University of Technology Sydney

C10406v1 Bachelor of Engineering Studies Master of Teaching in Secondary Education

Award(s): Bachelor of Engineering Studies (BEngSt)
Master of Teaching in Secondary Education (MTeach)

UAC code: 600063 (TAS- Computing/Mathematics) (Autumn D session)
CRICOS code: 102567A
Commonwealth supported place?: Yes
Load credit points: 216
Course EFTSL: 4.5
Location: City campus


This new course replaces the Bachelor of Arts Bachelor of Education (Secondary) from 2021.

Career options
Innovation and Transdisciplinary program
Course intended learning outcomes
Admission requirements
Inherent (essential) requirements
Assumed knowledge
Course duration and attendance
Course structure
Course completion requirements
Course program
Professional recognition
Other information


This degree combines a broad professionally focused and practice-based program focused on emerging technologies and software engineering with a teacher education course to teach Engineering Studies and Mathematics in NSW secondary schools. Students earn both an undergraduate Bachelor of Engineering Studies and a postgraduate Master of Teaching in Secondary Education in four and half (4.5) years of full-time study.

It is suitable for high-school leavers and provides a grounding in disciplinary knowledge before engaging students in research-based studies of educational theory and practice as a basis for professional decision-making in the secondary school context

In the Bachelor of Engineering Studies, students develop skills in design and problem-based thinking, computer-aided design (CAD), database design, networking, coding, non-visual programming languages, systems analysis and social aspects of technology that prepare them for both teaching and non-teaching roles in and beyond the education sector. Advanced mathematical study provides students with additional quantitative skills and improves employability for aspiring teachers. Students gain the required disciplinary grounding to qualify for a first teaching area(s) in Engineering Studies; Software Design and Development, Information Processes and Technology; Industrial Technology (focus area Graphics and Multimedia); and an additional area in Mathematics.

The Master of Teaching core component provides students with research-based studies of educational theory and practice as a basis for professional decision-making in secondary schools. Students undertake teaching methods and professional experience related to their chosen teaching area(s) of Engineering Studies and Maths to develop skills and confidence in curriculum and classroom management for effective teaching.

Career options

Career options include secondary teaching in Engineering Studies (years 11-12), Industrial Technology (years 7-10 focus area Engineering) and Mathematics in a public or private school, locally or internationally (subject to meeting relevant employer requirements).

Please note: Applicants are advised to check with potential employing bodies regarding employment requirements. As of the date of publication, they can be found here. Both public and private sector schools can set eligibility requirements relating to academic performance among other criteria. Requirements to teach internationally can vary from country to country.

Innovation and Transdisciplinary program

Transdisciplinarity and Innovation at UTS

All UTS students have the opportunity to develop distinctive capabilities around transdisciplinary thinking and innovation through the TD School. Transdisciplinary education at UTS brings together great minds from different disciplines to explore ideas that improve the way we live and work in the world. These offerings are unique to UTS and directly translate to many existing and emerging roles and careers.

Diploma in Innovation

The Diploma in Innovation (C20060) teaches innovation, supports personal transformation and provides the hard skills needed to support the inventors and inventions of the future. Students come out of the Diploma in Innovation, with the hard skills to create and support sectoral and societal transformation. Graduates are able to fluently integrate ideas, across professional disciplines and are inventors of the future.

All UTS undergraduate students (with the exception of students concurrently enrolled in the Bachelor of Creative Intelligence and Innovation) can apply for the Diploma in Innovation upon admission in their chosen undergraduate degree. It is a complete degree program that runs in parallel to any undergraduate degree. The course is offered on a three-year, part-time basis, with subjects running in 3-week long intensive blocks in July, December and February sessions. More information including a link to apply is available at

Transdisciplinary electives program

Transdisciplinary electives broaden students' horizons and supercharge their problem-solving skills, helping them to learn outside, beyond and across their degrees. In 2022, students enrolled in an undergraduate course that includes electives can choose to take a transdisciplinary subject (with the exception of students concurrently enrolled in the Bachelor of Creative Intelligence and Innovation). From 2023, all students enrolled in most undergraduate courses will complete a transdisciplinary subject as part of their course of study. More information about the TD Electives program is available here.

