Please note, some locations may not have all intake periods available. See the full availability details for further information.
You never forget your favourite childhood teacher. Here’s your chance to be that person.
Our two-year Master of Teaching is geared towards making a positive and perhaps even life-long impact on the lives of your students.
As well as undertaking an extended education research project, you can choose either to major in early childhood or secondary teaching with specialisations in fields spanning English to Art, Mathematics to Music, Science to Dance and more. Professional experience placements are an integral part of your learning experience.
Employment opportunities are diverse, as graduates are qualified to teach in New South Wales and Queensland.
Applicants for the Master of Teaching must submit a 1,000-word personal statement outlining their non-academic capabilities. See education non-academic requirements for further information.
You never forget your favourite childhood teacher. Here’s your chance to be that person.
Our two-year Master of Teaching is geared towards making a positive and perhaps even life-long impact on the lives of your students.
As well as undertaking an extended education research project, you can choose either to major in early childhood or secondary teaching with specialisations in fields spanning English to Art, Mathematics to Music, Science to Dance and more. Professional experience placements are an integral part of your learning experience.
Employment opportunities are diverse, as graduates are qualified to teach in New South Wales and Queensland.
Applicants for the Master of Teaching must submit a 1,000-word personal statement outlining their non-academic capabilities. See education non-academic requirements for further information.
Current Southern Cross students – to access your official course details for the year you started your degree, please visit the handbook.
See the University’s Rules Relating to Awards, in conjunction with the Specific Award Rules listed below.
1. Applicants’ qualifications must meet the requirements for admission for:
2. To meet the University's minimum English Language Proficiency requirement an applicant must satisfy one of the following criteria:
3. Applicants to this award must undertake the UAC or QTAC non-academic entry requirement test.
English language requirements apply to International applicants and other applicants whose previous study was undertaken in a language other than English. The minimum English language requirements for such applicants for entry to this course are as follows
| Category | Score |
|---|---|
| Overall Score | 7.0 |
| Reading | 7.0 |
| Writing | 7.0 |
| Listening | 7.0 |
| Speaking | 7.0 |
You complete four research units that focus on an area of education that is significant to their field of teacher training, or to education as a whole.
You can select the Early Childhood stream, to become an early childhood teacher (six-weeks to five-years-old).
OR
You can select the Secondary stream (for domestic students only) to become a secondary school teacher in up to two of the following subjects:
If you plan to teach in only one subject area in a secondary school, you can select two elective units from topics including social and emotional wellbeing; children's rights; casual teaching; teaching the gifted.
Please note: All teaching subjects are offered online, however some units require attendance at on-campus workshops.
To see what you need to have studied for a secondary teaching subject please see Master of Teaching Previous Studies Subject Guide.
Depending on your previous study, you may need to complete additional units, some of which may only be available on campus. All core education units can be studied on campus or online.
Note: International EAP3 students can progress to a Master of Teaching (Early Childhood stream) with an equivalent of IELTS 7.0
Domestic students
Online students may be required to attend compulsory on or off-campus workshops
International students
| Location | Teaching period | Annual Fees | CRICOS |
|---|---|---|---|
| Gold Coast | Term 1, Term 3 | $28,000 ($3,500 per unit) | 102983G |
Applications for this course are made directly to Southern Cross University via our online application service.
To be eligible to receive the Master of Teaching students must complete 192 credit points, comprising:
Secondary stream
Early Childhood stream
Exit Awards
Students may be eligible to exit with the Graduate Diploma in Education (Early Childhood) after completing the equivalent of 8 units (96 credit points), comprising 8 Early Childhood Stream Core units.
Inherent Requirements
Inherent Requirements apply to this course as defined on the Student Access and Inclusion website. If you have a disability or health condition which may impact on your ability to meet these requirements please refer to the Student Access and Inclusion website for further information and contact details.
| Unit Code | Unit Title | Notes | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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CORE UNITS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDUC5001 | Education and Change: The Lifelong Learner | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDUC5004 | Learning and Support Frameworks | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
SECONDARY STREAM CORE UNITS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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SECONDARY CURRICULUM SPECIALISATION UNITS | Note 2 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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EARLY CHILDHOOD STREAM CORE UNITS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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RESEARCH UNITS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDUC6001 | Literature Review in Education: Known Unknowns | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDUC6006 | Research in Education: Through the Looking Glass | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| EDUC6002 | Research Project | Note 3 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
ELECTIVE UNITS | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Your course progression is in the recommended order you should complete your course in. It is important that you follow this to ensure you meet the course requirements. Assistance on how to enrol can be accessed here.
