feb, Apr, Jul, Oct

Overview of the course

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 teacheror – 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.

Download Brochure

What are the entry criteria?

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 Theories of Teaching, Learning and Development (EDU60017)
Secondary Curriculum and Pedagogy 1 (EDU60050)
Transformative Technologies in Education (EDU70013)
Literacy and Numeracy Across the Curriculum (EDU70014)
Understanding Indigenous Education & Perspectives (EDU80012)
Assessment and Data (EDU80013)
Teaching for Diversity, Equity and Inclusion (EDU80014)
Innovation for Education (EDU80018)
Educational Leadership and Policy (EDU80019)
Secondary Curriculum and Pedagogy 2 (EDU80060)
Building and Sustaining Positive Relationships (EDU80048 )

Supervised Practicum Units

Professional Experience 1 (EDU70017)
Professional Experience 2 (EDU80051)
Professional Experience 3 (Ready to Teach) (EDU80021)

Career opportunities

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

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.

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.

Support for your studies

  • Experience better education

    When you study with Swinburne Online, you'll benefit from high-quality learning materials that are designed for online.

  • How online study works

    At Swinburne Online, we're here for you every step of the way. Explore the online higher education student journey from enrolment to graduation.

  • Support services

    Not only do we have the right tools and support teams to help you – we have people who care about your success.

Frequently asked questions

Frequently asked questions

View all FAQs

  • 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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