Master of Teaching (Early Childhood) (MC-TEACHEC) // Course structure

Course structure

The Master of Teaching (Early Childhood) requires the successful completion of 200 credit points.

Course Structure Overview

The Master of Teaching (Early Childhood) requires completion of 15 compulsory subjects, that must be taken in the sequence outlined in the Standard Mode, or the Extended Mode. The subjects include:

• 11 x core subjects;
• 3 x Engaging and Assessing Learners subjects (which incorporate 55 placement days in early childhood settings and 5 placement days in a primary school setting); and
• 1 x Professional Learning Capstone subject.

Course Mode Options

The Master of Teaching (Early Childhood) is normally completed over two years (Standard Mode), but can be completed in a longer time frame over three years (Extended Mode), similar to full time and part time modes.

Standard and Extended Modes

To obtain the degree (Standard Mode) students must complete:

Year 1 subjects

• 50 credit points of Year 1 (the first semester of the program) subjects
• 50 credit points of Year 1 (the second semester of the program) subjects

Year 2 subjects

• 50 credit points of Year 2 (the third semester of the program) subjects
• 50 credit points of Year 2 (the fourth semester of the program) subjects

To obtain the degree (Extended Mode) students must complete:

Year 1 subjects

• 37.5 credit points of Year 1 (the first semester of the program) subjects
• 37.5 credit points of Year 1 (the second semester of the program) subjects

Year 2 subjects

• 25 credit points of Year 2 (the third semester of the program) subjects
• 37.5 credit points of Year 2 (the fourth semester of the program) subjects

Year 3 subjects

• 37.5 credit points of Year 3 (the fifth semester of the program) subjects
• 25 credit points of Year 3 (the sixth semester of the program) subjects

Course Mode Considerations

Teacher Candidates should carefully consider suitability of the Standard or Extended course mode options to their personal circumstances as well as the study load implications (e.g. on international student visa, or government support).

Once enrolled students who wish to change their study mode must first speak to their Course Coordinator, as changing modes can impact on placements, course progression, and may have visa implications for international students. Students should note the following points should they wish to request to change modes:

• Change from Standard to Extended mode – complete an Enrolment Assistance Form via the link below and notify your Course Coordinator and the Faculty Placements team.
• Change from Extended to Standard mode – must be discussed with your Course Coordinator (and is only permissible in exceptional circumstances).
• International students – should consult with the visa team and submit a Student Visa inquiry via the link below.

Student Advice and Help (includes Enrolment Assistance and Student Visa enquiry links)

Progression Rules

1. LITERACY AND NUMERACY TEST FOR INITIAL TEACHER EDUCATION STUDENTS

• The Australian Commonwealth Government’s Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is a compulsory test for Initial Teacher Education students administered by the Australian Council for Educational Research (independently of The University of Melbourne).
• The Faculty of Education requires each Teacher Candidate to satisfactorily complete the LANTITE by the end of the first calendar year of their enrolment in the Master of Teaching (Early Childhood) to continue the course.
• Failure to satisfactorily complete the LANTITE by this progression point will result in referral to the Faculty of Education Course Academic Progress Committee and may result in exclusion from the course until the LANTITE is satisfactorily completed.
• An excluded Teacher Candidate may be granted an early exit award of a Graduate Diploma in Pedagogy* (if they have satisfactorily completed 100 credit points of the course). Alternatively, they may be withdrawn from the course if they are not able to complete the LANTITE progression requirement within the guidelines set by the LANTITE test administering body.
• LANTITE website Information

* Note that the Graduate Diploma in Pedagogy (Early Childhood) is not a qualification for registration to teach in early childhood settings.

2. COURSE ACADEMIC PROGRESS COMMITTEE

Any Teacher Candidate who does not satisfactorily complete a subject, or meet the course progression rules, will be called to attend a Course Academic Progress Committee (CAPC) meeting after results have been certified for each subject. Teacher Candidates in these categories will be invited to make an oral and/or written submission to the Committee as per the requirements of the CAPC process.

Subject Options

See subject list and course mode structures under:

Majors, minors & specialisations

Last updated: 19 April 2024