Master of Teaching (Secondary)
The Master of Teaching (Secondary) is a graduate entry, Initial Teacher Education (ITE) program, designed to meet the Australian Professional Standards for Teachers – professional knowledge, professional practice and professional engagement at graduate teacher level, equipping them for provisional registration as specialist teachers in high school.
Do you connect with the youth in your church? Are you excited about working with young people reaching for their dreams? Designed for aspiring teachers and career changers who already have a degree, the Master of Teaching (Secondary) prepares you to teach in Independent and Public Secondary Schools. This fully accredited course provides a core of pedagogy and professional experience, while allowing you to explore areas of special interest through elective components.
The independent action research in this program equips you to undertake ongoing action research in your place of employment, improving your teaching skills and contributing to the field. In addition to developing skills in critical thinking, problem-solving, teamwork, and communication, you will be equipped with advanced knowledge in secondary educational theory, as well as specialised curriculum areas, to equip you for classroom teaching.
You can apply to study in one of our “Hubs” with partner schools. This complements our regular practical placements, which you can complete in a range of local or international schools. The hub model is an apprenticeship style of "on the job" learning where a student becomes part of a local school and has a mentor teacher. AC pioneers this program, based on the internationally renowned Clinical Teaching Model, for training the next generation of teachers. This is a global first initiative which flips the conventional educational structures and trains students onsite in partner schools.
The course structure is based on four semesters (each of 12 weeks duration, plus an exam week), with four subjects taught in each semester. It compromises:
- 70 cp from Education
- 40 cp from Curriculum Studies
- 10 cp from Christian Studies
- 10 cp from Electives
- 10 cp from Research
- 20 cp from Professional Experience
To qualify for award of the degree of Master of Teaching (Secondary) a candidate shall complete at least 160 credit points, including satisfactory completion of the core subjects.
For more information see the Student Handbook.
Pre-Course, optional intensive:
EDU000 Postgraduate Research and Writing
Curriculum subject A
EDU591A Placement Experience 1 (20 days)
Curriculum subject A
Curriculum subject B
EDU591B Professional Experience 2 (20 days)
Curriculum subject B
EDU599 Professional Experience 3 (20 days)
*1 subject taken from accredited Level 8 or above subjects offered by the College. Recommended either EDU522 Self Reflective Educator or SSC410 Psychology of Emotion and Wellbeing
- CRS431 Curriculum Studies – Drama: Part A
- CRS531 Curriculum Studies – Drama: Part B
- CRS433 Curriculum Studies – Music: Part A
- CRS533 Curriculum Studies – Music: Part B
- CRS435 Curriculum Studies – Visual Arts: Part A
- CRS535 Curriculum Studies – Visual Arts: Part B
HSIE (Human Society and Its Environment)
- CRS450 Curriculum Studies – Commerce
- CRS550 Curriculum Studies – Business Studies
- CRS502 Curriculum Studies – Economics
- CRS412 Curriculum Studies – Geography: Part A
- CRS512 Curriculum Studies – Geography: Part B
- CRS413 Curriculum Studies – History: Part A
- CRS513Curriculum Studies – Ancient History
- CRS515 Curriculum Studies –Modern History
- CRS532 Curriculum Studies – Studies of Religion
PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION
- CRS411 Curriculum Studies – Personal Development, Health and Physical Education: Part A
- CRS511 Curriculum Studies – Personal Development, Health and Physical Education: Part B
- CRS418 Curriculum Studies – Information and Software Technology
- CRS518 Curriculum Studies – Information Processes and Technology
- CRS441Curriculum Studies - Integrated Science
- CRS541 Curriculum Studies - Physics
- CRS542 Curriculum Studies - Chemistry
Academic Entry Requirements
Applicants with Recent Secondary Education (within the past 2 years)
This course of study requires the completion of a higher education qualification by an authorised institution. Applicants with recent high school education only are not eligible for direct entry into this course.
Applicants with Vocational Education and Training (VET) Study
This course of study requires the completion of a higher education qualification by an authorised institution. Applicants with a Vocational Education and Training (VET) qualification only are not eligible for direct entry into this course.
Applicants with Higher Education Study
Applicants whose highest level of study enrolment since leaving secondary education is a higher education qualification must demonstrate the completion of an AQF Level 7 Bachelor degree (or higher) by an authorised institution for admission into this course. Applicants' previous undergraduate or postgraduate studies must meet the required prerequisites for their intended curriculum specialisations.
Applicants with Work and Life Experience
This course of study requires the completion of a higher education qualification by an authorised institution. Applicants who have not completed formal higher education study are not eligible for direct entry into this course.
If English is not the applicant’s first language or if their first degree was awarded in a non-English speaking nation, they will be required to show proficiency in the International English Language Testing System (IELTS) (or equivalent). Such students admitted into our programs must attain an overall IELTS (or equivalent) score of 7.5 (with no score below 7.0 in any of the four skills areas, and a score of no less than 8 in speaking and listening) on entry into the program. For full details of the policy on the ‘English Language Proficiency for Teachers see the Board of Studies, Teaching and Educational Standards - English Language Proficiency Policy.
IELTS (or equivalent) is not required for applicants who have successfully completed at least two years of full-time study (or equivalent) of a secondary or tertiary qualification at AQF Diploma level or higher, where the medium of study was English and completed no earlier than two years prior to the commencement of the course of study to which the student seeks admission.
Essential Requirements for Admission
The Program Director conducts a pre-admission interview (either face-to-face or phone or via Skype) with all academically eligible applicants. This interview aims to assess the key capabilities associated with successful teaching.
Literacy and Numeracy Test
AC students are required to sit for and pass the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to their final Professional Experience Placement.
