Master of Teaching
(Secondary)

Be a positive influence in the

lives of young adults

Excelsia College > Courses > School of Education > Master of Teaching (Secondary)

Master of Teaching (Secondary) - Education Courses

COURSE SUMMARY
Qualification / Award ED55 Master of Teaching (Secondary)
Course Duration 2 years full-time / 4 years part-time (18 months accelerated*)
Credit Points 96 Credit points (16 units)
Delivery *Online (with some on campus requirements see course overview)
Available to Domestic (FEE-HELP available)
IELTS 7.5 (See Entry Requirement for more details)
Course Accreditation NESA
Financial Information Course Fees Page
AQF Level 9
Key Dates Application Deadlines and other Key Course Dates
*Only available for Semester 1 intake
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COURSE OVERVIEW

Inspire a love of learning

Teaching isn’t just a job. It’s a passion, a dedication, a commitment and a way of life. It’s a career founded in care, resourcefulness, innovation, lifelong learning and leadership. As West Australian teacher Paul Fuller, recipient of the 2011 National Excellence in Teaching Award, says, “teaching is the most important profession because it makes all the other professions possible - everyone has at one stage been taught by a teacher … you might forget what you're taught but you never forget how a good teacher makes you feel."

This is what the Master of Teaching (Secondary) with Excelsia College is all about. Our online degree, underpinned by a Christian worldview, is designed to give you the tools to inspire hope, ignite imagination, and instil a love of learning in the children and young adults you teach.

One of the best things about studying a Master of Teaching (Secondary) with Excelsia College is that it’s hands-on from the word “go.” In any given semester you’ll study a mix of foundation units, like cultural perspectives or psychology for teachers, along with curriculum studies for example English, Mathematics, Physics, Drama, History, Music, Design and Technology.

Professional Experience

You’ll also undertake Professional Experience in a number of different schools. These practicums provide a rewarding, first-hand secondary teaching experience that will help you gain insight into your capabilities and where you can make the most difference!

The course begins with mandatory campus attendance for unit EDPF500 Course Tutorials and Workshops I for a duration of one week in Semester 1.

Potential Students

Excelsia College online teaching masters degrees are designed to help you transition into the teaching career you've always wanted. Backed by more than 30 years' experience in higher education, you'll learn in a supportive environment from approachable, expert academics.

The online learning model is flexible for busy lives but ensures you feel connected to your classmates and lecturers.

The Christian worldview that underpins everything we do means you can live your faith and values authentically while learning with us, and go on to better support your students’ social, emotional, spiritual and physical development.

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ENTRY REQUIREMENTS

English Language Proficiency

Applicants whose qualifying undergraduate studies were taken in a language other than English will be required to demonstrate English proficiency equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of 8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing modules. Comparative scores for recognised tests are included below:

Examination Minimum overall result Minimum Score reading and writing Minimum speaking and listening
IELTS 7.5 7.0 8.0
ISLPR 4 4 4

Applicants with Higher Education

Applicants may be admitted to the Master of Teaching (Secondary) upon successful completion of an accredited Bachelor degree with a major study in a designated area related to the first school subject they wish to teach. Specifically, this requires in the undergraduate degree:
• A minimum of six sequential semester-long units of discipline knowledge in the designated area (equivalent to a minimum of three academic years of study in the designated area), with
• At least four of these units at Level 2 (Year 2) or above.
Applicants who wish to be qualified to teach a second school subject (for flexibility of employment) are required to complete in the Bachelor degree:
• A minimum of four sequential semester-long units of discipline knowledge in the designated area (equivalent to a minimum of two academic years of study in the designated area), with
• At least two of these units at Level 2 (Year 2) or above.

Visit the Applicants with Higher Education Page

The Master of Teaching (Secondary) is not available to International Students.

Entry to this course will not be possible based on VET or TAFE studies or on Work and Life Experience alone.

Download the Student Selection and Admissions Policy and Procedure.

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WHERE WILL THIS TAKE ME

The population of secondary students is set to increase dramatically over a 10-year period starting in 2018 (ACER). This means there will be more available positions for those with the necessary qualifications to teach. At Excelsia College, you can prepare to meet the demand for new teachers in as few as 18 months.

