Courses by faculty: Faculty of Education

This course is designed specifically for people currently working in the field of adult learning and development who wish to upgrade their formal qualifications, gain recognition for prior work experience, and improve their theoretical knowledge and practical expertise. Completion of this course will lead to a recognised tertiary degree in adult and vocational education and training that will place graduates at the forefront of professional knowledge and practice and give them a competitive edge in the employment market. Opportunities exist for further study at honours or masters level.

This course aims to develop highly qualified educational professionals and leaders who can facilitate the learning and development of individuals and enterprises within local and global communities. Upon successful completion of the course, it is expected that participants will have:

• developed sound understandings of core concepts and contemporary policies and practices in adult learning and development, and their application to their work and organisation
• formed clearer understandings of the issues and strategies needed to undertake educational work effectively, ethically and sustainably, in locally and globally-networked organisations and communities
• enhanced their skills in designing and implementing programs to suit diverse and complex learning needs and learners
• developed capacities to plan, manage, deliver, promote and evaluate adult learning and development projects in workplaces and in communities
• developed stronger skills and understandings of the applications of new learning technologies in adult learning across different sites
• formed skills in reading, interpreting and conducting research into their own workplace practices.

Students receive recognition of prior learning and complete compulsory units.

Students enter directly into the second year of the course. The second and third years of the course comprise 16 compulsory units.

First-year level

• Recognition of prior learning (RPL) normally equivalent to 48 points

Second-year level

• EDF2801 Adult education practices 1
• EDF2802 Contexts of adult learning and development
• EDF2803 Learning and researching in work-related contexts
• EDF2804 Multimedia in adult education: Policy and practice
• EDF2805 Multimedia in adult education: Implementation and evaluation
• EDF2809 Workplace learning and development
• EDF2810 Program design and delivery
• EDF2811 Working with difference

Third-year level

• EDF3802 Work, development and identity
• EDF3804 Independent work-based project 1
• EDF3806 Future directions in adult learning and development
• EDF3807 Contemporary workplaces: Issues and practices
• EDF3808 Research perspectives in adult and workplace education
• EDF3809 Independent work-based project 2
• EDF3810 Mentoring at work
• EDF3811 Policy and change in adult education and training

Bachelor of Adult Learning and Development

Secondary school teachers are specialists in one or more areas within a school curriculum, allowing them to focus on subjects and issues of personal interest. The Monash double degree gives students the ability to deepen their understanding of the areas they intend to teach in schools by offering a choice of more than 50 subject areas within the Bachelor of Arts. This approach enables students to also pursue professional development opportunities in business, industry, government or the community as well as teaching. Students put their learning into action through practical experiences, completing professional placements in secondary schools and other settings, including opportunities for overseas or remote practical experiences.

Upon successful completion of this course it is expected that students will:

• have developed rich and integrated theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• have linked these theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• have developed a high level of competence as knowledgeable, reflective, research oriented and articulate practitioners
• be self-sufficient and independent as beginning teachers in a secondary context generally and in the specific areas of humanities education that they select for study in their Bachelor of Arts.

For objectives of the Arts component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/0002.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience, with some placement being undertaken in each year of the course. In first, second and third year, placements are tied to education units offered. In fourth year, the 50 days of placement are tied to the four professional experience units. These placements involve a program of field visits to different educational sites and include structured teaching experience.

For full time students placement is typically conducted in two blocks of five weeks, one each semester. For part time students it is typically conducted in four blocks of two to three weeks, one block in each of four semesters. These units are taken concurrently with enrolment in the core curriculum units and the curriculum specialism units. They provide supervised teaching practice in the teaching area of the student's curriculum units while on school placement.

Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as secondary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in arts and studies in education incorporating compulsory and elective units, and teaching placements.

Arts component

Studies in arts (96 points) includes:

(a.) an arts major (48 points)

(b.) an arts minor in a different area of study (24 points)

(c.) a first-year arts sequence in a third area of study (12 points)

(d.) another 12 points of arts at first, second or third-year level

Refer to the Faculty of Arts areas of study in this Handbook at http://www.monash.edu.au/pubs/2012handbooks/aos/index-byfaculty-arts.html for a list of the arts disciplines available.

Education component

Studies in education (108 points) comprising:

• a series of units relating to the theory and practice of education, teaching and curriculum
• professional placement units.

For full details on the education requirements refer to the 'Education - Secondary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---secondary/.

Students need to be aware that their major and minor studies in arts must satisfy the requirements for the study of two curriculum specialism units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching. Generally, to qualify for secondary curriculum specialism units, a candidate will require a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines. Students should refer to the VIT website at http://www.vit.vic.edu.au in consultation with their course adviser.

Bachelor of Arts
Bachelor of Education

The Bachelor of Arts and Bachelor of Education (primary) combines specific studies with the theory and practice of primary teaching. The education degree provides a comprehensive knowledge of the theoretical foundations of education, curriculum studies and practical experiences in schools and other appropriate settings, with the opportunity to gain overseas or remote practical experiences. When students take the Bachelor of Arts and Bachelor of Education double degree, they are able to complete both courses in four years of full-time study at a normal course load for each year.

Upon successful completion of this course it is expected that students will have:

• acquired the skills that will effectively allow them to plan and deliver primary school educational programs
• gained an understanding of curriculum development and the significance of the key areas of learning taught in primary schools
• developed knowledge about child development underlying professional practice and an understanding of the philosophical underpinnings of primary teacher education
• understood and appreciated the cultural contexts of schooling and the diversity of the student population
• developed the capacity to be responsive to the needs of children, their families and communities in a flexible and innovative way.

For objectives of the Arts component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/0002.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as primary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in arts and studies in education incorporating compulsory and elective units, and teaching placements.

Arts component

Studies in arts (96 points) includes:

(a.) an arts major (48 points)

(b.) an arts minor in a different area of study (24 points)

(c.) a first-year arts sequence in a third area of study (12 points)

(d.) another 12 points of arts at first, second or third-year level

Refer to the Faculty of Arts areas of study in this Handbook at http://www.monash.edu.au/pubs/2012handbooks/aos/index-byfaculty-arts.html for a list of the arts disciplines available.

Education component

Studies in education (96 points) includes:

• a series of units relating to the theory and practice of education, teaching and curriculum
• fieldwork placements.

For full details on the education requirements refer to the 'Education - Primary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---primary/.