Students should use course progression information to select units specific to their course and enrol in these units using My Enrolment
Browse uni-wide elective units by selecting Uni-wide elective in the advanced filter of the Unit search
Browse shared majors and their units at Shared majors
| Unit Code | Unit Title | Available | Notes | |||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Session 1, Year 1 | ||||||||||||||||||||
| EDUC5002 | The Learning Environment | Not currently available | Note 1 | |||||||||||||||||
| EDUC5003 | Teaching and Learning Literacy and Numeracy in Context | Term2,4 | ||||||||||||||||||
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| EDUC5001 | Education and Change: The Lifelong Learner | Term3,5 | ||||||||||||||||||
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| 1 unit from: (SECONDARY CURRICULUM SPECIALISATION) | Note 2 | |||||||||||||||||||
| Session 2, Year 1 | ||||||||||||||||||||
| EDUC5010 | Curriculum, Assessment and Technology | Not currently available | ||||||||||||||||||
| 1 unit from: ELECTIVE UNITS | Note 4 | |||||||||||||||||||
| TCHR5002 | Professional Experience I: Enhancing Student Learning | Not currently available | Note 1 | |||||||||||||||||
| 1 unit from: (SECONDARY CURRICULUM SPECIALISATION) | Note 2 | |||||||||||||||||||
| Session 1, Year 2 | ||||||||||||||||||||
| EDUC6006 | Research in Education: Through the Looking Glass | Term2 | ||||||||||||||||||
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| EDUC6001 | Literature Review in Education: Known Unknowns | Term1 | ||||||||||||||||||
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| TCHR6005 | Professional Experience II: Evaluation to Improve Teaching Practice | Not currently available | Note 1 | |||||||||||||||||
| EDUC6009 | Education and Indigenous Australians: Ways of Knowing and Being | Term1,5 | ||||||||||||||||||
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| Session 2, Year 2 | ||||||||||||||||||||
| EDUC5004 | Learning and Support Frameworks | Not currently available | ||||||||||||||||||
| EDUC6002 | Research Project | Not currently available | Note 3 | |||||||||||||||||
| 1 unit from: ELECTIVE UNITS | ||||||||||||||||||||
| Unit Code | Unit Title | Available | Notes | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Session 1, Year 1 | ||||||||||||||
| TCHR5001 | Play and Pedagogies in Early Childhood Education | Term4 | ||||||||||||
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| TCHR6004 | Professional Experience in Early Childhood Education I: Pre-schoolers | Not currently available | Note 1 | |||||||||||
| TCHR3001 | Early Childhood Matters | Term1,4 | ||||||||||||
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| TCHR2003 | Curriculum Studies in Early Childhood | Term3,4 | ||||||||||||
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| Session 2, Year 1 | ||||||||||||||
| TCHR5003 | Principles and Practices in Early Childhood Education | Term1 | ||||||||||||
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| TCHR6001 | Professional Experience in Early Childhood Education II: Infants and Toddlers | Not currently available | Note 1 | |||||||||||
| TCHR3004 | Leadership and Advocacy in Early Childhood | Term4,5 | ||||||||||||
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| TCHR2002 | Children, Families and Communities | Term3 | ||||||||||||
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| Session 1, Year 2 | ||||||||||||||