As a graduate of our Master of Teaching (Secondary) online course you may find yourself working at an independent school or state school. Your masters degree may take you to a remote Indigenous community, or to a big city. No matter where you want to teach, you’ll be equipped with the knowledge and skills you need to nurture the social, emotional, spiritual and physical development of the children you serve.As a teacher, you also will enjoy flexible working arrangements. While 79.8% of secondary teachers are in full time positions (joboutlook.gov.au), part-time employment is becoming more popular (ACER) for teachers who wish to enjoy greater work-life balance.

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WHAT WILL I STUDY

Course Units

It is essential that teacher education students are familiar with the function of schools and schooling and the responsibilities of classroom teachers. This unit provides a broad overview of the goals of schooling, including the promotion of equity and excellence and support of young Australians to become successful learners, confident and creative individuals, and active and informed citizens. The unit introduces the role of the teacher as a planner of teaching and learning, as a user of Information and Communication Technologies (ICT), as a classroom manager and as a contributor to a teaching/learning community. The unit also considers some of the legal and moral responsibilities of the teacher.

Teacher education students require a sound understanding of significant cultural themes and issues in education and schooling in contemporary Australia. They also require a coherent understanding of global issues in society and culture that impinge on Australian educational experience and practice. The overarching aim of this unit is to assist TES to develop a critical awareness of the impact of intersecting cultural environments on schooling and education. Various social, historical, political, economic, philosophical and theological perspectives will be explored with particular emphasis on the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students.

Teacher education students (TES) require a sound understanding of the developmental stages through which students progress, and the implications of this developmental trajectory for teaching and learning. Using theoretical resources drawn from developmental psychology, this unit explores human physical, cognitive, social, emotional, moral and spiritual development with particular reference to middle-and late-childhood. Within the domain of educational psychology, theories of learning, behaviour, intelligence and motivation, and their implications for the classroom; are investigated critically.

This investigation encourages the development of a reflective approach to the integration of theory and teaching practice. Finally, various philosophical perspectives on unit content are provided in order to enable TES to more broadly situate and evaluate various theories of development and learning.

Teacher education students (TES) require a basic understanding of the current philosophies and practices relevant to including and serving school students with diverse abilities within the regular classroom. This unit will equip candidates with the skills, understandings, and attitudinal base to encourage effective learning for all school students – irrespective of their culture, character, ability or needs. TES will be provided with the opportunity to develop strategies that have high utility in the primary classroom, thus enabling all students to access the curriculum. National and State policies and practices supporting inclusion will be examined, as will the nature and place of support services within the class, school and community.

Biblical Studies is an important curriculum area in the Christian and Independent School in which many graduates from the Master of Teaching (Primary) find employment. This unit aims to provide an overview of the Biblical narrative that will enable teacher education students to develop an integrated understanding of the Bible’s message and the ability to interpret its meaning for contemporary students. The unit also enables TES who may teach in Christian schools to develop their knowledge and understanding of the process of curriculum design, development and evaluation in Biblical Studies, and to acquire skills which facilitate the teaching and learning of Biblical Studies.

This unit aims to equip teacher education students with the knowledge, skills and understandings required to create and lead safe and supportive and productive classroom learning environments. In doing so, the unit incorporates a range of theoretical perspectives and practical strategies designed to assist TES to develop approaches to classroom management that are consistent with: current research; principles of justice and reconciliation; the safety and security of students; and the achievement of student learning outcomes in a variety of contexts and settings. As a result, on completion of this unit, TES will be better able to manage classrooms in both an informed and an effective manner.

