Handbook 2015

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Master of Teaching (Secondary)

By coursework

Normal course duration

Full-time 2.0 years (4.0 sessions)

Normal course duration is the effective period of time taken to complete a course when studied Full-time (Full-time Equivalent: FTE). Students are advised to consult the Enrolment Pattern for the actual length of study. Not all courses are offered in Full-time mode.

This course may utilise a three session per year teaching calendar. Students should consult the Enrolment Pattern for availability of subjects in Session 3, or contact their Course Coordinator.

Admission criteria CSU Admission Policy

There are two entry points to the Master of Teaching (Secondary):

1. Admission directly to the Master of Teaching (Secondary) will be on the grounds of acceptable BOSTES Undergraduate requirements for entry into Secondary Teaching. A Grade Point Average of 5 or
above must have been attained in applicant’s Undergraduate studies.
2. Entry to the Master of Teaching (Secondary) through the Bachelor of Teaching (Secondary) degree is possible on the completion of the first scheduled year of study (8 subjects) for the Bachelor of Teaching (Secondary).
Students must have attained either a Credit Grade Point Average in their undergraduate degree or in their first year of study (8 subjects) for the Bachelor of Teaching (Secondary).

English Language Proficiency entry requirements for non-Anglophone International students are: Academic IELTS Reading and Writing 6.5, Speaking and Listening 7.5.

Please note that these requirements are for admission to this course, not to the teaching profession in Australia. Employment in Australian schools is conditional on more stringent English Language Proficiency requirements as outlined under professional accreditation.

Credit CSU Credit Policy

Students who do not meet BOSTES requirements for discipline content subjects will be offered a place in the Bachelor of Teaching
(Secondary) where they can complete the discipline content subjects as required by BOSTES http://www.nswteachers.nsw.edu.au/great-teaching-inspiredlearning/. Once students have completed the BOSTES requirements within the Bachelor of Teaching (Secondary) they can apply for entry to the Master of Teaching (Secondary). Students must have attained a Credit Grade Point Average (GPA 5) in their undergraduate degree or in their first year of study for the Bachelor of Teaching (Secondary).

In order for a student to gain credit for a professional experience, the applicant must demonstrate to the Director, Professional
Experience Unit, that the completed task was indeed equivalent to a practicum, that is, the Recognition of Prior Learning (RPL) had
provided the student with an opportunity to satisfy the requirements of a typical practicum. Typically, that would require the pre-service
teacher to demonstrate that she/he has developed the skills, knowledge and understanding of the role of a teacher through:

- systematic observation of colleague's teaching and professional dialogue about such observations;
- teaching in a classroom in a collaborative role with an experienced colleague;
- the development of structured teaching and learning materials that are systematically evaluated;
- the development of a professional portfolio;
- discussion of personal teacher development with a supervising colleague on a regular basis;
- engagement in professional dialogue with independent (university) personnel;
- formal assessment of teaching competence by a supervising teacher.

Any student who is conditionally employed within a secondary school setting and is successful in gaining Professional Experience
Credit then this credit will only apply to EPT441 Professional Experience 1. It is a course requirement that students must
complete professional experience in two diverse settings, as such, the student must then complete EPT442 Professional Experience 2
practicum requirements at a different school setting.

Any student who completed professional experience as part of another incomplete degree may apply to have that professional
experience recognised as equivalent in the same manner that they would apply for credit for other subjects.

Graduation requirement

To graduate students must satisfactorily complete 128 points.

Course structure

The proposed Master of Teaching (Secondary) course structure will consist of a total of 16 subjects (128 credit points) including entry level credit. The proposed structure for the Master of Teaching (Secondary) will be:

Education subjects (16 subjects)

The sixteen Education subjects will be organised as follows:
1. Foundation Education Studies - 10 subjects;
2. Professional Experience - 2 subjects;
3. Curriculum Studies - 2 subjects; and,
4. Restricted electives – 2 subjects

In the Master of Teaching (Secondary) Graduate Entry, students will be required to complete the 16 Education subjects (128 credit points) as specified in the Master of Teaching (Secondary) structure mentioned above.

Students who do not meet the BOSTES content/discipline requirements will be offered a place in the Bachelor of Teaching (Secondary). Students may apply for entry to the Master of Teaching degree upon successful completion of BOSTES content/discipline requirements and year one of the Bachelor of Teaching (Secondary) course.

