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Master of Secondary Teaching (EDM101.1)
Please note these are the 2025 details for this course
| Selection rank | Delivery mode | Location | Duration |
|---|---|---|---|
| Blended On campus |
Bruce, Canberra |
2.0 years | |
| Faculty | Discipline(s) | Available teaching periods | UAC code |
| Faculty of Education | Academic Program Area - Education |
View teaching periods | 880429 |
| Fees | English language requirements | ||
|
|
View requirements | ||
English language requirements
There are non-standard English language requirements for this course. To be eligible you must have an overall IELTS Academic score of 7.5, a score of not less than 8.0 in both speaking and listening, and no band score below 7.0. All candidates must present the stated IELTS prior to admission unless they have undertaken senior secondary studies or a minimum of three years of study in a completed undergraduate degree from one of the following countries: Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland. Only non-IELTS test variations are: International Second Language Proficiency Ratings (ISLPR) score of 4 in all areas, or Professional English Assessment for Teachers (PEAT) assessment of A in all areas.
Delivery mode
Blended: Mixture of online and on campus units are available.
On campus: Units are delivered on campus.
Online: All units are online.
Online Plus: Units are available online, except where attendance at a physical location is required for placement or professional accreditation.
Location
All course material is developed and delivered via the location listed. Online units do not require on campus attendance.
Selection rank
The selection rank is the minimum ATAR plus adjustment factors required for admission to the program in the previous year. This is an indicative guide only as ranks change each year depending on demand.
Fees disclaimer
The fees shown are the indicative annual fee rates for the course, based on a standard full-time enrolment of 24 credit points across a year. Fees are assessed at unit level, according to their field of education and credit point value.
If you are offered a Commonwealth Supported Place (CSP) for this course, you will be liable for a Student Contribution Amount instead of domestic tuition fees.
You won’t need to submit a separate application for a CSP – you will automatically be assessed for eligibility when you apply for admission to the course. Information on Commonwealth Supported Places, HECS-HELP and how fees are calculated can be found here.
Please note: Course fees are assessed annually and are subject to change.
| Academic entry requirements | Delivery mode | Location | Duration |
|---|---|---|---|
| On campus |
Bruce, Canberra |
2.0 years | |
| Faculty | Discipline(s) | Available teaching periods | CRICOS code |
| Faculty of Education | Academic Program Area - Education |
View teaching periods | 097655C |
| Fees | English language requirements | ||
|
|
View requirements | ||
Fees disclaimer
Annual fee rates
The fees shown are the annual fee rates for the course. The annual rate is the fee that applies to standard full-time enrolment, which is 24 credit points. The final fee charged is based on the proportion of 24 credit points in which a student enrols. Information on how fees are calculated can be found here.
Please note: Course fees are assessed annually and are subject to change.
Delivery mode
Blended: Mixture of online and on campus units are available.
On campus: Units are delivered on campus.
Online: All units are online.
Online Plus: Units are available online, except where attendance at a physical location is required for placement or professional accreditation.
English language requirements
There are non-standard English language requirements for this course. To be eligible you must have an overall IELTS Academic score of 7.5, a score of not less than 8.0 in both speaking and listening, and no band score below 7.0. All candidates must present the stated IELTS prior to admission unless they have undertaken senior secondary studies or a minimum of three years of study in a completed undergraduate degree from one of the following countries: Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland. Only non-IELTS test variations are: International Second Language Proficiency Ratings (ISLPR) score of 4 in all areas, or Professional English Assessment for Teachers (PEAT) assessment of A in all areas.
Location
All course material is developed and delivered via the location listed. Online units do not require on campus attendance.
Academic entry requirements
To study at ºÚÁϳԹÏÍø, you’ll need to meet our academic entry requirements and any admission requirements specific to your course. Please read your course admission requirements below. To find out whether you meet ºÚÁϳԹÏÍø’s academic entry requirements, visit our academic entry requirements page.
Discover the ultimate lifelong learning career
Are you a passionate graduate whose keen to positively shape Australia’s young minds? ºÚÁϳԹÏÍø’s two-year Master of Secondary Teaching will provide you with the knowledge and skills to pursue your passion and enter a career as a teacher of students in Years 7–12.