This unit examines the nature, purposes, scope and strategies of assessment and reporting. Modes of assessing and reporting are presented and evaluated with respect to their coherence with a student-centred philosophy of teaching and learning. Issues relating to validity, reliability and equity are explored, including the increasing use of ICT, the role of judgement in relation to standards, and using assessment to support indigenous education. Teacher education students will explore the use of standardised and other testing modes undertaken by the NSW Board of Studies, Teaching and Educational Standards (BOSTES) the International Baccalaureate Organisation (IBO), the Australian Curriculum and Reporting Authority (ACARA), and the Program of International Student Assessment (PISA).

are based on the relevant Stage 4 and 5 (Years 7-10) NESA syllabi. Major (and Minor) methods are selected from the following:
• Commerce
• Dance
• Drama
• Technology
• English
• Geography
• History
• Mathematics
• Music
• Science
• Studies of Religion

are based on the relevant Stage 6 (Years 11-12) NESA syllabi. Major (and Minor) methods are selected from the following:
• Dance
• Physics
• Geography
• Drama
• Mathematics
• Modern History
• English
• Biology
• Music
• Chemistry
• Earth & Environments Studies
• Design & Technology
• Studies of Religion
• Business Studies
• Ancient History

This unit exams the nature, purposes, scope and strategies of assessment and reporting. Modes of assessing and reporting are presented and evaluated with respect to their coherence with a student-centred philosophy of teaching and learning. Issues relating to validity, reliability and equity are explored, including the increasing use of ICT, the role of judgement in relation to standards, and using assessment to support indigenous education. Students will explore the standardised and other testing modes undertaking by NESA, the International Baccalaureate Organisation (IBO), the Australian Curriculum and Reporting Authority (ACARA), and the Program of International Student Assessment (PISA).

The central focus of the two-unit sequence Action Research Project A and Action Research Project B is on the design, development, implementation, and reporting of an Action Research Project. It will be directed towards the identification and analysis of a particular problem or issue in the Professional Experience setting, with the students expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. The focus is on producing the Action Research Project Proposal in preparation for an Ethics Submission and the actual Project in the second unit, Professional Action Research Project B.

The Action Research Project will be directed towards the identification and analysis of a particular problem or issue in the Professional Experience setting, with the students expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. In this second unit, the focus is on conducting and reporting on the Action Research Project. By enabling students to focus on a chosen aspect of their prospective employment, the Action Research Project units actively support the transition from university studies to teaching.

The purpose of Professional Experience I is to provide teacher education students (TES), through immersion in a placement school, with a sound understanding of the structures and practices of contemporary Primary education. In doing so, the unit provides TES with opportunities to: engage professionally with teachers; understand students and how they learn; and implement effective teaching and learning strategies through classroom teaching and active reflection on their own teaching practice.

The unit also provides opportunities for TES to experience first-hand the intersecting roles and activities of the school, the community, and the teacher in the classroom – thus developing holistic appreciation of education in the placement setting. Professional Experience I focuses on Graduate Teacher Standards 1, 2, 3 and 4.

The purpose of Professional Experience II is to provide teacher education students with a sound understanding of the structures and practices of contemporary Primary education. In doing so, the unit particularly provides TES with opportunities to explore differentiation of the curriculum and develop strategies in order to meet the needs of students with a diverse range of abilities. The unit also provides opportunities for TES to engage in professional learning to improve student outcomes, and make connections between curriculum perspectives, syllabus documents, classroom practices, school policies and issues of social justice.

During the Professional Experience, TES will be encouraged to move to independence on approximately half a full time teaching load. Professional Experience II focuses on Graduate Teacher Standards 1, 2, 3, 4 and 5.

During their final Professional Experience placement teacher education students are expected and encouraged to investigate and implement a wide range of pedagogical strategies that promote Primary students’ learning. In so doing they will develop and display confidence in classroom practice, and in conceptualising and justifying their professional and educational decisions and actions.

In their final Professional Experience, teacher education students are expected to take on significant responsibility for teaching, to explore student learning through a major piece of Scholarship in Teaching and Learning, and to take joint responsibility with the Institute, the placement school and the Supervising Teacher for developing the skills required for entry into the teaching profession. Throughout, the unit intentionally recognises and supports the transition from pre-service teacher to beginning professional educator.

The central focus of the two-unit sequence Action Research Project A and Action Research Project B is on the design, development, implementation, and reporting of an Action Research Project to be undertaken by each teacher education student during their final Professional Experience. The Action Research Project will be directed towards the identification and analysis of a particular problem or issue in the Professional Experience setting, with the TES expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. In doing so, the TES is expected to explore strategies which:
– encourage ongoing, self-directed professional development’
– provide a basis for involvement in school based research;
– build on their own professional knowledge and expertise;
– develop critical work practices; and
– engage in all facets of the ation and research.
By enabling teacher education students to focus on a chosen aspect of their prospective employment, the ARP units actively support the transition from university studies to teaching. In this second unit, the focus is on conducting and reporting on the Action Research Project.

