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Graduate Diploma in Early Childhood Teaching (GD-ECTCH)
Graduate DiplomaYear: 2022 Delivered: Online
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
Principal Coordinator
Jeanne Marie Iorio
Principal Coordinator
Jayson Cooper
Contact
Email: continuing-education@unimelb.edu.au
Phone: + 61 3 8344 0149
Contact hours: https://unimelb.edu.au/professional-development/contact-us
Further information: https://study.unimelb.edu.au/find/courses/graduate/graduate-diploma-in-early-childhood-teaching/
Overview
Award title | Graduate Diploma in Early Childhood Teaching |
---|---|
Year & campus | 2022 — Parkville |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | 8 |
Credit points | 100 credit points |
Duration | 12 months full-time or 24 months part-time |
The Graduate Diploma in Early Childhood Teaching focuses on learning and teaching for children aged birth to eight years and intends to provide a qualification for registration to teach in early childhood settings. This course is delivered completely online and has a specific focus on foregrounding Indigenous Worldviews and sustainability. The course may be completed in one year full time or in two years part time. The course includes 60 days of placement in multiple settings.
Links to further information
Information for future students: https://study.unimelb.edu.au/find/courses/graduate/graduate-diploma-in-early-childhood-teaching/
Entry requirements
1. 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)
Inherent requirements are the abilities, knowledge and skills needed to complete this course that must be met by all students. In some circumstances reasonable adjustments may be available to enable students to meet these requirements while still preserving the academic integrity of the university's learning, assessment and accreditation processes. For more information on how to seek these adjustments refer to the Student Equity and Disability Support website: https://services.unimelb.edu.au/student-equity/home
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.
Professional accreditation
The Graduate Diploma in Early Childhood Teaching is externally accredited by the Australian Children's Education & Care Quality Authority (ACECQA). Graduates may apply for 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
On completion of this course, graduates should be able to:
- Foreground Indigenous Worldviews to promote learner engagement with complexity that is inclusive and respectful of Aboriginal and Torres Strait Islander people, communities, organisations, and standpoints in early childhood education
- Enact interdisciplinary learning ecologies and foster ecologically minded children, families, and teachers who participate and contribute to sustainable communities
- Critically review, discuss, and advocate for the inclusion of multiple ways of knowing, being, valuing and doing that are informed by the connection between contemporary educational theories and research connected to teaching and learning
- Translate early childhood content knowledge and pedagogies to design curriculum and assessments strategies that enable creative and productive learning ecologies that articulate and enact the image of the child, family, and teacher as capable and learning in relationship
- Promote teaching and learning as a political and ethical act that respects diversity, humanity, advocacy, and equity
- Exemplify a range of 21st century skills to create complex curriculum that engages and builds reciprocal relationships with children, families, teachers and communities
- Exhibit the role of the teacher as researcher illustrated by engaging in continuous professional learning through teacher practitioner inquiry and research.
Generic skills
- 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.
Graduate attributes
Graduates of the Graduate Diploma in Early Childhood Teaching will:
- Be culturally and socially aware (in particular, foregrounding Indigenous Worldviews and engaging with sustainability). Graduates will establish respectful and ethical relationships with students, staff, and communities, in early childhood settings.
- Embody the Australian Professional Standards for Teachers (AITSL) to support the development of teaching as a profession.
- Be a practitioner of teaching who views children as capable, using an inclusive, developmental and post‐developmental, relational approach through complex learning and teaching strategies.
- Be creative, innovative, self‐directed and life-long learners, able to link theory and practice and respond pedagogically to a changing educational landscape.
Course structure
The Graduate Diploma in Early Childhood Teaching requires completion of 100-credit points of study over one year full time or two years part time.
Students must complete:
- 7 compulsory subjects; and
- 60 days of professional practice, which is incorporated into the subject Professional Pedagogical Practices (P3).
Compulsory Subjects
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC91022 | Multimodal Literacies | Term 1 (Online) |
12.5 |
EDUC91023 | Equity, Diversity & Inclusive Practices | Term 1 (Online) |
12.5 |
EDUC91024 | Professional Pedagogical Practices (P3) | May (Online) |
25 |
EDUC91025 | The Arts and Creative Pedagogies | Term 2 (Online) |
12.5 |
EDUC91026 | Leadership, Advocacy, Activism & Ethics | Term 3 (Online) |
12.5 |
EDUC91027 | STEM Learning Ecologies | Term 4 (Online) |
12.5 |
EDUC91028 | Contemporary Issues in Early Childhood | Term 4 (Online) |
12.5 |
Further study
Graduates may progress to a range of graduate coursework programs.
Last updated: 10 February 2024