With the delivery of the Australian Curriculum in mind, discover pedagogical problem-based learning approaches within classroom and school settings and numerous ways to reflect upon your own professional learning objectives.
Informed by the latest research, this postgraduate course for pre-service teachers includes 60 days of professional experience within Canberra region secondary schools.
Like all Teacher Quality Institute (TQI) accredited education programs, ºÚÁϳԹÏÍø’s Master of Secondary Teaching requires students to successfully complete a Professional Experience component and pass the moderated Teaching Performance Assessment (TPA) that takes place within a school.
Study the Master of Secondary Teaching at ºÚÁϳԹÏÍø and you will:
- master the skills required for lesson planning and effective teaching and learning
- critically reflect on the ways in which educational theory and research informs teaching practice
- develop effective ways to collaborate as part of a team and interpret evidence and data
- increase your ability to reason and make evidence-based decisions
- empower learners with your strong subject and pedagogical knowledge
- establish and maintain ethical and respectful relationships with students, colleagues and parents
- promote participation and inclusion and develop the strengths and needs of students from diverse cultural, linguistic, religious and socio-economic backgrounds
- strengthen your professional leadership
- engage with schools in the Canberra region and build your own network of experienced professional and mentors.
Work Integrated Learning (WIL)
WIL is a vital component of this course and each year you will participate in 60 days of placements in partner secondary schools in and around the Canberra area.
Each of these placements will give you the opportunity to gain hands-on experience and use your new knowledge in real life teaching environments – with the full support and encouragement of education mentors.
This course places emphasis on ensuring that you, as a student teacher, understands and appreciates your students; and your personal development concerning educational learning, professional workplace engagement, and improving personal and professional outcomes.
This placement approach ensures that each ºÚÁϳԹÏÍø student graduates with a unique and wide-ranging network of education-related mentors and contacts.
Note: Students must obtain a Working with Vulnerable People Check before their first placement.
Career opportunities
A ºÚÁϳԹÏÍø Master of Secondary Teaching degree is an accredited qualification and offers graduates the chance to acquire the skills needed to pursue a career in teaching and a pathway to a range of other lifelong learning careers.
Graduates can work in such roles as:
- secondary school teacher
- principal
- relief teacher
- adult educator
- children’s author
- curriculum adviser
- flexible learning developer
- professional trainer, coach or tutor
- life coach or development executive
- international school teacher
- lecturer
- education entrepreneur
- foreign aid worker/educator
- academia, including pedagogy researcher
- policy design and implementation.
Professional accreditation
This course is registered by the ACT Teacher Quality Institute (TQI) and recognised as a teaching qualification throughout Australia.
Please be advised that Applications closes three (3) weeks before the start of semester and offer must be accepted one (1) week before the start of semester.
Entrants to graduate entry programs have a discipline-specific bachelor or equivalent qualification relevant to the Australian Curriculum or other recognised areas of schooling provision including at least a major study in one teaching area and, preferably, a second teaching area comprising at least a minor study.
Note: Enrolment into full-time or part-time study is conditional on the study patterns being followed. Any variation to these patterns must be approved BEFORE enrolment by the respective Faculty of Education Program Director.
Additional admission requirements
Your prior qualifications must align with a Key Learning Area or Key Learning Areas of the Australian Curriculum for years 7-12, including at least one major study of one of the following:
- English
- Languages
- Mathematics
- Science
- Technologies
- Humanities and Social Sciences
- Health and Physical Education
- Creative and Performing Arts
All applicants will be required to attend a Course Advice and Suitability for the Profession Interview (CASPI) at which their suitability for the teaching profession will be assessed. Applicants are expected to attend the interview date and time offered to them.
Additional Teacher Registration requirements:
Students are also advised that there are English Language requirements for employment in Australia that can be met through the completion of four full years (or part time equivalent) of tertiary study in English in Australia, New Zealand, the United Kingdom, the United States of America, Canada or the Republic of Ireland, or through completing an International English Language Testing System (IELTS) assessment or an equivalent English language proficiency assessment and having attained an overall IELTS (or equivalent) test score of 7.5 with scores of at least band 8 in Speaking and Listening and at least band 7 in Reading and Writing.