Bachelor of Arts
Bachelor of Education

This course combines specific studies with the theory and practice of primary teaching. The education degree provides a comprehensive knowledge of the theoretical foundations of education, curriculum studies and practical experiences in schools and other appropriate settings, with the opportunity to gain overseas or remote practical experiences. When students take the Bachelor of Arts and Social Sciences and Bachelor of Education (Primary) double degree, they are able to complete both courses in four years of full-time study at a normal course load for each year.

Upon successful completion of this course it is expected that students will have:

• acquired the skills that will effectively allow them to plan and deliver primary school educational programs
• gained an understanding of curriculum development and the significance of the key areas of learning taught in primary schools
• developed knowledge about child development underlying professional practice and an understanding of the philosophical underpinnings of primary teacher education
• understood and appreciated the cultural contexts of schooling and the diversity of the student population
• developed the capacity to be responsive to the needs of children, their families and communities in a flexible and innovative way.

For objectives of the Arts and Social Sciences component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/4073.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as primary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in arts and social sciences and studies in education incorporating compulsory and elective units, and teaching placements.

Arts and social sciences component

Studies in arts and social sciences (96 points) includes:

(a.) an arts and social sciences major (48 points)

(b.) an arts and social sciences minor in a different area of study (24 points)

(c.) a first-year arts and social sciences sequence in a third area of study (12 points)

(d.) another 12 points of arts and social sciences at first, second or third-year level

Refer to the Faculty of Arts areas of study in this Handbook at http://www.monash.edu.au/pubs/2012handbooks/aos/index-byfaculty-arts.html for a list of the arts disciplines available.

Education component

Studies in education (96 points) includes:

• a series of units relating to the theory and practice of education, teaching and curriculum
• fieldwork placements

For full details on the education requirements refer to the 'Education - Primary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---primary/.

Arts and social sciences component

• Australian Indigenous studies
• Australian studies
• communications
• community studies
• community welfare and counselling
• criminal justice
• English
• history-politics
• journalism
• philosophy
• psychology
• psychological studies
• public relations
• sociology
• writing

Note: A minor only is available for Australian studies, community welfare and counselling, criminal justice, English, and journalism. Philosophy and psychology are only available via off-campus learning.

Education component

• Education - Primary

Bachelor of Education (Primary)
Bachelor of Arts and Social Sciences

This double-degree program fosters the development of confident and competent professionals, combining knowledge and skills from the fields of business, sport and outdoor recreation, and health and wellbeing promotion.

Upon successful completion of the sport and outdoor recreation component of this course it is expected that students will have:

• developed the knowledge and skills of those seeking to work in the sport, outdoor recreation, and active lifestyles, health and wellbeing promotion professions
• developed the interdisciplinary knowledge, skills and leadership, coaching and/or instructional competencies in sport and outdoor recreation
• understood the community and lifespan perspectives of physical activity, outdoor experiences and their role in health promotion, wellbeing and sustainable living
• understood the need for professional, safe and appropriate standards of competence in sport and outdoor recreation.

For objectives of the business component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/3806.html

Special requirements

Students are required to complete a swimming rescue certificate or AUSTSWIM certificate or Swim Teacher's Certificate (ASCTA) and a First Aid certificate (minimum Level II) as part of their course requirements. Both must be current at the time of graduation.

Depending upon the sport and outdoor recreation units studied, students must successfully complete the outdoor experiences and physical activity requirements of each unit.

For further details visit http://www.buseco.monash.edu.au/esg/asu/publications/professional-recognition.html.

This course comprises studies in business and studies in sport and outdoor recreation incorporating compulsory and elective units.

Business component

16 units (96 points) from the Bachelor of Business as follows:

(i.) six compulsory common core units (36 points):

• AFP1000 Principles of accounting and finance
• BTP1010 Commercial law
• ECP1100 Microeconomics
• ETP1100 Business statistics
• MGP1010 Introduction to management
• MKP1120 Marketing theory and practice

(ii.) a major of eight units (48 pts):

• the major must come from the approved list of majors offered on the Peninsula campus
• the requirements of the majors are listed under 'Areas of study'
• at least two units (12 points) must be completed at each of second and third-year levels

Note: Depending on the major chosen, one or more of the units in the major may have already been studied as part of the group of common core units - where this is the case, students will complete an additional unit as detailed below.

Business strategy Area of study

• AFP2631 Financial management
• AFP2851 Business information and systems
• MGP2278 Cross cultural management and communication
• MGP1200 Systems thinking for business
• MGP2249 Project and innovation management
• MGP3113 Organisation governance and ethics
• MGP3684 Business strategy
• MKP2700 Stakeholder behaviour and communication

Tourism Area of study

• MGP2501 Introduction to tourism
• MGP2200 Festival and events
• MGP2522 Tourist communication
• MGP2601 Tourism planning
• MGP3502 Tourism policy
• MGP3521 Tourist behaviour
• MGP3542 Sustainable tourism destinations
• MKP2600 Tourism marketing

(iii.) additional units taken in the Bachelor of Business, at the Peninsula campus to reach the required minimum of 16 units (96 points)

• a maximum of eight first-year level units (48 points)
• a minimum of four third-year level units (24 points)
• in addition to specific unit prerequisites, second-year level units require the successful completion of three first-year level units and third-year level units require the successful completion of two second-year level units.

Sport and outdoor recreation component

Studies in sport and outdoor recreation (96 points) from the Faculty of Education, comprising:

First year

• EDF1611 Introduction to sport and outdoor recreation
• EDF1612 Foundations of outdoor recreation
• EDF1613 Biophysical foundations of physical activity A
• EDF1614 Biophysical foundations of physical activity B

Second year

• EDF2613 Adventure education
• EDF2614 Outdoor leadership and programming
• EDF2615 Community physical activity and wellness
• EDF2616 Coaching

Third year

• EDF1616 Lifespan physical activity and wellness
• EDF2612 Experiential education in sport and outdoor recreation
• EDF3617 Professional practice in sport and outdoor recreation
• EDF3618 Research planning in sport and outdoor recreation

Fourth year

• EDF1615 Experiential environmental education
• EDF2611 Experiencing aquatic environments
• EDF3613 Trends, controversies and issues in sport and outdoor recreation or EDF3622 Advanced sports coaching and development
• EDF3615 Experiencing the Australian landscape or EDF3619 Sport and physical activity education

Bachelor of Business
Bachelor of Sport and Outdoor Recreation

In the process of studying the Bachelor of Commerce and Bachelor of Education (secondary) program of studies, students will engage in a range of teaching and learning approaches, in university and fieldwork settings. On completion of the program of studies, graduates will have a sound preparation for entry into the business and/or the education and training professions.

