About this course
|Award title||Graduate Certificate in Learning Intervention|
|Year & campus||2021 — Parkville|
|Fees information||Subject EFTSL, level, discipline and census date|
|Study level & type||Graduate Coursework|
|Credit points||50 credit points|
|Duration||12 months part-time|
The Graduate Certificate in Learning Intervention is a one-year course designed to prepare current and future leaders in educational organisations to work with children and young people who are in need of learning intervention. It is intended to be inclusive of those who work in early childhood, primary, secondary or specialist educational settings. The course aims to provide a blend of practical knowledge, conceptual frameworks and state-of-the-art research in the area of learning intervention. The program is designed to provide a specialist qualiﬁcation for those who aspire to, or those who work in, school leadership positions.
1. In order to be considered for entry, applicants must have completed:
- a four-year education degree, or equivalent; or
- a three-year undergraduate qualification and a fourth year level education qualification, or equivalent; or
- a three-year undergraduate qualification in an area related to education (such as social work, speech pathology, psychology or occupational therapy) and at least two years of documented, relevant work experience
- a personal statement in a format specified by the Melbourne Graduate School of Education.
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
- prior academic performance; and
- any documented relevant professional experience; and
- the applicant’s personal statement
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the university’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Inherent requirements (core participation requirements)
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
In courses requiring students to undertake practicum placements
4. The ability to undertake professional practice placements independently, including:
a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Student Equity and Disability Support: https://students.unimelb.edu.au/student-support/student-equity-and-disability-support
Intended learning outcomes
Students who have completed the Graduate Certificate in Learning Intervention should be able to:
- demonstrate an advanced knowledge and understanding of current issues and challenges in relation to effective educational intervention;
- demonstrate the capacity to understand and analyse advanced case studies of significant problems and learning issues experienced by students in educational settings;
- apply the latest research in educational intervention;
- demonstrate an appreciation of professional responsibilities and ethical principles associated with leading educational change.
On completion of this course participants will have the knowledge, skills and understanding to enable them to:
- Be skilled communicators who can effectively articulate and justify their practices as knowledgeable agents of change;
- Be able to adapt to and lead change through knowing how to learn;
- Understand the significance of developing their practice on the basis of research evidence;
- Be independent of mind and self-regulating;
- Have a conscious personal and social values base.
Students undertake three compulsory subjects and one elective.
|Code||Name||Study period||Credit Points|
|EDUC90507||Oral Language, Literacy & Learning||
|EDUC90287||Promoting Positive Learning||
|EDUC90756||Using Data To Build Learning Pathways||
Semester 2 (Extended)
|Code||Name||Study period||Credit Points|
|EDUC90194||Specific Learning Difficulties: Numeracy||
|EDUC90195||Specific Learning Difficulties: Literacy||
|EDUC90505||Listening and the Learning Environment||
|EDUC90290||Promoting Positive Behaviour||
Semester 2 (Early-Start)
|EDUC90278||Learners and Learning Difficulties||
|EDUC90506||Language & Literacy Development||
Semester 1 (Extended)
Graduates may progress to a range of other graduate coursework programs.
Last updated: 11 February 2021