Course intended learning outcomes

This course engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences:

A.1 Historically and Culturally Informed aboutIndigenous Knowledge Systems: FEIT graduatesare culturally and historically informed, able towork as respectful professionals with Aboriginaland Torres Strait Islander communities.
B.1 Socially Responsible: Bachelor of Engineering Studies graduates are socially responsible professionals, able to engage with a broad range of stakeholders, to assess personal, organisational,social, ethical and environmental needs and impacts of engineering systems.
C.1 Design Oriented: Bachelor of Engineering Studies graduates apply design techniques and appropriate methodologies to develop engineered systems and components to meet stakeholder requirements.
D.1 Technically Proficient: Bachelor of Engineering Studies graduates apply a range of discipline fundamentals, mathematics, tools, and techniques to design, implement, operate and evaluate engineered systems.
E.1 Collaborative and Communicative: Bachelor of Engineering Studies graduates work as effective team members, communicating effectively, and operating within diverse contexts.
F.1 Reflective: Bachelor of Engineering Studies graduates critically self-review their professional performance, to improve themselves and their teams.
MT.1.1 Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners
MT.1.2 Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery
MT.1.3 Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems
MT.1.4 Assess, provide feedback and report on student learning
MT.1.5 Engage in professional learning for educators
MT.2.1 Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices
MT.3.1 Create and maintain inclusive, supportive, well managed, diverse and safe learning environments
MT.4.1 Research and plan ways to embed Indigenous Australian knowledges in the curriculum and acknowledge histories of Indigenous Australian strength, disadvantage and dominant culture privilege
MT.5.1 Engage professionally with colleagues, parents/carers and the associated school communities
MT.6.1 Communicate effectively using diverse modes and technologies in academic, professional and community contexts
MT.6.2 Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design technology-intensive learning resources


MT = Master of Teaching (Secondary Education)

Admission requirements

Applicants must have completed an Australian Year 12 qualification, Australian Qualifications Framework Diploma, or equivalent Australian or overseas qualification at the required level.

The English proficiency requirement for international students or local applicants with international qualifications is: Academic IELTS: 7.5 overall, with a minimum of 8.0 in both the speaking and listening modules, and a reading and writing score of 7.0; or TOEFL: paper based: 610-633 overall with TWE of 5.0, internet based: 102-109 overall with a writing score of 27; or PTE: 73-78 overall with a 79 in both the speaking and listening, and a reading and writing score of 65; or C1A/C2P: 191-199 overall with 200 in both the speaking and listening, and a reading and writing score of 185.

Eligibility for admission does not guarantee offer of a place.

International students

Visa requirement: To obtain a student visa to study in Australia, international students must enrol full time and on campus. Australian student visa regulations also require international students studying on student visas to complete the course within the standard full-time duration. Students can extend their courses only in exceptional circumstances.

Inherent (essential) requirements

Inherent (essential) requirements are academic and non-academic requirements that are essential to the successful completion of a course.

Prospective and current students should carefully read the Inherent (Essential) Requirements Statement below and consider whether they might experience challenges in successfully completing this course. This Statement should be read in conjunction with the UTS Student Rules.

Prospective or current student concerned about their ability to meet these requirements should discuss their concerns with the Academic Liaison Officer in their faculty or school and/or UTS Accessibility Service on 9514 1177 or at

UTS will make reasonable adjustments to teaching and learning, assessment, professional experiences, course related work experience and other course activities to facilitate maximum participation by students with disabilities, carer responsibilities, and religious or cultural obligations in their courses.

For general information about inherent (essential) requirements and support, see UTS Inherent Requirements.

For course specific information see the Education Inherent (Essential) Requirements Statement.

Assumed knowledge

Mathematics Extension 1; Physics; and English (Standard).

A sound knowledge of the fundamentals of programming is also recommended

Course duration and attendance

The course duration is four and half years of full-time study.

Course progression criteria exist and students are required to:

  • satisfactorily complete the NSW Government’s LANTITE Literacy and Numeracy test before progressing to the first Professional Experience supervised teaching placement in Year 3
  • achieve credit average results at the completion of 96 credit points (typically at the end of Year 2). Students who do not achieve a credit average are transferred to the relevant standalone Bachelor degree. Upon completion, they are eligible to apply to the Master of Teaching in Secondary Education via the regular graduate entry pathway.