| EDUC6006 | Research in Education: Through the Looking Glass | Term2 | ||||||||||||
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| EDUC5001 | Education and Change: The Lifelong Learner | Term3,5 | ||||||||||||
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| EDUC6001 | Literature Review in Education: Known Unknowns | Term1 | ||||||||||||
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| TCHR6007 | Creative Arts for Early Childhood Education | Term2 | ||||||||||||
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| Session 2, Year 2 | ||||||||||||||
| EDUC6002 | Research Project | Not currently available | Note 3 | |||||||||||
| EDUC5004 | Learning and Support Frameworks | Not currently available | ||||||||||||
| TCHR6006 | Health, Wellbeing and the Environment in Early Childhood Education | Term2 | ||||||||||||
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| Note 1: | This unit involves a professional experience placement. |
| Note 2: | Sequential units in a curriculum specialisation are indicated by their naming; e.g. Curriculum Specialisation: Visual Arts I and Curriculum Specialisation: Visual Arts II. |
| Note 3: | Double-weighted unit. |
| Note 4: | Enrolment in 2 additional Secondary curriculum specialisation units requires Course Coordinator approval. |
| Unit Code | Unit Title | Notes | |||
|---|---|---|---|---|---|
| EDUC2002 | PDHPE: Secondary Curriculum and Pedagogy I | Note 2 | |||
| EDUC3005 | PDHPE: Secondary Curriculum and Pedagogy II | Note 2 | |||
| EDUC5007 | Music: Secondary Curriculum and Pedagogy I | Note 2 | |||
| EDUC6014 | Music: Secondary Curriculum and Pedagogy II | Note 2 | |||
| EDUC2003 | Mathematics: Secondary Curriculum and Pedagogy I | Note 2 | |||
| EDUC3003 | Mathematics: Secondary Curriculum and Pedagogy II | Note 2 | |||
| EDUC5008 | Visual Arts: Secondary Curriculum and Pedagogy I | Note 2 | |||
| EDUC6015 | Visual Arts: Secondary Curriculum and Pedagogy II | Note 2 | |||
| EDUC2004 | Science: Secondary Curriculum and Pedagogy I | Note 2 | |||
| EDUC3004 | Science: Secondary Curriculum and Pedagogy II | Note 2 | |||
| EDUC2019 | HSIE: Secondary Curriculum and Pedagogy I | Note 2 | |||
| EDUC3019 | HSIE: Secondary Curriculum and Pedagogy II | Note 2 | |||
| TCHR2001 | English: Secondary Curriculum and Pedagogy I | Note 2 | |||
| TCHR3002 | English: Secondary Curriculum and Pedagogy II | Note 2 | |||
| EDUC2006 | Technologies and Design: Secondary Curriculum and Pedagogy I | Note 2 | |||
| EDUC3020 | Technologies and Design: Secondary Curriculum and Pedagogy II | Note 2 | |||
| EDUC5009 | Performing Arts: Curriculum and Pedagogy I | ||||
| EDUC6016 | Performing Arts: Curriculum and Pedagogy II | Note 2 | |||
| Unit Code | Unit Title | Notes | |||
|---|---|---|---|---|---|
| EDUC2016 | Advanced Secondary Curriculum and Pedagogy I | ||||
| EDUC3014 | Advanced Secondary Curriculum and Pedagogy II | ||||
| EDUC3001 | Co-operative Learning Skills in the Classroom | ||||
| EDUC3018 | English as an Additional Language/Dialect | ||||
| EDUC2001 | Teaching the Gifted | ||||
| EDUC2005 | Learning Technologies | ||||
| TCHR3005 | Casual Teaching | ||||
| EDUC2018 | Positive Behaviour Support | ||||
Outstanding ratings of 'at world standard' or above in 23 research fields.
Excellence in Research Australia (ERA) 2018
Only 25 years young and ranked in the top 200 universities in the world.