Upon successful completion of the education component of this double degree it is expected that students will:

• have developed rich and integrated theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• have linked these theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• have developed a high level of competence as knowledgeable, reflective, research oriented and articulate practitioners
• be self-sufficient and independent as beginning teachers in a secondary context generally and in the specific areas of humanities education that they select for study in their Bachelor of Commerce.

For objectives of the Bachelor of Commerce component of this double degree refer to http://www.monash.edu.au/pubs/2012handbooks/courses/0179.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience, with some placement being undertaken in each year of the course. In first, second and third year, placements are tied to education units offered. In fourth year, the 50 days of placement are tied to the four professional experience units. These placements involve a program of field visits to different educational sites and include structured teaching experience.

For full time students placement is typically conducted in two blocks of five weeks, one each semester. For part time students it is typically conducted in four blocks of two to three weeks, one block in each of four semesters. These units are taken concurrently with enrolment in the core curriculum units and the curriculum specialism units. They provide supervised teaching practice in the teaching area of the student's curriculum units while on school placement.

Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as secondary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

For information about professional recognition of Faculty of Business and Economics courses visit http://www.buseco.monash.edu.au/esg/asu/publications/professional-recognition.html.

This course comprises studies in commerce and studies in education incorporating compulsory and elective units, and teaching placements.

Commerce component

Students complete a major specialisation in accounting, economics or management taught by the Faculty of Business and Economics and should ensure that their commerce unit choices meet the requirements of their chosen teaching specialisations, which is:

• at least four units (24 points) in one of accounting, economics or management.

Students complete 16 units (96 points) from the faculty in the Bachelor of Commerce at the Clayton campus:

(i.) six compulsory common core units (36 points):

• AFC1000 Principles of accounting and finance
• BTC1110 Business law
• ECC1000 Principles of microeconomics
• ETC1000 Business and economic statistics
• MGC1010 Introduction to management
• MKC1200 Principles of marketing

(ii.) a major of eight units (48 points):*

• the major must come from accounting, economics or management. For details of units required see the appropriate 'area of study' below.
• at least two units (12 points) must be completed at each of second and third-year levels

(iii.) additional units from the faculty in the Bachelor of Commerce at the Clayton campus to reach the required minimum of 16 units (96 points)

* Depending on the major chosen, one or more of the units in the major may have already been studied as part of the group of common core units - where this is the case, students will complete additional unit/s as detailed below.

** Enrolment in units at another campus is subject to there being capacity after students from that campus have enrolled.

Additional Bachelor of Commerce degree requirements:

• a maximum of eight first-year level units (48 points)
• a minimum of four third-year level units (24 points) from those offered by the faculty at the Clayton campus
• in addition to specific unit prerequisites, second-year level units require the successful completion of three first-year level units and third-year level units require the successful completion of two second-year level units.

Education component

Studies in education (108 points) comprising:

• a series of units relating to the theory and practice of education, teaching and curriculum
• professional placement units.

For full details on the education requirements refer to the 'Education - Secondary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---secondary/.

Students need to be aware that their major and minor studies in commerce must satisfy the requirements for the study of two curriculum specialism units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching. Students are advised to consult the VIT website at http://www.vit.vic.edu.au in consultation with their course adviser.

Generally, to qualify for a secondary teaching discipline, a candidate will require a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines.

Students must have their program of study approved by the course adviser before commencement of the relevant year.

Commerce component

• Accounting (BCom)
• Economics (BCom)
• Management (BCom)

Education component

• Education - Secondary

Bachelor of Commerce
Bachelor of Education

This course is designed to fully prepare students for a career in a range of early childhood educational settings. The course explores a wide range of issues in teaching and children's learning, and covers the key learning areas in the disciplines of the arts, English, mathematics, health and physical education, science, the humanities and information and communication technologies. It also provides recognised teaching qualifications in primary and early childhood settings.

This course is designed to provide students with a program of studies and experiences, which should enable them to:

• develop knowledge of, and critically reflect on, the theoretical foundations of human development and of education, especially those relevant to early childhood education
• relate their own views and experiences in education, family and society to those of others and critically reflect on these
• appreciate the implications the family, social, cultural and political contexts have for children's development and learning, and how they impact on early childhood services
• understand the professional role of the early childhood educator in a diverse and complex society which is undergoing rapid and continuous social and technological change
• develop skills that will allow them to instigate and respond to change and to advocate effectively for young children, families and the early childhood profession
• demonstrate competence in general care, appropriate curriculum planning and teaching skills, as well as administration and management across a range of children's services
• develop effective research, communication and interpersonal skills
• have the skills and attitudes that foster a positive view of continued personal and professional development.

Students must complete teaching practice which consists of a minimum of 130 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates will be eligible for registration and employment as primary school teachers in the government, Catholic and independent school systems in Victoria, and qualified for employment in preschools, childcare centres, primary schools, and other children's services and specialist early childhood settings in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in teaching and curriculum and studies in education, especially early childhood education, incorporating compulsory and elective units, and teaching placements.

First year

• EDF1303 Learning and educational inquiry 1 (five days professional placement)
• EDF1304 Learning and educational inquiry 2 (five days professional placement)
• EDF1305 Entering the profession 1
• EDF1306 Spaces of difference
• EDF1308 Early literacy (five days professional placement)
• EDF1321 ECE movement, environment and community
• EDF1322 ECE: Science and technology
• EDF1324 ECE: Creative arts

Second year

• EDF2301 Multiliteracies: Mediating the world
• EDF2302 Re-imagining children's learning
• EDF2303 Movement, environment and community
• EDF2304 Early numeracy
• EDF2306 Global educational contexts: Policy, practice and research
• EDF2321 Working with diverse learners
• EDF2323 Inquiry in professional practice: Upper primary (20 days professional placement)
• EDF2324 Inquiry in professional practice: Junior primary (20 days professional placement)

Third year

• EDF3301 Numeracy
• EDF3303 Integrating the curriculum 1: Creative exchange
• EDF3304 Integrating the curriculum 2: Different places
• EDF3306 Literacy
• EDF3321 Assessment in the ECE curriculum
• EDF3322 Inquiry in professional practice: Infants and toddlers (20 days professional placement)
• EDF3323 Inquiry in professional practice: Child care (20 days professional placement)
• EDF3324 Contexts for child development: The developing child

Fourth year

• EDF4321 Health and wellbeing in early childhood settings
• EDF4322 Issues in child development
• EDF4323 Leadership and management in ECE
• EDF4324 Professional engagement: Entering the ECE profession
• EDF4325 The early childhood curriculum (15 days professional placement)
• EDF4326 Early childhood field studies (25 days professional placement)
• EDF4327 Practice informing research
• EDF4328 Play and pedagogy

Minimum grade for course completion

Students must satisfactorily complete all units and receive a satisfactory teaching assessment to be eligible for the award.