1. FOUNDATION EDUCATION STUDIES SUBJECTS (10 subjects)
EEA406 Managing the Classroom Environment
ELN402 Literacy strategies for Learning
ESC407 Classroom Technologies
EEP505 Education in the 21st Century
EEP424 Pedagogies in Diverse Classrooms
EEP425 Education in the 21st Century
EEE503 Assessment and Reporting
EED504 Learning and Development 7-12
EED502 Successful Teaching
EEB505 Indigenous Studies for Teachers
ESS509 Inclusive Perspectives

2. PROFESSIONAL EXPERIENCE (2 subjects)
EPT441 Professional Experience 1
EPT508 Professional Experience Research

3 CURRICULUM STUDIES SUBJECTS (4 subjects)
EMA441 Curriculum Method 1: Visual Art
EMA442 Curriculum Method 2: Visual Art
EMH441 Curriculum Method 1: Society & Environment
EMH442 Curriculum Method 2: Society & Environment
EML441 Curriculum Method 1: English
EML442 Curriculum Method 2: English
EML443 Curriculum Method 1: Drama
EML444 Curriculum Method 2: Drama
EMM441 Curriculum Method 1: Mathematics
EMM442 Curriculum Method 2: Mathematics
EMR441 Curriculum Method 1: Personal Development/Health/Physical Education
EMR442 Curriculum Method 2: Personal Development/Health/Physical Education
EMS441 Curriculum Method 1: Science
EMS442 Curriculum Method 2: Science
EMT441 Curriculum Method 1: Agriculture
EMT443 Curriculum Method 1: Information Technology
EMT444 Curriculum Method 2: Information Technology
EMT445 Curriculum Method 1: Design and Technology
EMT446 Curriculum Method 2: Technologies
ETL401 Teacher Librarianship
ETL402 Literature across the curriculum

4. RESTRICTED ELECTIVES (2 subjects)
EML436 Multimodal Writing or (Curriculum Method 1 - second teaching area)
ESC413 Web Pedagogies or (Curriculum Method 2 - second teaching area)

The key subjects to apply to this course from 201530 are:
EEE503 Assessment and Reporting
EED502 Successful Teaching
EEB505 Indigenous Studies for Teachers
ESS509 Inclusive Perspectives

Enrolment pattern

Full-time 2 years – Commencing Session 1
Year 1
Session 1
ELN402 Literacy strategies for Learning
ESC407 Classroom Technologies
[ ] Curriculum Method 1 (First Teaching Area)
EML436 Multimodal Writing or [ ] Curriculum Method 1 (Second Teaching Area)
Session 2
EEA406 Managing the Classroom Environment
EEP424 Pedagogies in Diverse Classrooms
[ ] Curriculum Method 2 (First Teaching Area)
EPT441 Professional Experience 1

Year 2
Session 1
ESC413 Web Pedagogies or [ ] Curriculum Method 2 (Second Teaching Area)
EED502 Successful Teaching
EEB505 Indigenous Studies for Teachers
EED504 Learning and Development 7-12
Session 2
EEE503 Assessment and Reporting
ESS509 Inclusive Perspectives
EEP505 Education in the 21st Century
EPT508 Professional Experience Research

Part-time 4 years – Commencing Session 1
Year 1
Session 1
[ ] Curriculum Method 1 (First Teaching Area)
EML436 Multimodal Writing or [ ] Curriculum Method 1 (Second Teaching Area)
Session 2
EEP424 Pedagogies in Diverse Classrooms
[ ] Curriculum Method 2 (First Teaching area)

Year 2
Session 1
ELN402 Literacy strategies for Learning
ESC407 Classroom Technologies
Session 2
EEA406 Managing the Classroom Environment
EPT441 Professional Experience 1

Year 3
Session 1
EED502 Successful Teaching
EED504 Learning and Development 7-12
Session 2
ESS509 Inclusive Perspectives
EEP505 Education in the 21st Century

Year 4
Session 1
ESC413 Web Pedagogies or [ ] Curriculum Method 2 (Second Teaching Area)
EEB505 Indigenous Studies for Teachers
Session 2
EEE503 Assessment and Reporting
EPT508 Professional Experience Research

Full-time 2 years – Commencing Session 2
Year 1
Session 2
ELN402 Literacy strategies for Learning
ESC407 Classroom Technologies
EEA406 Managing the Classroom Environment
EEP424 Pedagogies in Diverse Classrooms

Year 2
Session 1
[ ] Curriculum Method 1 (First Teaching Area)
EML436 Multimodal Writing or [ ] Curriculum Method 1 (Second Teaching Area)
EPT441 Professional Experience 1
ESC413 Web Pedagogies or [ ] Curriculum Method 2 (Second Teaching Area)
Session 2
[ ] Curriculum Method 2 (First Teaching area)
EEB505 Indigenous Studies for Teachers
EED502 Successful Teaching
EED504 Learning and Development 7-12

Year 3
Session 1
EEE503 Assessment and Reporting
ESS509 Inclusive Perspectives
EEP505 Education in the 21st Century
EPT508 Professional Experience Research

Part time 4 years – Commencing Session 2
Year 1
Session 2
ELN402 Literacy strategies for Learning
ESC407 Classroom Technologies

