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CL05 - Master of Teaching (Secondary)

Overview

Course Overview

The Master of Teaching (Secondary) is an initial postgraduate pre-service teacher education course for those who aim to pursue a career as a secondary school teacher.

Upon completion, you will be qualified to teach in two discipline teaching areas: a major teaching area (Years 7 – 12) and a minor teaching area (Years 7-10). These teaching areas are based on your already completed undergraduate degree with a set number of units completed within that qualification per major and minor teaching area.

The course will provide you with the skills, knowledge and experiences necessary to positively impact student learning in secondary school classrooms across the two teaching areas.

In addition to building the professional knowledge and skills required to teach, the course is designed to foster your disposition for engaging in, and contributing to, the teaching profession through a commitment to ongoing professional learning.

The course is structured to include work-integrated learning as in-school practicum placements in each term of your study through the four Professional Praxis units.

The design of this course utilises CQUniversity’s three Term structure, therefore you can complete the Master program in 1.5 years. A part-time pathway is also available.

To be eligible for teacher registration, you are required to undertake and pass the National Literacy and Numeracy Test for Initial Teacher Educators (ITE) prior to graduation.

This course can only be studied within Australia.

A list of teaching areas that can be studied in this course is available in the "More Details" section of this handbook.

Career Information

Graduates of this course will be eligible to apply for provisional registration as a teacher upon completion.

Graduates will be eligible to apply for employment in State, Catholic and Independent schools throughout Australia.

The course is also recognised as a teaching qualification for employment in educational settings internationally, however additional requirements may apply in some locations.

Graduates of this course have developed significant skills that enhance employment opportunities in other sectors. In combination with work experience and personal qualities, graduates may pursue employment in a variety of career paths including:

  • government departments (e.g. family services, education and health)
  • education administration
  • community development roles
  • workplace training developers

Course Details
Duration 1.5 years full-time or 3.5 years part-time
Credit Points that Must be Earned 96
Number of Units Required CQUniversity uses the concept of credits to express the amount of study required for a particular course and individual units. The number of units varies between courses. Units in postgraduate courses normally consist of 8 points of credit or multiples thereof (e.g. 8, 16, 24).
Expected Hours of Study One point of credit is equivalent to an expectation of approximately two hours of student work per week in a term.
Course Type Postgraduate Award
Qualification (post nominal) MTeach(Sec)
AQF Level Level 9: Masters Degree (Coursework)

Admission Codes

Domestic Students
Tertiary Admission Centre Codes (TAC) Codes
International Students
CRICOS Codes
Not Applicable
Where and when can I start?
Units offered internally at the below campuses may be delivered using a combination of face-to-face and video conferencing style teaching.
Units offered via MIX mode are delivered online and require compulsory attendance of site-specific learning activities such as on-campus residential schools, placements and/or work integrated learning. See Course Features tab for further information. Online units are delivered using online resources only.
Please Click Here for more information.
The following tables list the courses availabilities by location and term. Directing your pointer over your preferred location will provide further information if this course is not available for the full duration. Please be sure to also check individual unit availability by location and term prior to enrolling.

Domestic Availability

Term 1 - 2020

Online

Term 1 - 2019

Online

Term 1 - 2018

Distance
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International Availability

Term 1 - 2020

Sorry, no international availabilities found.

Term 1 - 2019

Sorry, no international availabilities found.

Term 1 - 2018

Sorry, no international availabilities found.
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For any problems regarding admissions availability for the selected course please contact 13 CQUni (13 27 86) or send us an email at http://contactus.cqu.edu.au/
What do I need to start?
Entry Scores
Entry scores are not available, please contact the Student Advice Team for more information
Entry Requirements

There are three key components to gain successful entry to the Master of Teaching (Secondary) as outlined below:

Academic Requirements (Pre-requisite Qualification)

To be eligible for entry into the Master of Teaching (Secondary) all applicants must have completed a 3 year non-education Bachelor degree or equivalent from a university or college that demonstrates sufficient knowledge development in two recognised teaching areas:

  • Major Teaching Area: Study equivalent to a total of three-quarters of a year of successful full time higher education study, comprising sequential discipline study taken over three years. This equates to six units, with no more than two at first year level and no fewer than two units at third year level.
  • Minor Teaching Area: Study equivalent to a total of half a year of successful full time higher education study, comprising sequential discipline study taken over two years. This equates to four units, with no more than two at first year level.