Times Higher Education Young University Rankings 2020
5-Star Student Support across undergraduate and postgraduate studies
Good Universities Guide 2021
Course Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a course. These outcomes are aligned with the graduate attributes.
| Course Learning Outcome |
|---|
Demonstrate an advanced ability to research, synthesise and evaluate ideas and theories related to educational practice Demonstrate knowledge or research principles and methods related to the field of education and teaching practice Exercise critical analysis, problem solving and research based decision-making in school-based practice. Demonstrate application of advanced knowledge in relation to education practice and implement targeted research to inform best practice. |
Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories Demonstrate an ability use creative skills based upon understanding of research methodology in order to develop innovative and creative responses to challenges in an educational setting |
Demonstrate a knowledge of social responsibility, ethics and legal principles consistent with what is expected of an education professional working in a learning community and with students, parents and carers Demonstrate an awareness of the need for student safety and support within professional frameworks Demonstrate an understanding of and commitment to legislative requirements and codes of conduct relevant to the education profession |
Demonstrate advanced integrated knowledge and understanding of teaching area disciplines and curriculum frameworks Demonstrate a research based understanding and knowledge of the pedagogy for effective educational practice Use data informed decision making to inform professional decisions and generate theoretical propositions for improving teaching performance and educational practice |
Demonstrate skills in advancing research and pedagogical practice Demonstrate a commitment to personal and professional development through self-directed learning and reflective practice. |
Demonstrate an advanced ability to communicate and interpret theoretical propositions, methodologies and conclusions which inform professional decision making to teaching professionals, parents and the wider educational community. Demonstrate teamwork and leadership skills applicable in professional educational settings |
Apply and integrate an understanding of social, indigenous and cultural diversity, and respect for the identity of all persons, in local and international contexts. Identify and apply proactive and inclusive strategies to encourage and support student engagement and behaviour including diverse groups of learners such as Aboriginal and Torres Strait Islander students, migrants and students from non-English speaking backgrounds Demonstrate an understanding of the principles of inclusion and diverse learning needs Demonstrate an understanding of and respect for diversity in others and self |
The assessment methods used in this course vary from unit to unit. Most units have progressive assessment with grades typically allocated across a combination of assessment tasks due at different times during the study period. Some units may also include a formal examination at the end of the study period. Assessment requirements for each unit are advised in writing to students at the commencement of each study period with clear guidelines, due dates, and the weighting for each assessment task
On-campus students experience a variety of teaching approaches including lectures, tutorials, online activities and video-linked or podcast virtual classes. The method of teaching may vary from unit to unit.
Our online study option is highly interactive and strives to promote collaboration and a sense of community. Students may receive a combination of podcast or video-linked lectures, electronic study materials, workshops, online discussion forums and virtual classes. The method of teaching may vary from unit to unit.
Please note: Online students may be required to attend compulsory on or off-campus workshops.
Graduates from the Early Childhood stream typically work as an early childhood teacher in preschool and long day care (child care) settings, and may pursue work as a Family day care educator or in Early childhood services.
Graduate from the Secondary stream will typically work as teachers in secondary schools nationally and internationally. Some graduates may pursue work in a range of education and non-education settings including roles such as education consultant, community education centre leader, university tutor or lecturer, environmental educator, zoo education officer, education exhibition organiser, education policy analyst, curriculum writer, children's entertainment presenter, youth support worker, teacher of English overseas, private tutor, and children's advocate leader.
Early Childhood you will undertake 60 days of professional placement during this course in two environments - a preschool setting and an infant and toddler setting.
Secondary you complete a program of practical in-school teaching experiences during the course, which enable you to put theory into practice as they observe and reflect on classroom dynamics.
Placement also provides opportunities for you to become acquainted with the formal and informal aspects of what occurs in classrooms and schools or early childhood settings and to demonstrate your independent and professional capabilities as teachers.
The Master of Teaching (Secondary) is currently undergoing its five-year reaccreditation with the NSW Education Standards Authority (NESA) for national accreditation through the Australian Institute for Teaching and School Leadership (AITSL).
The Master of Teaching (Secondary) requires students across Australia need to successfully complete the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE). At Southern Cross University the test needs to be successfully completed prior to undertaking the first professional experience placement.
The Masters of Teaching (Early Childhood) has satisfied accreditation requirements as an early childhood teaching qualification by the Australian Children’s Education and Care Quality Authority (ACECQA).
Usually, Australian teacher qualifications are recognised internationally, but students need to check with potential employers and teacher registration authorities in other countries regarding accreditation requirements.
Call 1800 626 481 during business hours.
Call +61 2 6620 3876 during business hours.
Email: enquiry@scu.edu.au
Call 1800 005 687 during business hours.