Bachelor of Early Childhood Education

This course is intended for students who have completed a Diploma of Community Services (Children's Services) or an equivalent and who wish to develop advanced skills and experience in teaching in early childhood education. It is especially suitable for those wishing to upgrade their qualifications to a teaching degree suitable for prior-to-school settings.

The broad objective of this course is to provide early childhood educators with the additional skills and understandings necessary to teach across a range of early childhood education settings, including kindergarten. It is expected that students will develop:

• a deeper understanding of child development, learning theories and early childhood pedagogy
• further understandings about early childhood curriculum development in literacy, numeracy, science, technology, music, visual arts and expressive arts
• the ability to critically reflect upon contemporary issues in early childhood education, family studies, and research
• an appreciation of the cultural contexts of early childhood settings and the diversity of children and families who experience these contexts
• a broad foundation of professional practice, to undertake effectively the role of early childhood educator.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates will be eligible for appointment as kindergarten teachers in pre-schools or childcare centres in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises compulsory units and professional experience placements.

First year

• Credit granted for prior studies equivalent to 48 points

Second year

• EDF1307 Early literacy and numeracy 1
• EDF1321 ECE: Movement, environment and community
• EDF1322 ECE: Science and technology
• EDF1324 ECE: Creative arts
• EDF3321 Assessment in the ECE curriculum
• EDF3322 Inquiry in professional practice: Infants and toddlers (20 days professional placement)*
• EDF3323 Inquiry in professional practice: Child care (20 days professional placement)*
• EDF3324 Contexts for child development: The developing child

Third year

• EDF4321 Health and wellbeing in early childhood settings
• EDF4322 Issues in child development
• EDF4323 Leadership and management in ECE
• EDF4324 Professional engagement: Entering the ECE profession
• EDF4701 Fieldwork placement 1 (20 days professional placement)*
• EDF4702 Fieldwork placement 2 (20 days professional placement)*
• EDF4327 Practice informing research
• EDF4328 Play and pedagogy

* Applicants with significant work history in the field would be eligible to apply for up to a further six months of credit based on recognition of prior learning (RPL) and would not be required to complete these units.

Minimum grade for course completion

Students must satisfactorily complete all units and receive a satisfactory teaching assessment to be eligible for the award.

Bachelor of Early Childhood Studies

This course fully prepares students for careers as teachers across the years Prep to Year 10. It provides graduates with the essential understandings relating to child and adolescent development, learning and teaching. Students study units that cover each of the key learning areas of the primary school curriculum together with discipline study of two subject specialisms.

Upon successful completion of this course it is expected that students will have:

• acquired the skills that effectively allow them to plan and deliver educational programs across primary and secondary years
• developed the capacity to identify and be responsive to the needs of learners, their families and communities
• developed the knowledge and skills to bring depth of understanding, expertise and leadership to their work in either primary or secondary schools in terms of deep subject, pedagogical and curricular knowledge
• appreciated the need for and developed skills in implementing cross cutting themes including: ICT; diversity and inclusion; working with communities; non-standard educational settings; literacy and numeracy.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as teachers of years Prep to Year 10 in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in education incorporating compulsory and elective units, and teaching placements.

First year

Semester 1

• EDF1303 Learning and educational inquiry 1
• EDF1205 English education 1 (P-10)
• Discipline 1 unit 1
• Discipline 2 unit 1

Semester 2

• EDF1304 Learning and educational inquiry 2
• EDF1206 Mathematics education 1 (P-10)
• Discipline 1 unit 2
• Discipline 2 unit 2

Second year

Semester 1

• EDF2210 Child and adolescent development
• EDF2212 Creative arts education (P-10)
• Discipline 1 unit 3
• Discipline 2 unit 3

Semester 2

• EDF2211 Classroom practice
• EDF2213 English education 2 (P-10)
• Discipline 1 unit 4
• Discipline 2 unit 4

Third year

Semester 1

• EDF3210 Education policy and practice
• EDF3212 Mathematics education 2 (P-10)
• Discipline 1 unit 5
• EDF3215 Health and physical education (P-10)

Semester 2

• EDF3211 Inclusive education: Teaching diverse learners
• EDF3214 Science education (P-10)
• Discipline 1 unit 6 or EDF3008 Researching educational practices
• EDF3216 Social Education (P-10)

Fourth year

Semester 1

• EDF4260 Curriculum, assessment and evaluation
• EDF4262 History education (P-10)
• EDF4266 English education 3 (P-10)
• EDF4267 Mathematics education 3 (P-10)

Semester 2

• EDF4261 Professional ethics
• EDF4263 Indigenous people and education
• EDF4264 Practical education and learning or EDF3008 Researching Educational Practices
• EDF4265 Environmental education: Working towards a sustainable future or EDF3008 Researching Educational Practices

Bachelor of Education (P-10)

On completion of the Bachelor of Music and Bachelor of Education (secondary) program of studies, graduates will have a sound preparation for entry into the music education and training professions. The course design draws on important traditional approaches to teaching and learning, and brings together the latest theory, practice and research. There is an emphasis on ethical reflexive practices and the development of an engaged professional identity.

Upon successful completion of this course it is expected that students will:

• have developed rich and integrated theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• have linked these theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• have developed a high level of competence as knowledgeable, reflective, research oriented and articulate practitioners
• be self-sufficient and independent as beginning teachers in a secondary context generally and in the specific areas of humanities education that they select for study in their Bachelor of Music.

For description and objectives for the music component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/0821.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience, with some placement being undertaken in each year of the course. In first, second and third year, placements are tied to education units offered. In fourth year, the 50 days of placement are tied to the four professional experience units. These placements involve a program of field visits to different educational sites and include structured teaching experience.

