Master of Teaching (Secondary)
Duration: 2 years full-time/part-time equivalent
Delivery: Online (with some on-campus requirements)
Credit Points: 96 (19 units, including 2 course tutorial workshops)
CRICOS Code: 107995G
Available to Domestic (FEE-HELP available)/International
IELTS: Overall 7.5 with reading and writing 7.0, speaking and listening at 8.0* (See Entry Requirement for more details)
Course accreditation: NESA
AQF: Level 9
Tuition Fee: International students: $11,250 semester/$45,000 total tuition fee
* applicants with an average IELTS score of 6.5, with band 7.0 in speaking and listening and with no band less than 6.5, could be made a conditional offer.
Enquiry form
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 degree is underpinned by a Christian worldview and 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. Domestic students can choose to undertake the course fully online or study some units on campus. International students can only study on campus.
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 such as English, mathematics, physics, drama, history, music and 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.
LANTITE information
Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE)
It is mandatory that all Initial Teacher Education students sit and successfully complete the LANTITE test prior to undertaking the final Professional Experience (EDPE/EDSE503). You will NOT be allowed to complete this unit, and therefore prevented from graduating, unless evidence of successful completion of the test is provided. You are required to email a copy of your results to the Program Director at gideon.boadu@excelsia.edu.au and the Professional Experience Coordinator at vivienne.webster@excelsia.edu.au. If the requirements are not satisfactorily completed, you may be required to withdraw from the unit.
LANTITE Preparation and support
Students who are at risk of not successfully completing the LANTITE or achieving the required standard are encouraged to seek support at the early stages of their studies in order for the College to provide support. There are resource materials on the ACER website that can aid at risk students to achieve the required standard in the LANTITE. Please use the links below to access these resources.
- Practice Material (ACER)
- Sample Questions (ACER)
- Cambridge LANTITE Edge Test Preparation
- My Writing Lab (Pearson)
- Student Support at Excelsia College (for any issues or problems affecting your studies)
- Attend course tutorial workshops where a workshop on preparing for LANTITE is presented by a LANTITE expert.
Prior to your first attempt
Students are encouraged to complete the practice materials and sample questions on the ACER website prior to their first attempt at the test.
Prior to your second attempt
If unsuccessful on your first attempt, students are encouraged to revisit the practice materials and sample questions on the ACER website. Students encouraged to purchase a Cambridge LANTITE Edge to aid their preparation.
Prior to your third attempt
If unsuccessful on your second attempt, you must contact your Program Director at gideon.boadu@excelsia.edu.au and discuss potential problems and strategies and to arrange for specific support. Depending on your personal circumstances the College may employ a LANTITE tutor to support your preparation or nominate a dedicated academic support person at the College to support you.
Prior to your fourth attempt
If unsuccessful on your third attempt, you must book and appointment with the Head of School, Dr Leonardo Veliz and the Chief Academic Officer, Associate Professor George Odhiambo to discuss your progress, preparation and strategies used for your previous LANTITE attempts. If a fourth attempt is required, the Head of School will arrange with ACER to approve and register you for the test in the next testing window.
Prior to your fifth attempt
Under extenuating circumstances, a fifth attempt could be approved. You must provide evidence regarding your extenuating circumstance to your Head of School for review and approval. A fifth attempt will only be approved if evidence is deemed sufficient and is verifiable. All materials and resources linked above must be revisited before the fifth attempt. Additional support, including arranging for a LANTITE tutor, could also be considered on a case-by-case basis.
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.
Where this will take me
Results from the 2019 Survey of Employer Recruitment Experiences shows that there is a widespread shortage of teachers across Australia. The New South Wales Teachers Federation further says that state will need 11,000 more teachers by 2030 in response to expected increase in student population in the next 20 years.
At Excelsia College, you will be prepared to acquire career skills and practical experience that will make you successful in a range of school settings. You can also 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 teach. As a teacher, you also will enjoy flexible working arrangements of either full-time, part-time or casual employment.
Aside from teaching, there are several jobs and career options available to those that hold an initial teacher education degree. A teaching degree equips you with transferable skills that are relevant nationally and internationally in various government departments, private organisations and not-for-profit institutions. Apply for the Master of Teaching today and set the stage for your next career.
Course Tutorial Workshops
Course Tutorial Workshop I
The unit seeks to promote the integration of theory and practice by introducing the role of the teacher as:
• a planner of teaching and learning for a diversity of students;
• a promoter of personal and student literacy and numeracy;
• an integrator of ICT in professional practice;
• a classroom manager; and
• a contributor to a teaching/learning community.
The unit also considers some of the legal and moral responsibilities of the teacher.
Course Tutorial Workshop II
This unit seeks to promote the integration of theory and practice by further developing the role of the teacher as:
• a practitioner who is aware of the potential impact of their own socio-cultural, religious, ethnic and gender perspective on classroom practice
• a planner of teaching and learning for a diversity of students with a special focus on students of EAL/D heritage;
• a promoter of personal and student numeracy;
• an integrator of ICT in professional practice;
• competent and creative user of strategies for teaching and learning; and a reflective practitioner able to contribute to the professional community.
Foundation Units
Aboriginal and Torres Strait Islander Perspectives
This unit focuses on the social, cultural, pedagogical and methodological strategies that teachers need to master in order to teach Aboriginal and Torres Strait Islander students, and to teach all students about Aboriginal and Torres Strait Islander languages, history and culture. This unit specifically addresses AITSL Standards 1.4 and 2.4 which tap into ‘strategies for teaching Aboriginal and Torres Strait Islander students’ and ‘understanding and respecting Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’.