Assumed knowledge
None.
Periods course is open for new admissions
| Year | Location | Teaching period | Teaching start date | Domestic | International |
|---|---|---|---|---|---|
| 2025 | Bruce, Canberra | Semester 1 | 03 February 2025 | ||
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | ||
| 2026 | Bruce, Canberra | Semester 1 | 02 February 2026 | ||
| 2026 | Bruce, Canberra | Semester 2 | 27 July 2026 |
Credit arrangements
There are currently no formal credit transfer arrangements for entry to this course. Any previous study or work experience will only be considered as part of the application process in accordance with current course rules and university policy.
Master of Secondary Teaching (EDM101) | 48 credit points
- Students who do not have two teaching areas will undertake unit 11360 School Placement PG (0cps) PLUS an additional 6 credit points from the General Units section to meet course requirements.
Design Thinking for Learning Environments PG (9093) | 3 credit points — Level P
Education Policy and Politics PG (10322) | 3 credit points — Level P
Evidence-based Educational Leadership PG (10323) | 3 credit points — Level P
Scaffolding Literacy PG (10326) | 3 credit points — Level P
- Students who do not have two teaching areas will undertake unit 11360 School Placement PG (0cps) PLUS two restricted choice units from the General Units section to meet course requirements.
In addition to course requirements, in order to successfully complete your course you must meet the inherent requirements. Please refer to the inherent requirements statement applicable to your course
ºÚÁϳԹÏÍø - Canberra, Bruce
Year 1
Semester 1
Semester 2
First Teaching Methods unit (Method A)
Year 2
Semester 1
Two Restricted Choice General units
Second Teaching Methods unit (Method B) OR (11360 School Placement PG (0cp) AND Two Restricted Choice General units)
Year 1
Semester 1
Semester 2
First Teaching Methods unit (Method A)
Year 2
Semester 1
Second Teaching Methods unit (Method B) OR (11360 School Placement PG (0cp) AND Two Restricted Choice General units)
Year 1
Year 2
Semester 1
First Teaching Methods unit (Method A)
Semester 2
Second Teaching Methods unit (Method B) OR (11360 School Placement PG (0cp) AND Two Restricted Choice General units)
Year 3
Semester 1
Two Restricted Choice General units
Year 1
Year 2
Semester 1
First Teaching Methods unit (Method A)
Semester 2
Second Teaching Methods unit (Method B) OR (11360 School Placement PG (0cp) AND Two Restricted Choice General units)
Year 1
Year 2
Semester 1
Semester 2
First Teaching Methods unit (Method A)
Year 3
Semester 1
Second Teaching Methods unit (Method B) OR (11360 School Placement PG (0cp) AND Two Restricted Choice General units)
Year 4
Semester 1
Two Restricted Choice General units
Year 1
Year 2
Semester 1
Semester 2
First Teaching Methods unit (Method A)
Year 3
Semester 1
Second Teaching Methods unit (Method B) OR (11360 School Placement PG (0cp) AND Two Restricted Choice General units)
Year 1
Year 2
Year 3
Semester 1
First Teaching Methods unit (Method A)
Year 4
Semester 1
Two Restricted Choice General units
Semester 2
Second Teaching Methods unit (Method B) OR (11360 School Placement PG (0cp) AND Two Restricted Choice General units)
Year 5
Year 1
Year 2
Year 3
Semester 1
First Teaching Methods unit (Method A)
Year 4
Semester 1
Semester 2
Second Teaching Methods unit (Method B) OR (11360 School Placement PG (0cp) AND Two Restricted Choice General units)
Year 5
Course duration
Standard 2 years full time or part-time equivalent. Maximum 6 years from date of enrolment to date of course completion.