Applicants with degrees completed overseas must provide evidence to support that their qualifications are equivalent to an Australian 3 year Bachelor degree.

Applicants who cannot demonstrate they have completed a Bachelor degree will be refused entry to the course.

The GPA within the Bachelor degree must be at least 4.0.

Please note: Applicants with undergraduate degrees that were obtained ten or more years ago will need to supply certified evidence of current relevant professional work experience in the area of their speciality eg. letters from employers. This experience must link to their previous undergraduate study.

Non-Academic Requirements (Key Capabilities)

All applicants must provide a mandatory written statement in support of your non-academic capabilities, demonstrating you hold the key attributes and motivations to become an effective teacher, as outlined by AITSL (Australian Institute for Teaching and School Leadership).

In your written statement you will need to provide details on:

    · Why you are interested in becoming a teacher,

    · Why you believe teaching is a great career choice,

    · Your involvement in personal learning and leadership activities,

    · Your participation in community or volunteering activities that promote learning.

Further information on what is specifically required will be provided during the application process.

English Language Proficiency for Teacher Registration

The Australian Institute for Teaching and School Leadership (AITSL) has set the assessment criteria for English language proficiency for teacher registration requirements in Australian states and territories.

In addition to the academic entry requirements listed, international applicants to this course are required to have an acceptable level of competency in writing, reading, speaking and understanding English.

For entry to this course, applicants will be required to have an IELTS Test Report Form (TRF) that shows an average band score of 7.5 across all four skill areas of listening, speaking, reading and writing – with no score below 7 in any of the four skills areas and a score of no less than 8 in speaking and listening.

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

English language proficiency assessment is not required where the full four years of required higher education study (or qualifications assessed as comparable) have been undertaken in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada and the Republic of Ireland. (These are the countries accepted under Australian migration policy as not requiring English language proficiency assessment.)

For further information please refer to the AITSL website:

http://www.aitsl.edu.au/registration/nationally-consistent-registration-of-teachers/elements-of-nationally-consistent-registration-of-teachers/english-language-proficiency

Security Requirements
Nil
Health Requirements
Nil
Assumed Knowledge

N/A

Fees and Charges
Course Features

Awards and Accreditation

Interim Awards Not applicable
Exit Awards CC34 - Graduate Diploma of Teaching
Professional Accreditation

Graduates are eligible to apply for provisional registration as a teacher upon completion of the course.

Learned Society Accreditation Not applicable

Residential School Requirements

No Residential School for this course.

Practicum/Work Placement

EDFE20037 - 25 day placement in a secondary school under the mentorship of a supervising teacher consisting of: 5 contextual day visits followed by a 20 day (4 week) continuous block placement. The block placement culminates in the completion of the Final Professional Experience Recommendation form through measuring the standard that has been achieved by the pre-service teacher through comparing it against the Australian Professional Standards for Teachers (Graduate Career Stage).
EDFE20036 - 21 day placement in a secondary school under the mentorship of a supervising teacher consisting of: 1 day visit (orientation to the school site) followed by a 20 day (4 week) continuous block placement.
EDFE20035 - 15 day placement in a secondary school under the mentorship of a supervising teacher consisting of: 5 contextual day visits followed by a 10 day (2 week) continuous block placement.
EDFE20034 - 15 day placement in a secondary school under the mentorship of a supervising teacher consisting of: 5 contextual day visits followed by a 10 day (2 week) continuous block placement.