Foundations of Teaching and Learning
This unit provides a broad overview of the goals of schooling, including the promotion of equity and excellence. The role of the teacher is introduced as planner of teaching and learning, user of Information and Communication Technologies (ICT), classroom manager, and contributor to a teaching or learning community. The unit also considers some of the legal and moral responsibilities of the teacher.
Teaching Biblical Studies
This unit provides an overview of the biblical narrative so as to develop an integrated understanding of the Bible’s message and the ability to interpret its meaning for contemporary students. The unit also develops the knowledge and understanding of the process of curriculum design, development and evaluation in biblical studies. Skills are acquired that facilitate the teaching and learning of biblical studies.
Cultural Perspectives
This unit seeks 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 are explored with particular emphasis on the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students.
Psychology for Teachers
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.
Teaching for Diverse Abilities
This unit develops the skills, understandings, and attitudinal base to encourage effective learning for all school students, irrespective of their culture, character, ability or needs. The opportunity is provided to develop strategies that have high utility in the 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.
Professional Experience I
15 Days in School
Professional Experience II
20 Days in School
Professional Experience III
25 Days in School
Secondary Units
Curriculum Method I
These units 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
• English
• Geography
• History
• Mathematics
• Music
• Science
• Studies of Religion
• Technology
Curriculum Method II
These units are based on the relevant Stage 6 (Years 11–12) NESA syllabi. Major (and minor) methods are selected from the following:
• Ancient history
• Biology
• Business studies
• Chemistry
• Dance
• Design and technology
• Drama
• English
• Geography
• Mathematics
• Modern history
• Music
• Physics
• Studies of religion
Assessment and Reporting
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 Australian and/or Torres Strait Islander education. Students explore the standardised and other testing modes undertaken by NESA, the International Baccalaureate Organisation (IBO), the Australian Curriculum and Reporting Authority (ACARA), and the Program of International Student Assessment (PISA).
Professional Action Research Project A
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. The 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. The focus is on producing the Action Research Project Proposal in preparation for an ethics submission and the project in the second unit, Professional Action Research Project B.
Professional Action Research Project B
The Action Research Project is 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 tertiary studies to teaching.
Professional Experience
Professional Experience I
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.
Professional Experience II
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.
Professional Experience III
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 Secondary students’ learning. In so doing TES 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, TES are expected to take on significant responsibility for teaching, and to take joint responsibility with the College, the placement school and the Supervising Teacher for developing the skills required for entry into the teaching profession.
Research Units
Action Research Project A
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.
Action Research Project B
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.
Elective Units
Jesus and the Gospels
This 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 of Jesus. The unit also prepares practitioners to interact thoughtfully with the Gospels in various teaching and professional contexts.
Leadership, Creativitiy and Innovation
This unit assists students to acquire and practise skills and patterns of thought characterised by, and leading to, creativity and innovation. 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.
Productive Pedagogies for Religious Education
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. Specific emphasis is placed on developing the skills of educators to provide for diversity amongst learners in various educational contexts. The unit seeks 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.
Transformation in Education
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. The unit systematically addresses key factors contributing to transformational learning and the development of transformational learning environments. Specific pedagogies to stimulate transformational learning are also examined, including journal writing, exploring life histories, and accessing literature to stimulate critical consciousness.
Academic staff for education
Applicants with higher education
Educational prerequisites
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.
Entry to this course will not be possible based on VET or TAFE studies or on work and life experience alone.
Visit Applicants with Higher Education for more information.
Language requirements
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 |
Note that a conditional offer can be made for applicants with demonstrated English proficiency equivalent to IELTS Academic minimum overall result of 6.5, with a minimum of 7.0 in speaking and listening modules.
An English language proficiency assessment is not required for applicants who have undertaken the full four years of required higher education study (or qualifications assessed as comparable) in English in either: Australia, New Zealand, United Kingdom (England, Scotland, Wales and Northern Ireland), the United States of America, Canada or the Republic of Ireland.
Non-academic entry information
As part of the Australian Institute for Teaching and Leadership (AITSL) revised Standards and Procedures (2015), applicants to initial teacher education programs must meet both academic and non-academic requirements for teacher entry. This gives applicants an opportunity to demonstrate their attributes and capacity to complete their program and enter the teaching profession. Students will be assessed against the NESA Initial Teacher Education Non-Academic Selection Framework.
What will the assessment look like?
The assessment will include an oral interview where candidates are asked questions to determine their suitability for the teaching degree in areas that do not relate to the academic selection. At the interview, the panel will also assess other non-academic entry requirement areas linked to the core non-academic attributes contained in the NESA Initial Teacher Education Non-Academic Selection Framework.
The following may be used as a guide to prepare for your interview:
- What or who motivates you to want to become a teacher?
- What is your subject of interest and why?
- What skills do you possess that will make you a good teacher?
- What is a good teacher to you?
- What do you consider as your key strengths when communicating with others?
- How well do you cope with stressful situations?
- How do you attend to and/or embrace other cultures including Aboriginal and Torres Strait Islander cultures?
When will I be able to complete the non-academic assessment?
Oral interviews will be held during orientation week at the College or via zoom where necessary.
Will I be denied admission if I am identified as having an area of need?
No. Students are not disadvantaged when they are identified as having areas of improvement stemming from the non-academic assessment process. Rather, the College, with the cooperation of the student, will aim to provide reasonable support on case-by-case basis.
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:
| 0 | 0% |
| 0 | 0% |
| 0 | 0% |
| International students | 0 | 0% |
| All students | 30 | 100% |
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