Learning outcomes
| Learning outcomes | Related graduate attributes |
|---|---|
| Apply knowledge drawn from theory, research and secondary or senior secondary students, to meet and enhance the academic and sociocultural learning needs of students from diverse backgrounds. | ºÚÁϳԹÏÍø graduates are professional: Employ up-to-date and relevant knowledge and skills; and work collaboratively as part of a team, negotiate, and resolve conflict. |
| Show high-levels of knowledge and skills associated with effective planning, delivery and assessment of teaching and student learning in their secondary discipline area(s), and personal literacy and numeracy competencies needed at the Graduate career stage of the Australian Professional Standards for Teachers. | ºÚÁϳԹÏÍø graduates are professional: Employ up-to-date and relevant knowledge and skills; communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; and display initiative and drive, and use their organisational skills to plan and manage their workload. ºÚÁϳԹÏÍø graduates are global citizens: Communicate effectively in diverse cultural and social settings; and make creative use of technology in their learning and professional lives. |
| Assess and reflect on secondary student learning in their discipline area(s) and collect and use various data to support judgements of, and future planning for student learning. | ºÚÁϳԹÏÍø graduates are professional: Communicate effectively; use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems; work collaboratively as part of a team, negotiate, and resolve conflict; and display initiative and drive, and use their organisational skills to plan and manage their workload. ºÚÁϳԹÏÍø graduates are global citizens: Adopt an informed and balanced approach across professional and international boundaries. ºÚÁϳԹÏÍø graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; be self-aware; adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas; and evaluate and adopt new technology. |
| Create, manage and maintain supportive, positive, respectful and safe learning environments, including ICT, Physical Education, and Science safety. | ºÚÁϳԹÏÍø graduates are professional: Communicate effectively; and work collaboratively as part of a team, negotiate, and resolve conflict. ºÚÁϳԹÏÍø graduates are global citizens: Make creative use of technology in their learning and professional lives; and behave ethically and sustainably in their professional and personal lives. ºÚÁϳԹÏÍø graduates are lifelong learners: Evaluate and adopt new technology. |
| Demonstrate through appropriate evidence effective and professional engagement with colleagues, parent/carers and the community. | ºÚÁϳԹÏÍø graduates are professional: Communicate effectively; and take pride in their professional and personal integrity. ºÚÁϳԹÏÍø graduates are global citizens: Behave ethically and sustainably in their professional and personal lives. |
| Engage in critical and reflective research of secondary schooling in local or international secondary schools or discipline teaching practice, or issues confronting the internationalisation of education, using local, national and international research. | ºÚÁϳԹÏÍø graduates are professional: Use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems. ºÚÁϳԹÏÍø graduates are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; and communicate effectively in diverse cultural and social settings. |
| Demonstrate an understanding of their place as a global citizen and an ability to reflect on Secondary or discipline-based teaching as an international professional practice, and important issues facing contemporary education. | ºÚÁϳԹÏÍø graduates are professional: Use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems. ºÚÁϳԹÏÍø graduates are global citizens: Think globally about issues in their profession; adopt an informed and balanced approach across professional and international boundaries; understand issues in their profession from the perspective of other cultures; and communicate effectively in diverse cultural and social settings. ºÚÁϳԹÏÍø graduates are lifelong learners: Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development; and adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas. |
Placements requirements
All students enrolled in programs of initial teacher education are required to complete the statutory checks for working in the school environment that exist in any state or territory where they undertake school based activity. Please note that all students commencing or continuing an initial teacher education course are required to successfully complete both components of the Literacy and Numeracy Test for Initial Education Students (LANTITE) during their degree. More information about the LANTITE can be found at: https://teacheredtest.acer.edu.au/ All students enrolled in an initial teacher education course are also required to successfully complete all components of a Teacher Performance Assessment (TPA) tool integrated into final-level school-based placements and associated units of study.
Awards
| Award | Official abbreviation |
|---|---|
| Master of Secondary Teaching | MTeachSec |
| Master of Secondary Teaching (International) | MTeachSec(Intl) |
Enrolment data
2023 enrolments for this course by location. Please note that enrolment numbers are indicative only and in no way reflect individual class sizes.
| Location | Enrolments |
|---|---|
| ºÚÁϳԹÏÍø - Canberra, Bruce | 115 |
Enquiries
| Student category | Contact details |
|---|---|
| Prospective Domestic Students | Email study@canberra.edu.au or Phone 1800 UNI CAN (1800 864 226) |
| Prospective International Students | Email international@canberra.edu.au or Phone +61 2 6201 5342 |
| Current and Commencing Students | Please contact the University Student Centre by Email student.centre@canberra.edu.au or Phone 1300 301 727 |
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