For full time students placement is typically conducted in two blocks of five weeks, one each semester. For part time students it is typically conducted in four blocks of two to three weeks, one block in each of four semesters. These units are taken concurrently with enrolment in the core curriculum units and the curriculum specialism units. They provide supervised teaching practice in the teaching area of the student's curriculum units while on school placement.

Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as secondary teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in music and studies in education incorporating compulsory and elective units, and teaching placements.

Music component

Studies in music (108 points) comprises:

(a.) a chief music major (48 points)

(b.) two music minors (48 points)

(c.) further third year level music units (12 points)

For information on the requirements for these areas of study visit http://www.monash.edu.au/pubs/2012handbooks/aos/music/ug-arts-music.html

Education component

Studies in education (108 points) comprising:

• a series of units relating to the theory and practice of education, teaching and curriculum
• professional placement units.

For full details on the education requirements refer to the 'Education - Secondary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---secondary/

Students need to be aware that their major and minor studies in music must satisfy the requirements for the study of two curriculum specialism units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching. Students are advised to consult the VIT website at http://www.vit.vic.edu.au in consultation with their course adviser.

Generally, to qualify for secondary curriculum specialism units, a candidate will require a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines.

Bachelor of Education
Bachelor of Music

On completion of the Bachelor of Music and Bachelor of Education (Primary) program of studies, graduates will have a sound preparation for entry into the music education and training professions. This course provides the opportunity to focus on music concepts as well as the theory and practice of teaching, and qualifies graduates as primary school teachers in Victoria.

Upon successful completion of this course it is expected that students will have:

• acquired the skills that will effectively allow them to plan and deliver primary school educational programs
• gained an understanding of curriculum development and the significance of the key areas of learning taught in primary schools
• developed knowledge about child development underlying professional practice and an understanding of the philosophical underpinnings of primary teacher education
• understood and appreciated the cultural contexts of schooling and the diversity of the student population
• developed the capacity to be responsive to the needs of children, their families and communities in a flexible and innovative way.

For description and objectives for the music component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/0821.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as primary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in music and studies in education incorporating compulsory and elective units, and teaching placements.

Music component

Studies in music (108 points) comprises two major study sequences:

• performance or composition
• composition (if not the primary major) or ethnomusicology, musicology (or an approved combination of these areas).

For information on the requirements for these areas of study visit http://www.monash.edu.au/pubs/2012handbooks/aos/index-byfaculty-arts.html.

Education component

Studies in education (96 points) comprising:

• a series of units relating to the theory and practice of education, teaching and curriculum
• fieldwork placements.

For full details on the education requirements refer to the 'Education - Primary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---primary/.

Bachelor of Education
Bachelor of Music

This is a specialised course designed to fully prepare students for careers as teachers in primary schools. It provides graduates with a comprehensive background in primary education. Students study a range of units that provide them with essential understandings relating to children's learning and teaching, and units that cover each of the key learning areas of the primary school curriculum

Upon successful completion of this course it is expected that students will have:

• acquired the skills that will effectively allow them to plan and deliver primary and middle school* educational programs
• gained an understanding of curriculum development and the significance of the key areas of learning taught in primary schools
• developed knowledge about child development underlying professional practice and an understanding of the philosophical underpinnings of primary teacher education
• understood and appreciated the cultural contexts of schooling and the diversity of the student population
• developed the capacity to be responsive to the needs of children, their families and communities in a flexible and innovative way.

* Optional specialisation for Gippsland students.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as primary school teachers in the government, Catholic and independent school systems in Victoria. Students undertaking the middle school option available at Gippsland will be eligible for registration and employment in Victoria to teach P-10 in their discipline area for the secondary years. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises core and elective education units and disipline studies, incorporating compulsory and elective units, and teaching placements.

Students on the Peninsula campus complete a broad selection of 10 discipline units in the Faculty of Education.

Students on the Gippsland campus complete two discipline sequences (six units plus four units) or three discipline sequences (two units plus four units plus four units) in other partner faculties. One of these sequences must be in the areas of science or mathematics.

Middle school specialism (Gippsland only)

Gippsland students have the option of completing a middle school specialisation where their four education electives will be replaced with two middle school units and two specialism units (for teaching years 7-10) related to their chosen discipline sequences. These students will be required to do 25 days placement in a secondary school, and 55 days placement in a primary school.

First year

Semester 1

• EDF1303 Learning and educational inquiry 1 (five days professional placement)
• EDF1305 Entering the profession 1

Peninsula only

• EDF1120 Multicultures in Australian society
• EDF1124 Music fundamentals

Gippsland only

• discipline sequence 1
• discipline sequence 2

Semester 2

• EDF1304 Learning and educational inquiry 2 (five days professional placement)
• EDF1306 Spaces of difference

Peninsula only

• EDF1121 Exploring science
• EDF1126 Information and computer technology in education

Gippsland only

• discipline sequence 1
• discipline sequence 2

Second year

Semester 1

• EDF1308 Early literacy (10 days professional placement)

Peninsula only

• EDF2123 Exploring mathematics
• EDF3125 Children's literature: Issues and analysis
• one general elective from the list at http://www.education.monash.edu.au/units/general-electives.html

Gippsland only

• EDF3006 Adolescent development and learning, or education elective
• discipline sequence 1
• discipline sequence 2

Semester 2

• EDF2302 Re-imagining children's learning (five days professional placement)

Peninsula only

• EDF2125 Fitness leadership
• EDF2127 Art fundamentals
• one general elective from the list at http://www.education.monash.edu.au/units/general-electives.html

Gippsland only

• EDF2330 The middle years: A period of transition, or education elective
• discipline sequence 1
• discipline sequence 2

Third year

Semester 1

• EDF2301 Multiliteracies: Mediating the world
• EDF3301 Numeracy

Peninsula only

• EDF2120 Indigenous issues
• one general elective from the list at http://www.education.monash.edu.au/units/general-electives.html

Gippsland only

• one general elective from the list at http://www.education.monash.edu.au/units/general-electives.html, or specialism 1 (7-10)
• discipline sequence 2, or discipline sequence 3

Semester 2

• EDF2304 Early numeracy
• EDF2306 Global educational contexts: Policy, practice and research
• EDF3311 Understanding space and place (15 days professional placement)

