Graduate Diploma in Teaching (Early Childhood) (GD-TCHEC) // Entry and participation requirements

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Entry requirements

In order to be considered for entry, applicants must have completed:

Either

  • An undergraduate degree in any discipline;

Or

  • A diploma and a minimum of five years of documented, relevant work experience in a leadership position in an early childhood setting; and a professional portfolio; and an interview (shortlisted candidates);

And (all applicants)

  • A selection test* as determined by the Selection Committee.

Meeting these requirements does not guarantee selection.

2. In assessing applications, the Selection Committee will consider:

  • Prior academic performance; and
  • The results of the selection test*; and
  • For applicants without an undergraduate degree: review of 5 years relevant work experience in a leadership position in an early childhood setting, the professional portfolio; and the interview (if relevant).

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 graduate 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.

Note.

(a) All applicants must have a valid Working with Children Check prior to the commencement of the practicum subjects, and for the duration of the program.

(b) Higher English standards than those normally required for admission to graduate study at the University of Melbourne may be needed for eligibility for Australian teacher registration on graduation. The Selection Committee may require applicants who have not recently completed a full undergraduate degree in Australia or New Zealand to demonstrate English language ability using one of the standard tests approved by the Academic Board at performance band 7+, even if their prior study of the English language, or their prior education and assessment in an English language university, would normally exempt them from standard testing.

(c) *All applicants must complete the Teacher Capability Assessment Tool (TCAT) selection test and meet all TCAT benchmarks. Details of the selection test are available on the Melbourne Graduate School of Education’s Teacher Capability Assessment Tool (TCAT) website.

Inherent requirements (core participation requirements)

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
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.
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
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 judgement and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their well being 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.

Last updated: 21 February 2025