Master of Teaching (Early Childhood) (MC-TEACHEC)

Overview

Award title	Master of Teaching (Early Childhood)
Year & campus	2025 — Parkville
CRICOS code	093410A
Fees information	Subject EFTSL, level, discipline and census date
Study level & type	Graduate Coursework
AQF level	9
Credit points	200 credit points
Duration	24 months full-time or 36 months part-time

The Master of Teaching (Early Childhood) is for those looking to become registered teachers in early childhood settings. The course focuses on learning and teaching for children aged birth to eight years and provides a qualification for registration to teach in early childhood settings.

The course provides an in-depth understanding of child learning and development, as well as professional practice in early childhood settings so that graduates can operate in multi-disciplinary fields involving care, education and health.

Teacher Candidates receive ongoing support throughout their studies and while on placement, ensuring they graduate confident and ready for a career in teaching. The Faculty of Education's unique Clinical Model of Initial Teacher Education integrates theory and practice, ensuring teachers develop the professional skills to assess, identify and support students of all abilities.

The course promotes a greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being. There is a focus on wellbeing for both the student and the teacher, along with prioritising sustainable practices. The course will prepare graduates to become leaders in the profession and extend their capabilities through work integrated learning that links authentic real world professional experiences with disciplinary theory.

The course may be completed in two years of full time study, or be extended over three years.

Links to further information

Information for future students: https://study.unimelb.edu.au/find/courses/graduate/master-of-teaching-early-childhood/

Entry requirements

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

An undergraduate degree in any discipline; and
A selection test as determined by the Selection Committee.

Meeting these requirements does not guarantee selection.

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

Prior academic performance; and
The results of the selection test. *

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) The Academic Board may prescribe minimum grade point averages for undergraduate studies that must be met by applicants eligible for Guaranteed Entry in a given year. Applicants not eligible for Guaranteed Entry will normally be required to have a grade point average for undergraduate studies at least as high as the prescribed minimum for Guaranteed Entry.

(b) 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.

(c) 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.

(d) *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 Faculty of Education’s Teacher Capability Assessment Tool (TCAT) website.

(e) Graduate Degree Packages for School Leavers

The University of Melbourne offers Graduate Degree Packages to high achieving school leavers, allowing them to secure places (Commonwealth Supported places for domestic students or International fee places) in the Master of Teaching (Early Childhood) provided that they meet certain requirements.

For a Commonwealth Supported Place or an International Fee Place, the applicant must:

Complete an Australian Year 12 or the International Baccalaureate (IB) in 2018 or later either:

— In Australia; or

— Outside Australia and be an Australian citizen;

Achieve an ATAR (or notional ATAR) of at least 95.00;

Apply for a University of Melbourne Graduate Degree Package for commencement in the year following completion of Year 12 or IB via VTAC;

Enrol immediately or be granted deferral in the year following Year 12;
Successfully complete a Bachelor of Arts, Design, Fine Arts, Music or Science at the University of Melbourne including all the specified prerequisite subjects;
Complete the Teacher Capability Assessment Tool (TCAT) and meet all TCAT benchmarks; and
Commence the Master of Teaching (Early Childhood) within 18 months of completing the undergraduate degree.

Applicants should refer to the University Handbook for the additional entry requirements for the undergraduate degrees in the Graduate Degree Package.

Inherent requirements (core participation requirements)

The Faculty of Education welcomes applications from students with disabilities. It is University and Faculty 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 Faculty’s programs.
All Teacher Candidates are required to meet the core participation requirements for study in the Faculty of Education which are:

1. The ability to comprehend complex information related to education and the disciplines in which the Teacher Candidate 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 Teacher Candidate to participate in a complex learning environment. Teacher Candidates are required to take responsibility for their own participation and learning. They also contribute to the learning of other Teacher Candidates in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other Teacher Candidates. Assessment may include the outcomes of tasks completed in collaboration with other Teacher Candidates.

In courses requiring Teacher Candidates 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 judgement and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Teacher Candidates who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Student Equity and Disability Support.

Professional accreditation

Australian Children's Education & Care Quality Authority

The Master of Teaching (Early Childhood) is accredited by the Australian Children's Education & Care Quality Authority (ACECQA). Graduates may apply for registration as an early childhood teacher with the Victorian Institute of Teaching (VIT) and can work in Australian early childhood education and care settings with children aged birth to eight years.