Peninsula only

• EDF1125 Sustainable futures

Gippsland only

• discipline sequence 2 or discipline sequence 3

Fourth year

Semester 1

• EDF2303 Movement, environment and community
• EDF3303 Integrating the curriculum 1: Creative exchange
• EDF4311 Professional contexts 1 (20 days professional placement)

Peninsula only

• one general elective from the list at http://www.education.monash.edu.au/units/general-electives.html

Gippsland only

• one general elective from the list at http://www.education.monash.edu.au/units/general-electives.html or specialism 2 (7-10)

Semester 2

• EDF3304 Integrating the curriculum 2: Different places
• EDF3306 Literacy
• EDF4312 Professional contexts 2 (20 days professional placement)
• EDF4314 Entering the profession 2

Bachelor of Primary Education

The course design draws on important traditional approaches to teaching and learning, and brings together the latest theory, practice and research. There is an emphasis on ethical reflexive practices and the development of an engaged professional identity. Upon completion of this program of studies, graduates will have a sound preparation for entry into the science and/or education and training professions, in a range of science education contexts, including schools, industry and community-based settings.

Upon successful completion of this course it is expected that students will:

• have developed rich and integrated theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• have linked these theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• have developed a high level of competence as knowledgeable, reflective, research oriented and articulate practitioners
• be self-sufficient and independent as beginning teachers in a secondary context generally and in the specific areas of science education that they select for study in their Bachelor of Science.

For description and objectives of the science component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/0050.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience, with some placement being undertaken in each year of the course:

• First, second and third year: placements are tied to education units offered.
• Fourth year: 50 days of placement are tied to the four 3-point professional experience units (Semester one: EDF4730, EDF4731, Semester two: EDF4733, EDF4734).

Placement is typically conducted in two blocks of five weeks, one each semester. These placement units are taken concurrently with enrolment in the core curriculum units and the curriculum specialism units. They provide supervised teaching practice in the teaching area of the student's curriculum units while on school placement.

Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as secondary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in science and studies in education incorporating compulsory and elective units, and teaching placements.

Science component

Students must complete 96 points of science units including:

(a.) a major sequence in a science area of study (48 points)

(b.) a minor sequence in a different science area of study (24 points)

(c.) at least one mathematics or statistics unit from the following (6 points):

• MTH1020 Analysis of change
• MTH1030 Techniques for modelling
• SCI1020 Introduction to statistical reasoning
• STA1010 Statistical methods for science

(d.) SCI2010 Scientific practice and communication (6 points)

(e.) science electives to complete a total of 96 points of science studies

Notes:

The Faculty of Science requires science studies to be chosen from the science units listed in the section 'Science areas of study and sequences' in this handbook available via http://www.monash.edu.au/pubs/2012handbooks/aos/index-byfaculty-sci.html.

Within the science component students must complete a minimum of four level-three science units (24 points), and a maximum of six level-one science units (36 points) can be taken overall.

The level one mathematics/statistics unit taken will depend on the mathematics background and interests as follows:

• The statistics units SCI1020 (Introduction to statistical reasoning) and STA1010 (Statistical methods for science) are normally recommended for students planning to study areas where experimental design and data analysis skills are particularly important, such as the life sciences
• SCI1020 is for students without a strong mathematics background, while STA1010 requires the student to have studied VCE Mathematical Methods Units 3 and 4 (or equivalent)
• The mathematical methods unit MTH1030 is recommended for students with an interest in mathematics and/or physics. MTH1030 requires the student to have studied VCE Specialist Mathematics (or equivalent) or MTH1020
• Students with a strong mathematics background and a keen interest in the subject could replace the units MTH1030 and MTH2010 with their advanced versions MTH1035 and MTH2015 respectively. Students will need to seek permission to enrol in these units at the Faculty of Science, Student Academic Services office (contact details at http://www.sci.monash.edu.au/contact/undergrad.html).

For course advice regarding the science component of the double degree contact the Faculty of Science at http://www.sci.monash.edu/contact/undergrad.html.

Education component

Studies in education (108 points) comprising:

• a series of units relating to the theory and practice of education, teaching and curriculum
• professional placement units.

For full details on the education requirements refer to the 'Education - Secondary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---secondary/.

Students need to be aware that their major and minor studies in science must satisfy the requirements for the study of two curriculum specialism units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching. Students are advised to consult the VIT website at http://www.vit.vic.edu.au in consultation with their course adviser.

Generally, to qualify for a secondary teaching discipline, a candidate will require a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines.

Students may apply for admission to an honours program in science, following the completion of an approved combination of at least 144 points of units including all of the science requirements for the double degree course. Students who are considering doing honours in science prior to completing the double degree should consult with the Faculty of Science regarding their unit selection prior to re-enrolling for level three.

Students who wish to graduate with a Bachelor of Science prior to the completion of the double degree course must have completed at least 144 points of studies, including all of the science requirements for the double degree course.

Bachelor of Education
Bachelor of Science

This double degree course provides the opportunity to focus on science concepts as well as the theory and practice of teaching. On completion of this program of studies, graduates will have a sound preparation for entry into the science and/or education and training professions.

Upon successful completion of this course it is expected that students will have:

• acquired the skills that will effectively allow them to plan and deliver primary school educational programs
• gained an understanding of curriculum development and the significance of the key areas of learning taught in primary schools
• developed knowledge about child development underlying professional practice and an understanding of the philosophical underpinnings of primary teacher education
• understood and appreciated the cultural contexts of schooling and the diversity of the student population
• developed the capacity to be responsive to the needs of children, their families and communities in a flexible and innovative way.

For description and objectives of the science component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/0050.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as primary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities

This course comprises studies in science and studies in education incorporating compulsory and elective units, and teaching placements.

Science component

Students must complete 96 points of science units including:

(a.) a major sequence in a science area of study (48 points)

(b.) a minor sequence in a different science area of study (24 points)

(c.) at least one mathematics or statistics unit from the following (6 points):

• MTH1020 Analysis of change
• MTH1030 Techniques for modelling
• SCI1020 Introduction to statistical reasoning
• STA1010 Statistical methods for science

(d.) SCI2010 Scientific practice and communication (6 points)

(e.) science electives to complete a total of 96 points of science studies

Notes:

The Faculty of Science requires science studies to be chosen from the science units listed in the section 'Science areas of study and sequences' in this handbook available via http://www.monash.edu.au/pubs/2012handbooks/undergrad/sci-aos-clayton.html.

Within the Science component students must complete a minimum of four level-three science units (24 points), and a maximum of six level-one science units (36 points) can be taken overall.