Course structure

Students must complete 120 credit points of disciplinary content subjects in the Bachelor of Engineering Studies comprising 36 credit points of core subjects and 84 credit points of a major in Engineering and Technology Studies.

In the Master of Teaching in Secondary Education component students complete 42 credit points of core subjects focused on the foundation education disciplines of learning, motivation and adolescent psychology as well as addressing the education of students with special needs; and 54 credit points of teaching methods and professional experience relating to the teaching area/s chosen at application, as well as elective subjects.

Industrial training/professional practice

Students undertake professional experience totalling 80 days of supervised teaching practice in schools. Students work under the supervision of an in-service high school teacher in their area(s) of specialisation and are mentored by a tertiary education supervisor.

Course completion requirements

STM91579 Secondary Education core 42cp
MAJ07129 Technological and Applied Studies / Mathematics 54cp
STM90356 Core subjects 36cp
MAJ03538 Engineering and Technology Studies 84cp
Total 216cp

Course program

Example programs for students undertaking the course full time are shown below.

Course programs are also available at study plan management.

TAS major and Mathematics minor, Autumn commencing, full time
Year 1
Autumn session
33130 Mathematics 1   6cp
48230 Introduction to Engineering Projects   6cp
68037 Physical Modelling   6cp
48310 Introduction to Civil and Environmental Engineering   6cp
Spring session
33230 Mathematics 2   6cp
60101 Chemistry and Materials Science   6cp
48610 Introduction to Mechanical Engineering   6cp
41039 Programming 1   6cp
Year 2
Autumn session
48240 Design and Innovation Fundamentals   6cp
Autumn D Session
013246 Technological and Applied Studies Teaching Methods: Technology (Mandatory)   6cp
010048 Professional Learning   6cp
010047 Literacy and Numeracy Across the Curriculum   6cp
Spring session
37132 Introduction to Mathematical Analysis and Modelling   6cp
48024 Applications Programming   6cp
48510 Introduction to Electrical and Electronic Engineering   6cp
Spring D Session
010049 Understanding and Engaging Adolescent Learners   6cp
Year 3
Autumn session
31251 Data Structures and Algorithms   6cp
37233 Linear Algebra   6cp
Autumn D Session
013247 Technological and Applied Studies Teaching Methods: Engineering Studies   6cp
013238 Mathematics Teaching Methods 1   6cp
Spring session
48433 Software Architecture   6cp
31271 Database Fundamentals   6cp
Spring D Session
013241 Professional Experience Teaching Practice 1   6cp
010046 Learning Futures: Teaching for Complexity and Diversity   6cp
Year 4
Autumn session
48260 Engineering Project Management   6cp
Autumn D Session
013404 Inclusive Education   6cp
013239 Mathematics Teaching Methods 2   6cp
013248 Technological and Applied Studies Teaching Methods: Software Design and Development   6cp
Spring session
31080 Interactive Media   6cp
Spring D Session
013242 Professional Experience Teaching Practice 2   6cp
013408 Teaching and Learning with Digital Technologies   6cp
013181 Technological and Applied Studies Teaching Methods: Industrial Technology Graphics and Multimedia   6cp
Year 5
Autumn session
48620 Fundamentals of Mechanical Engineering   6cp
31264 Introduction to Computer Graphics   6cp
Autumn D Session
013407 Resetting the Future: Indigenous Australian Education   6cp
013182 Technological and Applied Studies Teaching Methods: Information Processes and Technology   6cp

Professional recognition

This course is professionally accredited by the NSW Education Standards Authority (NESA) as a recognised secondary school teaching qualification. To gain employment as a teacher in NSW schools, graduands must meet the requirements of the NESA, including language proficiency.

Other information

Further information is available from the Building 10 Student Centre:

Local and current students:
telephone 1300 ask UTS (1300 275 887)
or +61 2 9514 1222

Future international students:
telephone 1800 774 816 (freecall within Australia)
+61 3 9627 4816 (from outside Australia)
Inquiry form