Previous Enrolments

Year Number of Students
2019 109
2018 62
Inherent Requirements

There are Inherent Requirements (IRs) that you need to be aware of, and fulfil, to achieve the core learning outcomes of the units and course. IRs are the essential capabilities, knowledge, behaviours and skills that are needed to complete a unit or course.

Please note that in some instances there may be similarities between course, entry and inherent requirements.

If you experience difficulties meeting these requirements, reasonable adjustments may be made upon contacting accessibility@cqu.edu.au. Adjustment must not compromise the academic integrity of the degree or course chosen at CQUniversity or the legal requirements of field education.

Ethical Behaviour

Examples are:

  • Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
  • Treating personal information obtained in educational settngs as private and confidential.
  • Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
  • Demonstrating the applicable codes of ethics as they apply in the practice of education.
  • Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.
  • Receiving a positive notice resulting from a Working With Children check.
Behavioural Stability

Examples are:

  • Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive feedback on your teaching competence, use of interpersonal communication and academic progress.
  • Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference, including when dealing within difficult situations.
  • Demonstrating cultural communication competence to resolve conflict and negotiate mutually agreeable outcomes in tutorials and Professional Practice settings while refraining from the use of words/actions that show intolerance of difference.
  • Successfully demonstrating the ability to manage challenging behaviours during Professional Practice placements to create and maintain safe and supportive learning environments.
  • Successfully processing your own emotions and behaviour when dealing with highly emotive people when challenging situations and/or behaviours arise in a variety of educational settings.
  • Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.
Legal Compliance

Examples are:

  • Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Graduate Career Stage).
  • Complying with relevant child protection and safety legislation and report any notifiable concerns to your professional experience supervisor.
  • Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
  • Understanding and adhering to professional policy around the use of social media.
Communication Skills (Verbal, Non-verbal, Written and Technology)

Examples area:

  • Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
  • Completing oral presentations for assessment and delivering lessons and learning sequences that have a positive impact on student learning in educational settings.
  • Listening to other's point of view and actively participating in discussion activities related to the course.
  • Using language that is appropriate to the context of the individual, group or workplace; and selecting and using questioning and feedback strategies that actively engage students across the full range of abilities and backgrounds in learning during Professional Practice placements.
  • Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
  • Demonstrating appropriate facial expressions, eye contact, body movements and gestures to reinforce on-task behaviour, promote student learning and encourage the participation of all students in educational settings during Professional Practice placements.
  • Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
  • Recognising and interpreting non-verbal cues of supervising teachers, students, members of the broader school community and responding appropriately, sensitively and supportively to these cues during Professional Practice placements.
  • Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
  • Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.
  • Expressing complex and detailed information and knowledge of curriculum and assessment processes in documentation for planning, observation, teaching and reflection tasks accurately and professionally in Professional Practice placement contexts.
  • Documenting evidence of meeting professional standards and impact on student learning using accurate and effective written communication.
Cognitive Abilities (Knowledge and Cognitive Skills, Literacy and Numeracy)

Examples are:

  • Conceptualising and using appropriate knowledge in response to academic assessment items.
  • Completing academic learning activities and assessment tasks within reasonable set timeframes.
  • Reading, analysing, comprehending and synthesising multiple sources of information including school policy and legislative, systemic and organisational requirements for the effective enactment of Professional Practice in educational settings.
  • Interpreting student assessment data to determine learning needs and modifying teaching practice during Professional Practice placements in educational settings.
  • Applying knowledge of policy and procedures in educational practice.
  • Listening actively to information within a variety of academic and practical situations.
  • Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
  • Reading and accurately interpreting information related to school and teaching contexts.
  • Completing documentation that is accurate, clear and concise.
  • Reading and interpreting curriculum documents and teaching programs to plan for effective teaching and learning during Professional Practice placements.
  • Identifying the literacy demands of learning areas across the school curriculum and plan strategies to build students' literacy competence during Professional Practice placements.
  • Demonstrating competency in applying mathematical knowledge and numeracy skills to identify opportunities for enhancing students’ numerate thinking across the learning areas of the school curriculum.
  • Applying effective use of mathematical knowledge and numeracy skills to collate, summarise and interpret test scores in numerical form and defend planned responses to students’ learning needs during Professional Practice placements.
Sensory Abilities (Visual, Auditory, Tactile)