The level one mathematics/statistics unit taken will depend on the mathematics background and interests as follows:

• The statistics units SCI1020 (Introduction to statistical reasoning) and STA1010 (Statistical methods for science) are normally recommended for students planning to study areas where experimental design and data analysis skills are particularly important, such as the life sciences.
• SCI1020 is for students without a strong mathematics background, while STA1010 requires the student to have studied VCE Mathematical Methods Units 3 and 4 (or equivalent).
• The mathematical methods unit MTH1030 is recommended for students with an interest in mathematics and/or physics. MTH1030 requires the student to have studied VCE Specialist Mathematics (or equivalent) or MTH1020.
• Students with a strong mathematics background and a keen interest in the subject could replace the units MTH1030 and MTH2010 with their advanced versions MTH1035 and MTH2015 respectively. Students will need to seek permission to enrol in these units at the Faculty of Science, Student Academic Services office (contact details at http://www.sci.monash.edu.au/contact/undergrad.html).

For course advice regarding the science component of the double degree contact the Faculty of Science at http://www.sci.monash.edu/contact/undergrad.html.

Education component

Studies in education (96 points) comprising:

• a series of units relating to the theory and practice of education, teaching and curriculum
• fieldwork placements.

For full details on the education requirements refer to the 'Education - Primary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---primary/.

Students may apply for admission to an honours program in science, following the completion of an approved combination of at least 144 points of units including all of the science requirements for the double degree course. Students who are considering doing honours in science prior to completing the double degree should consult with the Faculty of Science regarding their unit selection prior to re-enrolling for level three.

Students who wish to graduate with a Bachelor of Science prior to the completion of the double degree course must have completed at least 144 points of studies, including all of the science requirements for the double degree course.

Bachelor of Education
Bachelor of Science

This course offers an interdisciplinary program which focuses specifically on the employment and training needs of those employed in the expanding sport and outdoor recreation industries. The course offers sequences of units for students in areas such as outdoor leadership and guiding, physically active communities, sports coaching and development, physical and outdoor education. Graduates of the program will have qualifications which enable them to enter the sport and outdoor recreation and tourism industries.

Upon successful completion of this course it is expected that students will have:

• developed the knowledge and skills of those seeking to work in the sport, outdoor recreation, and active lifestyles, health and wellbeing promotion professions
• developed the interdisciplinary knowledge, skills and leadership, coaching and/or instructional competencies in sport and outdoor recreation
• understood the community and lifespan perspectives of physical activity, outdoor experiences and their role in health promotion, wellbeing and sustainable living
• understood the need for professional, safe and appropriate standards of competence in sport and outdoor recreation.

Special requirements

Students are required to complete a swimming rescue certificate or AUSTSWIM certificate or Swim Teacher's Certificate (ASCTA) and a First Aid certificate (minimum Level II) as part of their course requirements. Both must be current at the time of graduation.

Students must successfully complete the outdoor experiences and physical activity requirements of each unit (approximately 40-60 days total over the program duration).

This course comprises units in sport and outdoor recreation and minor studies incorporating compulsory and elective units, and fieldwork.

First year

Sport and outdoor recreation

• EDF1611 Introduction to sport and outdoor recreation
• EDF1612 Foundations of outdoor recreation
• EDF1613 Biophysical foundations of physical activity A
• EDF1614 Biophysical foundations of physical activity B
• EDF1615 Experiential environmental education
• EDF1616 Lifespan physical activity and wellness

Minor studies

• two approved six-point discipline units in consultation with the Bachelor of Sport and Outdoor Recreation course adviser.

Second year

Sport and outdoor recreation

• EDF2611 Experiencing aquatic environments
• EDF2612 Experiential education in sport and outdoor recreation
• EDF2613 Adventure education
• EDF2614 Outdoor leadership and programming
• EDF2615 Community physical activity and wellness
• EDF2616 Coaching

Minor studies

• two approved 6-point discipline units in consultation with the Bachelor of Sport and Outdoor Recreation course adviser

Third year

Sport and outdoor recreation

• EDF3613 Trends, controversies and issues in sport and outdoor recreation or EDF3622 Advanced sports coaching and development
• EDF3615 Experiencing the Australian landscape or EDF3619 Sport and physical activity education
• EDF3617 Professional practice in sport and outdoor recreation
• EDF3618 Research planning in sport and outdoor recreation
• Four approved Bachelor of Sport and Outdoor Recreation electives in consultation with the course adviser

Bachelor of Sport and Outdoor Recreation

NOTE: This course has had one or more changes made to it since publication on 1 October 2011. For details of change/s, please consult the change register at http://www.monash.edu.au/pubs/2012handbooks/2012-change-register.html.

The Bachelor of Sport and Outdoor Recreation and Bachelor of Education (Secondary) program may provide sequences of study in physical education, outdoor education and a number of disciplinary areas outside of the Faculty of Education. This is a unique, interdisciplinary program which focuses specifically on the employment and training needs of those seeking to work in physical education, sport and outdoor education as secondary school teachers within Victoria, and the expanding sport and outdoor recreation industries. In the process of studying this course, students will engage in a range of teaching and learning approaches, in university and fieldwork settings.

Upon successful completion of the sport and outdoor recreation component of this course it is expected that students will have:

• developed the knowledge and skills of those seeking to work in the sport, outdoor recreation, and active lifestyles, health and wellbeing promotion professions
• developed the interdisciplinary knowledge, skills and leadership, coaching and/or instructional competencies in sport and outdoor recreation
• understood the community and lifespan perspectives of physical activity, outdoor experiences and their role in health promotion, wellbeing and sustainable living
• understood the need for professional, safe and appropriate standards of competence in sport and outdoor recreation.

Upon successful completion of the education component of this course it is expected that students will:

• have developed rich and integrated theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• have linked these theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• have developed a high level of competence as knowledgeable, reflective, research oriented and articulate practitioners
• be self-sufficient and independent as beginning teachers in a secondary context generally and in the specific areas of sport and outdoor recreation education that they select for study in their Bachelor of Sport and Outdoor Recreation.

Special requirements

Students are required to complete the AUSTSWIM certificate or Swim Teacher's Certificate (ASCTA) and a First Aid certificate (minimum Level II) as part of their course requirements. Both must be current at the time of graduation.

Students must successfully complete the outdoor experiences and physical activity requirements of each unit (approximately 40-60 days total over the program duration).