Intended learning outcomes

At the completion of the Master of Teaching, graduates will have the capacity to make sound evidence-based clinical judgments, they will have achieved the requisite knowledge, skills and understanding to:

Foreground Indigenous Worldviews to promote learner engagement that is inclusive and respectful of Aboriginal and Torres Strait Islander peoples, communities, organisations, knowledges and standpoints in education
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 promote participation and inclusion of all students in their learning
Design assessment tools and tasks and interpret data and evidence to make sound clinical judgments and reflect upon the effectiveness of teaching practice as well as the impact on learning outcomes
Create and maintain safe and supportive learning environments using knowledge of evidence-based approaches to promote positive behaviours
Establish and maintain ethical and respectful relationships with students, colleagues and parents/carers, working independently and collaboratively across the school/centre community
Be advocates and leaders in education, responsive to social and political contexts promoting diversity, participation, access and inclusion
Foster critical understandings of sustainability which advance ecologically minded citizenship
Understand the role of the teacher as researcher through continuous professional learning and practitioner inquiry and research.

Generic skills

Master of Teaching graduates will develop the following set of key transferable skills:

Clinical reasoning and evidence-based practice
Critical and creative thinking
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.
Ethical and intercultural understanding.

Graduate attributes

Graduates of the Master of Teaching 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.

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 OR AUSTRALIAN FIRST NATIONS LANGUAGE PROFICIENCY

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). In the case of Australian First Nations language speakers, recognition of Australian First Nations language proficiency by a relevant cultural authority or a formal qualification in an Australian First Nations language is an acceptable alternative standard.
The Faculty of Education requires each Teacher Candidate who is required to undertake the LANTITE to:

a) attempt the LANTITE before the end of the first calendar year of their enrolment in the Master of Teaching (Early Childhood) to continue the course; and

b) pass the LANTITE prior to the end of the course to be eligible to graduate from the Master of Teaching (Early Childhood).
Teacher Candidates demonstrating the alternative standard through Australian First Nations proficiency or formal qualification in an Australian First Nations language must provide this evidence to be eligible to graduate from the Master of Teaching (Early Childhood).
Failure to satisfactorily meet the LANTITE requirements or the Australian First Nations proficiency alternative standard will result in referral to the Faculty of Education Course Academic Progress Committee and may result in exclusion from the course until requirements are 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).
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

Master of Teaching (Early Childhood)- Streams

Subjects are outlined within each of the Standard and Extended course modes below:

Name	Credit Points
Standard Mode	200
Extended Mode	200

The Pre-2022 Students link below is for Teacher Candidates that commenced in 2021 (or 2020) only.

Name	Credit Points
Pre-2022 Students	200

Further study

Professional and Continuing Education Degrees
The University of Melbourne's Faculty of Education is widely recognised as a leader in continuing professional education. Graduates who wish to further their professional studies may consider a Master of Education or a specialist master’s degree. Entry to these courses is based on academic merit and may also require professional experience. For more information about continuing professional study in Education, see the FoE Courses page.

Graduate Research Degrees

The University of Melbourne's Faculty of Education is widely recognised as a leader in Australian and international education research. Graduates interested in further study in one of FoE’s suite of graduate research degrees may have several options, depending on their prior qualifications, academic achievement, research experience and professional experience.

Graduates from this course (MC-TEACHEC) may be eligible to apply to:

the Graduate Certificate in Educational Research;
the Master of Education (Research); or
the Doctor of Education (with applicable professional experience).

Alternatively, Graduates from this course (MC-TEACHEC) who have completed:

the Graduate Certificate in Educational Research;
the Master of Education (Research); or
an undergraduate Honours degree

may be eligible to apply to one of the following FoE research degrees:

Entry to these courses is a competitive process and each course has other entry requirements such as a minimum academic entry score which must be met. Please check the Handbook course entry for details of entry requirements.

For more information about graduate research study in Education see the FoE Research Degrees page.

Additional Information

There may be additional costs associated with the Australian Commonwealth Government’s Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) – visit the ACER website FAQs for details.

A valid Working with Children Check will be required – visit the Services Victoria website for details.

Pre-2022 Students

Teacher Candidates that commenced in 2021 (or earlier): For a listing of your 2022 subjects, refer to the Majors, minors & specialisations page - Pre-2022 Students link.

Last updated: 6 April 2025