Working with Children Check
AC students are required to complete the Working with Children Check online. You are classified a ‘volunteer’ in Education. Submit application online and also print a copy and upload as an attachment to your application.
Training is provided free online by the Australian Society of Clinical Immunology and Allergy (ASCIA) http://etraining.allergy.org.au/ On completion of the online module participants receive a certificate of completion which must be included with your application. The training is required to be successfully undertaken every two years. This is the only training for anaphylaxis management in schools that New South Wales Education Standards Authority (NESA) will accept.
NSW Department of Education Child Protection Awareness Training
All students are required to complete the NSW Department of Education Child Protection Awareness Training before enrolling into a work-integrated learning subject and undertaking Professional Experience. Students who have met the academic and essential entry requirements can progress into the course prior to completing this training.
All students completing EDU511 Personal Development, Physical & Health Education are required to complete a recognised First Aid Course. This course deals with the cause and prevention of accidents, the acquisition of sufficient knowledge to determine the nature and extent of injury, and sufficient skill to administer proper first aid.
Delivery Modes*: Face-to-Face (Campus class), Online Live (Zoom class), Online Recorded
Locations**: Sydney, Online
Duration: 2 years full-time/up to 10 years part-time
Intakes: Semester 1, Semester 2
* Our study modes are flexible so you can mix-and-match different modes throughout your course to fit your needs. For example, a face-to-face student can choose to attend some classes online or an online student may choose to take some subjects face-to-face.
** Some subjects may only be available in certain study modes each semester. Please check the timetable for the most up-to-date information. Face-to-face classes can be delivered weekly or via intensives, where the subject is delivered in a block over consecutive weekdays and/or weekends. Some subjects must be completed face-to-face to meet professional accreditation requirements.
Fees & Timetable
Fee-Help information and a complete Fee Schedule for all Alphacrucis courses can be found in our Fees Information section.
For a full list of course dates for new and continuing students, please see our Timetables.
FEE-HELP is available for eligible students to assist you in financing your studies. For more information and other options, please visit the Financing Your Study page. For students who cannot access government loans, an alternative option is Study Loans, a private student loan provider. To learn more about loans provided by Study Loans, click here.
Course Learning Outcomes
- advanced and integrated understanding of key issues, practices and recent developments in secondary teaching within the chosen Key Learning Areas (KLAs): Creative Arts; English; Human Society and Its Environment; Languages; Mathematics; Personal Development, Health and Physical Education; Science; Technology;
- in-depth understanding of general research principles and methods, and advanced knowledge of specific research approaches used in secondary teaching within the chosen discipline areas;
- advanced and integrated understanding regarding the planning, implementation, assessment and reporting of pedagogically sound learning activities consistent with a Christian worldview and appropriate to the demands of the teaching context
Demonstrated ability to:
- evaluate, synthesise and critically engage the theoretical knowledge regarding the stages of development in physical, cognitive, social/emotional and spiritual growth in adolescents and apply it to diagnosis and teaching strategies for progression of students;
- critically analyse and synthesise various pedagogical approaches with differing ideologies and develop skills and strategies (including technologies) to enhance the quality of learning for all students, including those from marginalised communities;
- design and implement an action research project which examines a complex problem or issue using appropriate methodologies and theories from the discipline area;
- communicate effectively complex ideas and proposed solutions to peers and general audiences in diverse contexts;
- identify and critically evaluate new developments of research and scholarship in secondary teaching within the chosen discipline areas.
Application of Skills and Knowledge
Demonstrated ability to:
- articulate new questions or issues and apply the knowledge and skills developed in secondary teaching, within the chosen discipline areas, to develop appropriate solutions;
- comply with professional codes of ethics and regulations which impact on the ability to work with children and keep abreast of changes in the legislation and practice applicable to the specific teaching context;
- work independently, responsibly and with the level of professionalism expected of an expert in secondary teaching;
- develop and design a wide range of units of work within their chosen specialisation at Stage 4 (Y7/8); Stage 5 (Y9/10) and Stage 6 (Y11/12);
- design and implement a major action research project in the discipline area of secondary teaching to advance personal and professional development, in order to thrive in educational contexts.
Graduates of the Master of Teaching (Secondary) may find employment in schools (faith-based, government and non-government schools), not-for-profit and mission-focused organisations, community service-orientated positions, and positions that require research skills and critical thinking. Additionally, graduates may progress to further research studies upon completion of the Master of Teaching (Secondary).
Postgraduate students wanting to progress to a research degree must complete a research project of at least 12,000 words, and should normally receive a Distinction for the research project as well as a high grade point average overall (roughly Distinction-level). In some cases, publication of a peer-reviewed journal article will be deemed equivalent to a 12,000-word research thesis.
"As a teacher it is my desire to encourage young people to rise up and fulfil their God given potential. I am incredibly grateful for the opportunity that Alphacrucis is providing to be part of the Sydney Teaching School Alliance. This sees me working in a High School for 1-2 days a week whilst completing my masters. I am so thankful for this opportunity and I look forward to learning both on the job in a school and online here with everyone!"
Master of Teaching (Secondary) Student
To qualify for the award of the degree of Master of Teaching (Secondary), all Teacher education students will complete Professional Experience which is conducted over three semesters (recommended: 2nd, 3rd, 4th Semesters). Organisation and placement under EDU500 Professional Experience (10 credit points) will be conducted by the Professional Experience Co-ordinator.
In addition, the Teacher Education student, once admitted into the course, may apply for a Clinical Teaching Module (CTM) placement. This is a mode of study that places the student, typically one day a week in a host school under a Host Coach(es), where they can practice their new skills and understanding without the pressures of assessment. They are encouraged to seek modifications to many of their subject assignments for their CTM context and so create synergy with their CTM commitment and their academic study.
For more information on the suite of student support services available, please see our Student Services section.