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Master of Teaching - 246JA

Course Code: 246JA
Course Version: 4
Location: UC - Canberra, Bruce
Faculty: Faculty of Education
Discipline(s): Academic Program Area - Education
UAC Code: 880433
CRICOS Code: 076974F
Selection Rank: PG
English Language Requirements:

There are non-standard English language requirements for this course. To be eligible you must have an Overall Academic IELTS, or equivalent, score of 7.5 with no band score below 7 and a score of not less than 8 in both speaking and listening. For alternate/equivalent ways of meeting the English requirements for this course please view the English Proficiency Requirements document on the university website.

Discover the ultimate lifelong learning career!

Are you a passionate graduate whose keen to positively shape Australia’s young minds? UC’s two-year Master of Secondary Teaching will provide you with the knowledge and skills to pursue 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, UC’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.


  • 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 a network of experienced teachers.

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 UC student graduates with a unique and wide-ranging network of education-related mentors and contacts.

Career opportunities

A UC 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.
*accreditation pending


Prospective Domestic Students
Email or Phone 1800 UNI CAN (1800 864 226)
Prospective International Students
Email or Phone +61 2 6201 5342
Current and Commencing Students
Please contact the University Student Centre by Email or Phone 1300 301 727

Admission Requirements

Preservice Pathway: Applicants must possess a degree from a tertiary institution or an equivalent qualification including at least one major of discipline-specific study relevant secondary school curriculum and preferably at least one minor of discipline-specific study relevant secondary school curriculum in a different discipline.

Applicants are advised that some employers will only employ teachers with at least two teaching disciplines.

Positions in this course may be limited. Preference will be given as follows:
1. Where there is a viable cohort for the teaching discipline within the group of applications in a given year.
2. When part of an admissions package with an undergraduate degree at the University of Canberra or the Australian National University.
3. Based on a ranking of Grade Point Average (GPA).

Applicants not offered a place in the Master of Teaching will be automatically assessed for admission to the Bachelor of Secondary Education (Graduate Entry). Applicants do not need to apply for both courses

For the purposes of admission to this course:
- A major is defined as a sequence of related study of at least 0.75 years of full time equivalent study with no more than 0.25 years at first year level and a minor is defined as a sequence of related study of at least 0.5 years of full time equivalent study with no more than 0.25 years at first year level. Recognition as a major or minor within the previous study is not required.
- Disciplines 'relevant to the secondary curriculum' are as defined by the NSW Institute of Teachers found here: Disciplines 'relevant to the secondary curriculum' are as defined as needing to satisfy the following:

Humanities and Social Science
Health and Physical Education
Creative and Performing Arts

Approved Credit

Transfer Pathway ('Vertical'):
The course is available as part of an enrolment package with approved undergraduate courses. Progression to the Masters of Teaching is contingent on completing at least one major of discipline-specific study relevant secondary school curriculum and at least one minor of discipline-specific study relevant secondary school curriculum in a different discipline.

Professional Pathway:
Applicants must have full registration as a primary (K-3 or K-6) and/or secondary (7-10 or 7-12) teacher with the ACT Teacher Quality Institute or an equivalent body in another state and at least 3 years of professional experience or part time equivalent, as a registered teacher.

Additional Admission Requirements

All students 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.

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 by achieving an Overall Academic IELTS, or equivalent, score of 7.5 with no band score below 7 and a score of not less than 8 in both speaking and listening.

Assumed Knowledge


Information on admission closing dates can be found here.

Course Requirements

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Information for Current Students

There are previous versions of this course. As a current student you will complete the requirements for the course that were in place when you commenced. Click on the relevant link below to view the requirements of your version of the course.

In addition to course requirements, in order to successfully complete your course you may need to meet the inherent requirements. Please refer to the inherent requirements statement applicable to your course


Award(s) Official Abbreviation
Master of Teaching MTeach

Typical Study Pattern

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Please refer to the tab to view Course Requirements, check unit details and select Restricted Choice Units for the course. Please note not all units are offered in each teaching period.

Unit Delivery Modes

Delivery modes for units in this degree are yet to be confirmed. Please contact us for more details.

Information for Fee Paying Students

Year Domestic International
2020 $16,700 $27,500

The fees detailed above 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. Students enrolled in a Commonwealth Support Place (CSP) are required to make a contribution towards the cost of their education, which is set by the Commonwealth Government. Information on Commonwealth Supported Places, HECS-HELP and how fees are calculated can be found here.

Course Learning Outcomes

Course Objectives Graduate Qualities
Graduates have skill in a variety of communication strategies including verbal, non-verbal communication and communication in a variety of media. They are prepared to use these skills in leading learning and in broader professional practice. 1. Communication
The ability to present knowledge, ideas and opinions effectively and communicate within and across professional and cultural boundaries
Graduates are able to use analysis and inquiry skills in designing and evaluating curriculum, teaching and learning. They have knowledge of the research on how students learn, and skills to analyse the specific needs of students they are working with.

Graduates have strong pedagogical content knowledge for the discipline they are teaching, and the skills to investigate and validate new pedagogical content.

Graduates are able to use various assessment strategies to validate student understanding.

Graduates have knowledge of research principals and methods used in the study of education.
2. Analysis and inquiry
The ability to gather information, and to analyse and evaluate information and situations in a systematic, creative and insightful way
Graduates approach curriculum, teaching and learning design as a problem solving exercise based on professional knowledge of school students and how they learn including an understanding of the strengths and needs of students from diverse cultural, linguistic, religious and socio-economic backgrounds, students from Aboriginal and Torres Strait Islander backgrounds and students with specific learning needs. 3. Problem solving
The ability to apply problem-solving processes in novel situations; to identify and analyse problems then formulate and implement solutions
Graduates extend their own ability to effectively work independently and with others to support their students to do the same. 4. Working independently and with others
The ability to plan their own work, be self-directed, and use interpersonal skills and attitudes to work collaboratively
Graduates are able to engage professionally with colleagues, parents/carers and the community including through professional learning.

Graduates have knowledge and understanding of, and skills in research-led professional practice in education.

Graduates take broad responsibility to advocate in the interests of children and the communities in which they live.
5. Professionalism and social responsibility
The capacity and intention to use professional knowledge and skills ethically and responsibly, for the benefit of others and the environment

Course Duration

Standard four semesters full-time or equivalent. Maximum twelve semesters.



Government Support

Year CSP Places Available Eligible for Student
Income Support (Centrelink)
2020 NO NO


  • Past Offerings
    • 2016->UC - Canberra, Bruce-Internal
    • 2017->UC - Canberra, Bruce-Internal
    • 2018->UC - Canberra, Bruce-Internal
    • 2019->UC - Canberra, Bruce-Internal

Enrolment Numbers

View the number of student enrolments for the previous full year. Please note that course numbers are indicative only and in no way reflect individual class sizes.

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