About this course
|Award title||Master of Teaching (Early Childhood)|
|Year & campus||2022 — Parkville|
|Fees information||Subject EFTSL, level, discipline and census date|
|Study level & type||Graduate Coursework|
|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.
Students receive ongoing support throughout their studies and while on placement, ensuring they graduate confident and ready for a career in teaching. Melbourne Graduate School 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.
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.
(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 Melbourne Graduate School 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 during application into the undergraduate degree; and
- Commence the Master of Teaching (Early Childhood) within 18 months of completing the undergraduate degree.
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 Master of Teaching (Early Childhood) is 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
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.
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.
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.
The Master of Teaching (Early Childhood) is a 200-credit point course, which is normally completed over:
- 2 years - Standard Mode.
The course may be completed in a longer time frame over:
- 3 years - Extended Mode.
The Master of Teaching (Early Childhood) requires completion of 15 compulsory subjects, which 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
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). Course adjustments including changes to course modes and subject sequencing require the approval of the course coordinator. See course mode structures under Majors, minors and specialisations.
2-Year Standard Mode
- When applying for the course, select the full-time attendance mode option, and nominate the Standard Mode
- Enrol per the Standard Mode structure
- Undertake four semesters of full-time study over two years (50 points per semester).
3-Year Extended Mode
- When applying for the course, select the part-time attendance mode option, and nominate the Extended Mode
- Enrol per the Extended Mode structure
- Undertake six semesters of study with a reduced load over 3 years (each semester is either 25 points or 37.5 points).
LITERACY AND NUMERACY TEST FOR INITIAL TEACHER EDUCATION STUDENTS PROGRESSION RULE
The ‘Literacy and Numeracy Test for Initial Teacher Education Students’ must be satisfactorily completed by the end of the first calendar year of enrolment in the Master of Teaching (Early Childhood).
- The Australian Commonwealth Government’s Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is a compulsory test for ITE students administered by the Australian Council for Educational Research (independently of The University of Melbourne).
- Each Teacher Candidate must 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 Melbourne Graduate School of Education’s Course Academic Progress Committee and will result in exclusion from the course until the LANTITE is satisfactorily completed.
- Excluded Teacher Candidates 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.
- *Note that the Graduate Diploma in Pedagogy (Early Childhood) is not a qualification for registration to teach in early childhood settings.
PROGRESSION IN THE MASTER OF TEACHING STANDING RULES
Convening of the Course Academic Progress Committee
- The Graduate School’s Course Academic Progress Committee (CAPC) will convene after results have been certified for each subject to review the progress of any student in the Repeat the Subject or Repeat the Year category. Students in these categories will be invited to make an oral and/or written submission to the Committee.
- The CAPC will convene before results have been certified in the event that a student’s placement has been discontinued for reasons not connected to MGSE’s Fitness to Practice Rules (for which other processes apply).
- The CAPC is authorised to make decisions on behalf of the Graduate School with respect to the progress of individual students and to vary the Standing Rules if it deems that progression of a student can be facilitated without adversely affecting academic standards.
Convening of the Fitness to Practice Committee
- The Graduate School’s Fitness to Practice Committee (FTPC) will convene in the event that a student’s placement has been discontinued because of an alleged breach of Fitness to Practice Rules.
1. Hurdle Requirements
1.1 Students must pass each subject on the aggregate mark.
1.2 Students must pass all hurdle requirements of a subject to pass that subject.
1.3 Students must pass all subjects listed as part of the formal calendar year of their course mode before they can undertake any subject deemed to be part of the next year of that course mode. Refer to the Standard and Extended course mode structures for subject sequencing.
1.4 Students cannot undertake any subject in any course mode without having satisfactorily completed the prerequisite subject(s).
2. Reassessment (further assessment opportunity related to failing a subject)
2.1 Failing a graded hurdle requirement in a subject (the failure of which means failing the subject): Reassessment will be granted only if the student has achieved a mark of between 40% and 49% in that graded hurdle requirement. If reassessment is granted, the reassessment is the sole determinant of the final mark for that graded hurdle requirement, with a maximum mark recorded for the graded hurdle requirement of 50%.
2.2 For reassessment of the placement component (a graded hurdle requirement) of any subject containing formal placement, the Board of Examiners will determine the duration of the repeated placement and its scheduling. The maximum mark recorded for any repeated placement is 50%.
2.3 Failing a whole subject: reassessment will be granted only if a student has achieved a mark of between 40% and 49% in that whole subject, after all assessment tasks have been marked. This includes the maximum 50% mark given for any reassessments granted for graded hurdle requirements. If reassessment is granted for the subject, the reassessment is the sole determinant of the final mark for that subject, with a maximum mark recorded for the subject of 50%.
2.4 The format of the reassessment may differ from that of the original assessment(s) in that subject, and reassessment may be comprised of more than one component or type of assessment.
2.5 Reassessment does not apply to situations where a placement has been discontinued, as this situation is managed by the Course Academic Programs Committee or Fitness to Practice Committee.
2.6 Reassessment does not apply to a situation where an ungraded hurdle requirement is not met, as this situation is managed by the Course Academic Programs Committee or Fitness to Practice Committee.
2.7 Where the numeric result for a hurdle requirement contributes to the overall subject mark, the hurdle reassessment mark will be used in that calculation.
2.8 Reassessment will not be offered to a student who falls into the Repeat the Subject category.
2.9 Reassessment will not be offered to a student who fails a subject on a repeat attempt.
3. Repeat the Subject
3.1 Repeating students are required to undertake only those subjects that they have failed and must complete all components of those subjects when those subjects are offered again in the formal structure of their course stream.
3.2 Students repeating one or more subjects must pass all components of those subjects outright and are not eligible for reassessment.
4. Repeat the Year
4.1 A student will be placed in the Repeat the Year category if the student:
- Fails any repeated subject.
- Fails reassessment of the placement component (a graded hurdle requirement) of any subject containing formal placement.
See subject list and course mode structures under Majors, minors and specialisations.
Majors, minors & specialisations
Subjects are outlined within each of the Standard and Extended course modes below.
The Pre-2022 Students link below is for Teacher Candidates that commenced in 2021 (or 2020) only.
Professional and Continuing Education Degrees
The University of Melbourne's Graduate School of Education is widely recognised as a leader in continuing professional education. If you wish to further your professional studies, you can consider a specialisation in the coursework Master of Education or a specialist Master’s degree. Entry to these is based on academic merit and may also require professional experience. For more information about continuing professional study in Education, see the MGSE Courses page.
Graduate Research Degrees
The University of Melbourne's Graduate School of Education is widely recognised as a leader in Australian and international education research. If you have an interest in research you can explore MGSE’s graduate research degrees. For more information about graduate research study in Education and the entry requirements, see the MGSE Research Degrees page.
The Master of Education (Research) is the recommended pathway for Master of Teaching graduates who wish to later pursue the PhD-Education. Entry to the Master of Education (Research) is based on academic merit, and is competitive.
Alternatively, Master of Teaching graduates may consider the Doctor of Education after further completion of at least five years of teaching or relevant professional experience. Entry to the DEd is based on professional experience and academic merit and is also competitive.
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: 10 August 2022