Examples are:

  • Focussing on and recognising objects that are either near or far, e.g. reading learning resources such as lecture and tutorial screens face-to-face on-campus or on-line; as well as reading examination papers and/or on-line computer quizzes.
  • Monitoring the safety, behaviour (including non-verbal behaviour) and engagement of students in school contexts.
  • Observing the behaviour (including non-verbal behaviour) in non-classroom settings situations in school contexts.
  • Monitoring, assessing and managing classroom activities consistently and accurately.
  • Sufficiently hearing verbal communication from other students and lecturers during activities related to the course of study or learning environment.
  • Supporting learners to accomplish tasks such as climbing, and this support requires tactile communication.
  • Providing tactile and/or emotional support to learners in the event of injury, and/or responding to children in a first-aid capacity, and/or responding to other circumstances where tactile communication is appropriate e.g. a grieving child.
Relational Skills

Examples are:

  • Rapidly build rapport with other students/colleagues/school-based personnel in order to engage them professionally.
  • Maintaining positive working relationships when under stressful circumstances.
  • Displaying empathy and respect to multiple points of view.
  • Maintaining confidentiality in all contexts.
Reflective Skills

Examples are:

  • Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
  • Identifying when a practice issue is outside your scope or expertise.
  • Identifying when your practice may be negatively affected by personal experience and/or reactions.
  • Reflecting on your progress against the Australian Professional Standards for Teachers (Graduate Career Stage) during Professional Practice placements and identifying sources and strategies to enhance practice and improve professional learning.
Sustainable Performance

Examples are:

  • Appropriately and actively participating in activities related to the course of study, which could be either on-line, on-campus or Professional Practice placements.
  • Undertaking examinations and on-line quizzes with adequate, sustained levels of physical energy and concentration.
  • Maintaining an up-to-date record of planning, teaching, observation and reflection tasks on a daily basis during Professional Practice placements.
Strength and Mobility (Gross Motor Skills and Fine Motor Skills)

Examples are:

Gross motor skills

  • Incorporating a range of gross motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
  • Maintaining balance while safely transferring equipment.
  • Safely retrieve and utilise teaching materials and equipment.
  • Using a variety of specialised and non-specialised teaching equipment.
  • Moving with ease around a range of classroom environments that include a range of furniture configurations and equipment while performing various tasks.

Fine motor skills

  • Incorporating a range of fine motor skills while participating effectively in activities related to the normal day-to-day activities of a teacher.
  • Manipulating delicate, breakable equipment with ease and care.
  • Interacting with a computer through input devices such as a mouse or keyboard.
  • Interacting with mobile devices through inputs such as buttons and a touchscreen.
Interpersonal Engagement

Examples are:

  • Positively and effectively relate to a wide variety of stakeholders.
  • Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
  • Consult and collaborate in creating and maintaining effective working relationships and outcomes.
  • Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
  • Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
  • Recognising others as sentient human beings with rights that must not be violated.
  • Recognising others in the workplaces as ends in themselves and never exclusively as means to an end.
  • Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practice during teaching practice, or modifying and reflecting on work integrated learning in response to supervisor feedback.
  • Critically self-reflect on situations that may/may not have gone well, and take the learning point(s) from that situation.
  • Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
Information and Communication Technology (ICT) Abilities

Examples are:

  • Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
  • Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras, a tablet computer or a mobile phone in the contemporary educational environment.
  • Using a range of digital tools to create presentations and construct digital portfolios of evidence against the Australian Professional Standards for Teachers (Graduate Career Stage).
  • Using a range of ICTs to enhance student learning during Professional Practice placements in schools.
  • Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Core Learning Outcomes
  • 1. Research and apply learning and educational theory and practice to know and understand learners with a range of abilities and how they learn best
  • 2. Select and apply discipline specific content knowledge and strategies relevant to secondary school curriculum, assessment and reporting frameworks for a range of learners
  • 3. Devise and implement teaching and learning plans and sequences that align with relevant curriculum, assessment and reporting requirements for a range of learners
  • 4. Create and maintain inclusive, safe and supportive learning environments through managing individual, cultural, social and emotional diversity
  • 5. Assess, provide feedback and report on student learning through the interpretation and management of relevant student learning data
  • 6. Reflect critically on professional practice to identify personal learning needs that will improve practice and impact positively on student learning
  • 7. Engage professionally and ethically with colleagues, parents/carers and the community to improve learner outcomes.
  Course Learning Outcomes
Australian Qualifications Framework Descriptors 1 2 3 4 5 6 7
10 APPLICATION OF KNOWLEDGE & SKILLS Be able to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship.
1. KNOWLEDGE Have a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice
2. KNOWLEDGE Have an understanding of research principles and methods applicable to a field of work and/or learning
3. SKILLS Have cognitive skills to demonstrate mastery of theoretical knowledge and to reflect critically on theory and professional practice or scholarship
4. SKILLS Have cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice
5. SKILLS Have cognitive, technical and creative skills to generate and evaluate complex ideas and concepts at an abstract level
6. SKILLS Have communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences
7. SKILLS Have technical and communication skills to design, evaluate, implement, analyse and theorise about developments that contribute to professional practice or scholarship
8. APPLICATION OF KNOWLEDGE & SKILLS Be able to use creativity and initiative to new situations in professional practice and/or for further learning
9. APPLICATION OF KNOWLEDGE & SKILLS Be able to use high level personal autonomy and accountability
Course Structure

In order to complete this course, you must:

  1. Complete the core structure
Number of units: 15 Total credit points: 96


Year 1 - Term 1

Available units
Students must complete the following compulsory units:
EDSE20017 Learning and Teaching in Junior Secondary
EDSE20018 Junior Secondary Curriculum, Pedagogy and Assessment
EDFE20034 Professional Praxis 1: Learning, Teaching and Planning

Year 1 - Term 2

Available units
Students must complete the following compulsory units:
EDED20493 Diversity and Inclusion
EDSE20021 Senior Secondary Curriculum, Pedagogy and Assessment
EDSE20019 Literacy and Numeracy Learning and Teaching
EDFE20035 Professional Praxis 2: Supportive Learning Environments

Year 1 - Term 3

Available units
Students must complete the following compulsory units:
EDED20495 Special Needs
EDED20494 Indigenous Learners and Learning
EDSE20015 Assessment in Secondary Schools Informed by Educational Neuroscience
EDFE20036 Professional Praxis 3: Enacting Learning and Teaching

Year 2 - Term 1 (Capstone Term)

Available units
Students must complete the following compulsory units:
EDSE20016 Digital Learning and Teaching
EDED20496 Teacher as Researcher: Using Student Data to Improve Educational Outcomes
EDED20505 Demonstrating Impact: Curriculum and Pedagogy in Practice
EDFE20037 Professional Praxis 4: Transition to Teaching

Part-Time Study Plan

Year 1 - Term 1

Available units
Students must complete the following compulsory units:
EDSE20017 Learning and Teaching in Junior Secondary

Year 1 - Term 2

Available units
Students must complete the following compulsory units:
EDED20493 Diversity and Inclusion
EDSE20019 Literacy and Numeracy Learning and Teaching

Year 1 - Term 3

Available units
Students must complete the following compulsory units:
EDED20495 Special Needs
EDED20494 Indigenous Learners and Learning