The central focus of the two-unit sequence Action Research Project A and Action Research Project B is on the design, development, implementation, and reporting of an Action Research Project to be undertaken by each teacher education student during their final Professional Experience. The Action Research Project will be directed towards the identification and analysis of a particular problem or issue in the Professional Experience setting, with the TES expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. In doing so, the TES is expected to explore strategies which:

– encourage ongoing, self-directed professional development’
– provide a basis for involvement in school based research;
– build on their own professional knowledge and expertise;
– develop critical work practices; and
– engage in all facets of the action and research.

By enabling teacher education students to focus on a chosen aspect of their prospective employment, the ARP units actively support the transition from university studies to teaching. In this second unit, the focus is on conducting and reporting on the Action Research Project.

Religious education should be no less intellectually challenging and stimulating than learning in other curriculum areas. This unit aims to develop the capacities of educators to design, develop, and deliver meaningful learning experiences characterised by intellectual depth, high levels of student engagement, and demonstrated significance within and beyond the classroom. In doing so, the unit intentionally revisits and builds on themes introduced in previous units. Specific emphasis will also be placed on developing the skills of educators to provide for diversity amongst learners in various educational contexts. In addressing these issues, the unit will seek to develop the professional identities of religious educators such that they conceptualise themselves as professional educators possessing a teaching skill-set and robust content knowledge worthy of peer respect and recognition.

This unit addresses the needs of educators seeking to use teaching and learning, and educational structures and processes more broadly, to drive holistic personal change in group and individual contexts. In doing so, the unit systematically addresses key factors contributing to transformational learning and the development of transformational learning environments. These factors are brought together in a unique model that underpins the structure of the unit. Specific pedagogies to stimulate transformational learning are also examined, including journal writing, exploring life histories, and accessing literature to stimulate critical consciousness. As a result of studying the unit, educators are expected to be more confident and competent in deploying skills and understanding that positively shape learners through transformative learning experiences.

This unit is based on the key premise that, in contemporary professional contexts, creativity and innovation are core competencies for individual and organisational productivity and success. Individuals and organisations must adapt and change to remain relevant, and leadership skills demonstrating creativity and innovation are critical to driving such change. This unit will assist students to acquire and practice skills and patterns of thought characterised by, and leading to, creativity and innovation. In so doing, the unit provides a range of theoretical understandings and practical examples of creativity and innovation applicable to various settings. The unit also develops student capacity and confidence to examine, analyse, and evaluate needs and strategies for organisational improvement and development.

The ministry of Jesus as portrayed in the gospel narratives is foundational to theological studies in the Christian faith. This unit examines the ministry of Jesus in its Jewish and Graeco-Roman contexts. In doing so, the unit provides students with important theological, historical and exegetical skills necessary to understand the gospel portraits of Jesus, and to appreciate Jesus’ pivotal significance for the Christian faith. By: (a) situating Jesus within Second Temple Judaism, (b) differentiating him from his contemporaries, and (c) engaging with evidence outside of the canonical gospels for the existence and ministry Jesus (i.e. Jewish and Roman literary evidence, as well as the evidence of the later apocryphal gospels), the unit will also prepare practitioners to interact thoughtfully with the gospels in various teaching and professional contexts.

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THE EXPERIENCE

 

Applicant background
 2019 Semester 2
Number of Students Percentage of all students
(A) Past higher education study
(includes a bridging or enabling course)		 30 100%
(B) Past vocational education and training (VET) study 0 0%
(C) Work and life experience
(Admitted on the basis of previous achievement not in the other three categories)		 0 0%
(D) Recent secondary education:

  • Admitted solely on the basis of ATAR(regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points)
 0 0%
  • Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
 0 0%
  • Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation with no minimum ATAR)
 0 0%
International students 0 0%
All students 30 100%
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