|Award title||Graduate Diploma in Teaching (Early Childhood)|
|Year & campus||2021|
|Fees information||Subject EFTSL, level, discipline and census date|
|Study level & type||Graduate Coursework|
|Credit points||125 credit points|
|Duration||12 months full-time|
The Graduate Diploma in Teaching (Early Childhood) focuses on learning and teaching for children aged birth to eight years and provides a qualification for registration to teach in early childhood settings. This is an accelerated course which is completed in one year of full time study, and includes extended semesters, winter intensive subjects and placements throughout the year.
In order to be considered for entry, applicants must have completed:
- An undergraduate degree in any discipline;
- 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.
(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.
The Graduate Diploma in Teaching (Early Childhood) is accredited by the Australian Children's Education and Care Quality Authority (ACECQA). Graduates may apply for provisional registration and work in Australian early childhood education and care settings with children aged birth to five years. Graduates are also eligible to apply for registration as an early childhood teacher with the Victorian Institute of Teaching (VIT).
Intended learning outcomes
At the completion of the Graduate Diploma in Teaching (Early Childhood) graduates will have attained the Australian Professional Standards for Teachers (Graduate Level) and have developed knowledge and competencies associated with the use of the Clinical Teaching Judgement model. In combination, these Graduate Diploma in Teaching (Early Childhood) learning outcomes will enable graduates to:
- Reflect critically on the ways in which educational theory and research informs teaching practice
- Demonstrate strong subject and pedagogical content knowledge to create productive learning environments that empower learners
- Interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage all students in their learning
- Design assessment tools and tasks and interpret data and evidence to make sound clinical judgments about teaching interventions and reflect on the impact of teaching on learning outcomes
- Utilise interventionist teaching practices that promote participation and inclusion to meet the needs of diverse learners
- Demonstrate a high level of 21st century skills and be able to develop these skills in students
- Create and maintain safe and supportive learning environments using knowledge of practical approaches to promote positive behaviours
- Establish and maintain ethical and respectful relationships with students, colleagues and parents, working independently and collaboratively across the school/centre community
- Evaluate the social and political contexts informing education and teaching and interpret the professional standards for teachers
- Demonstrate capacity to reflect upon the effectiveness of teaching practice as well as the impact on student learning
- Demonstrate continuous professional learning through teacher practitioner inquiry and research.
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
Graduates of the Graduate Diploma in Teaching (Early Childhood) will:
- Embody the standards of the teaching profession and support the development of teaching as a profession
- Be practitioners of clinical teaching, who teach for growth for all students using an inclusive, developmental, intervention-based approach that utilizes deep learning and evidence based strategies
- Be culturally and socially aware, able to establish respectful and ethical relationships with students, staff, parents and the broader school communities / early childhood centres
- Be creative, innovative, self-directed and life-long learners, able to link theory and practice and respond to a changing educational landscape.
The Graduate Diploma in Teaching (Early Childhood) requires completion of 125 credit points of study over one year full time. The course is delivered across two full time extended semesters plus winter intensive subjects.
Teacher Candidates complete:
- 10 core subjects; and
- 2 Clinical Teaching Practice subjects, which include a total of 55 placement days in early childhood settings and 5 days in a primary school setting.
SUBJECTS UNDERTAKEN IN THE FIRST SEMESTER OF THE PROGRAM
Total credit points this semester: 50
|Code||Name||Study period||Credit Points|
|EDUC90895||Educational Foundations (EC)||
|EDUC90898||Introduction to Clinical Practice (EC)||
|EDUC90897||Infant & Toddler Learning & Development||
|EDUC90705||Language & Literacy Learning in Children||
|EDUC91020||Clinical Teaching Practice (GD EC) 1||
Semester 1 (Extended)
SUBJECTS UNDERTAKEN IN WINTER
Total credit points in winter: 18.75
|Code||Name||Study period||Credit Points|
|EDUC90563||Engaging Children in the Arts||
|EDUC90889||Scientific and Environmental Learning||
SUBJECTS UNDERTAKEN IN THE SECOND SEMESTER OF THE PROGRAM
Total credit points this semester: 56.25
|Code||Name||Study period||Credit Points|
|EDUC90891||Becoming a Clinical Practitioner (EC)||
|EDUC90890||3-8 Year-Olds Learning and Development||
|EDUC90899||Numeracy in Early Childhood||
|EDUC90896||Educational Leadership (EC & Prim)||
|EDUC91021||Clinical Teaching Practice (GD EC) 2||
Semester 2 (Extended)
Graduates may apply to progress to the University of Melbourne’s Master of Teaching (Early Childhood), provided they meet the respective minimum entry requirements and have satisfactorily completed the Australian Commonwealth Government’s Literacy and Numeracy Test for Initial Teacher Education Students. Graduates may also progress to a range of other graduate coursework programs.
Last updated: 12 November 2022