Year 2 - Term 1

Available units
Students must complete the following compulsory units:
EDSE20018 Junior Secondary Curriculum, Pedagogy and Assessment
EDFE20034 Professional Praxis 1: Learning, Teaching and Planning

Year 2 - Term 2

Available units
Students must complete the following compulsory units:
EDSE20021 Senior Secondary Curriculum, Pedagogy and Assessment
EDFE20035 Professional Praxis 2: Supportive Learning Environments

Year 2 - Term 3

Available units
Students must complete the following compulsory units:
EDSE20015 Assessment in Secondary Schools Informed by Educational Neuroscience
EDFE20036 Professional Praxis 3: Enacting Learning and Teaching

Year 3 - Term 1 (Capstone Term)

Available units
Students must complete the following compulsory units:
EDSE20016 Digital Learning and Teaching
EDED20496 Teacher as Researcher: Using Student Data to Improve Educational Outcomes
EDED20505 Demonstrating Impact: Curriculum and Pedagogy in Practice
EDFE20037 Professional Praxis 4: Transition to Teaching
More Details

This course can only be studied from within Australia.


PART-TIME MODE


Within accreditation requirements, students studying in the part-time mode must be enrolled in the units as per the part-time structure located under “Course Structure”. With the exception of the first term of study, students must be enrolled in at least 2 units per term.

Students who do not successfully complete any unit/term within the full-time course structure will no longer be eligible to complete the course within the full-time duration and must follow the part-time course structure.

Students can apply for a Leave of Absence upon successful completion of one term of study. The length of Leave of Absence can be up to 12 months only.


Credit for Prior Learning

Credit transfer will not be granted towards curriculum and pedagogy units within the Master of Teaching courses on the basis of work experience and/or informal and non-formal learning.

Credit transfer will only be granted from formal learning where a student is able to demonstrate that tertiary studies, equivalent in content and depth to the CQU unit, have been successfully completed as part of an accredited Initial Teacher Education Course.

t is an expectation that all pre-service teachers must be able to demonstrate the Australian Professional Standards for Teachers at Graduate Career Stage to gain teacher registration. Demonstration of the standards necessarily includes relevant knowledge planning, teaching, assessing and reporting in accordance with the mandated curriculum.

Core curriculum and pedagogy units are an essential component of the course to ensure that students have all the knowledge and skills necessary to meet the Australian Professional Standards for Teachers (Graduate Career Stage).

In addition, graduation from an Initial Teacher Education Course and eligibility for teacher registration requires the completion of a minimum number of assessable placement days in schools or other approved learning sites. For this reason, credit will not be granted for any professional experience other than days completed as part of a formal, supervised assessable placement within an Initial Teacher Education Course.

Credit is normally granted only for units satisfactorily completed in the last 5 years for practical placement units and in the last 7 years for curriculum units at a recognised educational institution.

Refer to the Credit For Prior Learning website at http://www.cqu.edu.au/credittransfer for further details on the guidelines and application process or contact the Academic Pathways Team at credit@cqu.edu.au.


Literacy and Numeracy Test for Initial Teacher Education (LANTITE)


Students undertaking an Initial Teacher Education (ITE) course are expected to undertake and meet the benchmark in the personal Literacy and Numeracy Test for Initial Teacher Education (LANTITE). These two tests (one literacy and one numeracy) are part of the accreditation requirements of this course and there is an expectation that students enrolled in an ITE course will be undertaking the tests and successfully meet the benchmarks prior to graduation. For further information about the LANTITE including how to register please refer to https://teacheredtest.acer.edu.au/


Master of Teaching (Secondary) Teaching Areas


Students in this course have two teaching areas:


Major Teaching Area - Year 11-12 PLUS the corresponding Year 7-10 curriculum area

Minor Teaching Area - Year 7-10 only


Therefore, students will have ONE Senior Teaching Area (Year 11-12) plus TWO Junior Teaching Areas (Year 7-10).