Year 2
Session 1
[ ] Curriculum Method 1 (First Teaching Area)
EML436 Multimodal Writing or [ ] Curriculum Method 1 (Second Teaching Area)
Session 2
EEP424 Pedagogies in Diverse Classrooms
[ ] Curriculum Method 2 (First Teaching area)

Year 3
Session 1
EED502 Successful Teaching
EED504 Learning and Development 7-12
Session 2
EEA406 Managing the Classroom Environment
EPT441 Professional Experience 1

Year 4
Session 1
ESC413 Web Pedagogies or [ ] Curriculum Method 2 (Second Teaching Area)
EEB505 Indigenous Studies for Teachers
Session 2
ESS509 Inclusive Perspectives
EEP505 Education in the 21st Century

Year 5
Session 1
EEE503 Assessment and Reporting
EPT508 Professional Experience Research

Professional recognition

Please note that the following requirements relate to Australian Employment Requirements only. These requirements differ from
both CSU Admission and CSU Graduation Requirements. As such, it is each student’s responsibility to ensure that they meet these
requirements prior to seeking employment as a teacher within Australia.

AUSTRALIAN EMPLOYMENT REQUIREMENTS – ENGLISH LANGUAGE PROFICIENCY

Australian Institute for Teaching and School Leadership

From 1 January 2013, AITSL introduced changes to the assessment criteria for English language proficiency to be consistent with teacher registration requirements in Australian states and territories, as per below:

English Language proficiency requirements from 1 January 2013

1. An Academic version of the International English Language Testing System (IELTS) Test Report Form (TRF) that shows:
• A score of at least 7.0 for Reading and Writing; and
• A score of at least 8.0 for Speaking and Listening.

The IELTS test scores must appear on a single IELTS TRF and be the result of a test undertaken during the 12 month period prior to submitting an application.

OR

2. An applicant has completed study assessed by AITSL as comparable to at least four years of full-time (or part-time equivalent) higher education (university) study, that results in a qualification/s comparable to the education level of an Australian bachelor degree or higher, (must include a recognised initial teacher education qualification) in Australia, Canada, New Zealand, the Republic of Ireland, the United Kingdom or the United States of America.

Board of Studies and Teacher Education Standards (BOSTES)

ACCEPTED ENGLISH LANGUAGE TESTS
The tests and results which are accepted by BOSTES are listed below.

3.1 International English Language Testing System (IELTS)
The IELTS test for academic purposes is an appropriate test for prospective teachers. The Institute requires that the applicant needs to attain a minimum overall score of 7.5 including a minimum result of 8.0 in both the speaking and listening modules and 7.0 in reading and writing. The test is widely accepted as an international standard for English language skills. Testing and locations can be found at http://www.ielts.org/ .

3.2 Professional English Assessment for Teachers (PEAT)
The applicant must have Band A in each of the four areas: speaking, listening, reading and writing. This test has been developed for teachers intending to teach in the NSW Department of Education and Communities (DEC). DEC requires relevant teachers to undertake the PEAT. The DEC has advised that Band A is required for teaching in government schools. It is available at the University of NSW Institute of Languages. The website is http://www.lang.unsw.edu.au/PEAT/ . Only the DEC may refer teachers to undertake PEAT.

3.3 International Second Language Proficiency Rating (ISLPR)
The applicant must have a score of at least 4+ in each of the four areas: speaking, listening, reading and writing. This test was originally developed as the ASLPR (Australian Second Language Proficiency Rating). It was developed at Griffith University and is available in a form specifically designed to test language proficiency in the teaching context. The website is http://www.islpr.org .

4. EXCEPTIONS
The following applicants generally do not need to complete one of the approved language tests:
• applicants for whom English is their first language
• applicants who have gained the majority of their qualifications in English, in a country where English is the main language. These countries are: Australia, Canada, New Zealand, Republic of Ireland, United Kingdom (England, Scotland, Wales and Northern Ireland), Republic of South Africa and the United States of America
• applicants who can provide evidence that they have successfully taught in English in a school in a country where English is the main language for a substantial period of time.

5. CURRENCY OF RESULTS
The Institute has accepted the advice of the test providers regarding the length of currency of results. Applicants who submit results from IELTS must submit results from a test taken within a period of two years of their application for provisional or conditional accreditation. Applicants who submit results from ISLPR must submit results from a test taken within a period of twelve months of their application for provisional or conditional accreditation. A successful PEAT does not lose currency.

Contact

For further information about Charles Sturt University, or this course offering, please contact info.csu on 1800 334 733 (free call within Australia) or email inquiry@csu.edu.au

The information contained in the 2015 CSU Handbook was accurate at the date of publication: February 2015. The University reserves the right to vary the information at any time without notice.

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