Available teaching areas in this course:


Major (Year 11-12) Teaching Areas

 

Major Teaching Area

Corresponding Year 7-10 teaching area*

Biology (Year 11-12)

Science (Year 7-10)

Business (Year 11-12)

Business (Year 7-10)

Chemistry (Year 11-12)

Science (Year 7-10)

Drama (Year 11-12)

Drama (Year 7-10)

English (Year 11-12)

English (Year 7-10)

Film, Television and New Media (Year 11-12)

Media Arts (Year 7-10)

Geography (Year 11-12)

Geography (Year 7-10)

History (Year 11-12)

History (Year 7-10)

Home Economics and Hospitality (Year 11-12)

Home Economics (Year 7-10)

ICT & Design (Year 11-12 IPT; ITS: Technology Studies; ICT)

Digital Technologies (Year 7-10)

Industrial Technology and Design (Year 11-12)

Industrial Technology and Design (Year 7-10)

Mathematics (Year 11-12)

Mathematics (Year 7-10)

Music (Classroom) (Year 11-12)

Music (Classroom) (Year 7-10)

Physical Education (Year 11-12)

Health and Physical Education (Year 7-10)


*A Major Teaching Area is taught in Year 7-12 which includes a Year 11-12 subject plus the Year 7-10 corresponding teaching area.


Minor (Year 7-10) Teaching Areas

 

Business (Year 7-10)

Digital Technologies (Year 7-10)

Drama (Year 7-10)

English (Year 7-10)

Health and Physical Education (Year 7-10)

Home Economics (Year 7-10)

Geography (Year 7-10)

History (Year 7-10)

Industrial Technology and Design (Year 7-10)

Mathematics (Year 7-10)

Media Arts (Year 7-10)

Music (Classroom) (Year 7-10)

Music (Instrumental) (can only be chosen as a minor teaching area)

Science (Year 7-10)


Teaching Area combinations:

Students cannot choose the following Major and Minors as their only two teaching areas as they must have one other junior area from the list above:

  • Biology (Year 11-12) and Science (Year 7-10)
  • Business (Year 11-12) and Business (Year 7-10)
  • Chemistry (Year 11-12) and Science (Year 7-10)
  • Drama (Year 11-12) and Drama (Year 7-10)
  • English (Year 11-12) and English (Year 7-10)
  • Film, Television and New Media (Year 11-12) and Media Arts (Year 7-10)
  • Geography (Year 11-12) and Geography (Year 7-10)
  • History (Year 11-12) and History (Year 7-10)
  • Home Economics and Hospitality (Year 11-12) and Home Economics (Year 7-10)
  • ICT & Design (Year 11-12) and Digital Technologies (Year 7-10)
  • Industrial Technology and Design (Year 11-12) and Industrial Technology and Design (Year 7-10)
  • Mathematics (Year 11-12) and Mathematics (Year 7-10)
  • Music (Classroom) (Year 11-12) and Music (Classroom) (Year 7-10)
  • Physical Education (Year 11-12) and Health and Physical Education (Year 7-10)

Curriculum and Pedagogy Units:


Curriculum and pedagogy for the Minor Teaching Area (Year 7-10) AND the Year 7-10 component of the Major Teaching Area is covered in the unit EDSE20018 Junior Secondary Curriculum, Pedagogy and Assessment which is why this unit is 12 credit points (i.e. equivalent to two units).


Curriculum and pedagogy for the Major Teaching Area for Years 11-12 is covered in the unit EDSE20021 Senior Secondary Curriculum, Pedagogy and Assessment.


Placement Units


The four Professional Praxis (placement) units must be completed in sequence and must be completed as per the approved Professional Praxis calendar. Each Praxis unit has a pre-requisite which must be adhered to. To be eligible to enrol in EDFE20037 Professional Praxis 4, students must have successfully completed all other units in the course, except the units in the final capstone Term which are to be completed alongside this final placement unit.