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience, with some placement being undertaken in each year of the course. In first, second and third year, placements are tied to education units offered. In fourth year, the 50 days of placement are tied to the four professional experience units. These placements involve a program of field visits to different educational sites and include structured teaching experience.

For full time students, placement is typically conducted in two blocks of five weeks, one each semester. For part time students it is typically conducted in four blocks of two to three weeks, one block in each of four semesters. These units are taken concurrently with enrolment in the core curriculum units and the curriculum specialism units. They provide supervised teaching practice in the teaching area of the student's curriculum units while on school placement.

Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as secondary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

Students seeking registration with the Victorian Institute of Teaching (or their local authority) should check the latest registration requirements for certifications in First Aid and/or AUSTSWIM or similar.

This course comprises studies in sport and outdoor recreation and studies in education, incorporating compulsory and elective units, and teaching placements.

Students complete one of three pathways in sport and outdoor recreation, including studies in academic disciplines appropriate for the sport and recreation industry and/or teaching at the secondary level and the adult and vocational education sector.

Pathway 1 (physical education/outdoor education option)

First year

• EDF1303 Learning and educational inquiry 1
• EDF1304 Learning and educational inquiry 2
• EDF1611 Introduction to sport and outdoor recreation
• EDF1612 Foundations of outdoor recreation
• EDF1613 Biophysical foundations of physical activity A
• EDF1614 Biophysical foundations of physical activity B
• EDF1615 Experiential environmental education
• EDF1616 Lifespan physical activity and wellness

Second year

• EDF2004 Curriculum inquiry
• EDF2005 Professional responsibilities, practice and relationships
• EDF2611 Experiencing aquatic environments*
• EDF2612 Experiential education in sport and outdoor recreation
• EDF2613 Adventure education
• EDF2614 Outdoor leadership and programming
• EDF2615 Community physical activity and wellness
• EDF2616 Coaching

Third year

• EDF3006 Adolescent development and learning
• EDF3007 Mediating the world of learning
• EDF3008 Researching educational practices
• EDF3009 Schooling: Local - global
• EDF3614 Expeditionary learning, or EDF3616 Camp planning and practices
• EDF3615 Experiencing the Australian landscape
• EDF2618 Dance in education
• EDF3619 Sport and physical activity education

Fourth year

• EDF3613 Trends, controversies and issues in sport and outdoor recreation or EDF3622 Advanced sports coaching and development
• EDF3618 Research planning in sport and outdoor recreation
• EDF4004 Curriculum and assessment (core education unit)
• EDF4006 Professional engagement (core education unit)
• EDF4114 Health, outdoor and physical education (Core curriculum unit)
• EDF4730 Professional experience 1A and EDF4731 Professional experience 1B
• EDF4733 Professional experience 2A and EDF4734 Professional experience 2B
• one core curriculum or one elective curriculum unit

plus the following two curriculum specialism units:

• EDF4422 Outdoor education
• EDF4423 Physical education

Pathway 2 (physical education and alternative second specialism)

First year

• EDF1303 Learning and educational inquiry 1
• EDF1304 Learning and educational inquiry 2
• EDF1611 Introduction to sport and outdoor recreation
• EDF1612 Foundations of outdoor recreation
• EDF1613 Biophysical foundations of physical activity A
• EDF1614 Biophysical foundations of physical activity B
• EDF1615 Experiential environmental education
• EDF1616 Lifespan physical activity and wellness

Second year

• EDF2004 Curriculum inquiry
• EDF2005 Professional responsibilities, practice and relationships
• EDF2611 Experiencing aquatic environments*
• EDF2612 Experiential education in sport and outdoor recreation
• EDF2615 Community physical activity and wellness
• EDF2616 Coaching
• two units from second discipline sequence

Third year

• EDF3006 Adolescent development and learning
• EDF3007 Mediating the world of learning
• EDF3008 Researching educational practices
• EDF3009 Schooling: Local - global
• EDF2618 Dance in education
• EDF3619 Sport and physical activity education
• two units from second discipline sequence

Fourth year

• EDF3613 Trends, controversies and issues in sport and outdoor recreation or EDF3622 Advanced sports coaching and development
• EDF3618 Research planning in sport and outdoor recreation
• EDF4004 Curriculum and assessment (core education unit)
• EDF4006 Professional engagement (core education unit)
• EDF4114 Health, outdoor and physical education
• EDF4423 Physical education
• EDF4730 Professional experience 1A and EDF4731 Professional experience 1B
• EDF4733 Professional experience 2A and EDF4734 Professional experience 2B
• one core curriculum or one elective curriculum unit
• one other curriculum specialism unit

Pathway 3 (outdoor education and alternative second specialism)

First year

• EDF1303 Learning and educational inquiry 1
• EDF1304 Learning and educational inquiry 2
• EDF1611 Introduction to sport and outdoor recreation
• EDF1612 Foundations of outdoor recreation
• EDF1613 Biophysical foundations of physical activity A
• EDF1614 Biophysical foundations of physical activity B
• EDF1615 Experiential environmental education
• EDF1616 Lifespan physical activity and wellness

Second year

• EDF2004 Curriculum inquiry
• EDF2005 Professional responsibilities, practice and relationships
• EDF2611 Experiencing aquatic environments*
• EDF2612 Experiential education in sport and outdoor recreation
• EDF2613 Adventure education
• EDF2614 Outdoor leadership and programming
• two units from second discipline sequence

Third year

• EDF3006 Adolescent development and learning
• EDF3007 Mediating the world of learning
• EDF3008 Researching educational practices
• EDF3009 Schooling: Local - global
• EDF3614 Expeditionary learning, or EDF3616 Camp planning and practice
• EDF3615 Experiencing the Australian landscape
• two units from second discipline sequence

Fourth year

• EDF3613 Trends, controversies and issues in sport and outdoor recreation or EDF3622 Advanced sports coaching and development
• EDF3618 Research planning in sport and outdoor recreation
• EDF4004 Curriculum and assessment (core education unit)
• EDF4006 Professional engagement (core education unit)
• EDF4114 Health, outdoor and physical education
• EDF4422 Outdoor education
• EDF4730 Professional experience 1A and EDF4731 Professional experience 1B
• EDF4733 Professional experience 2A and EDF4734 Professional experience 2B
• one core curriculum or one elective curriculum unit
• one other curriculum specialism unit

Note:

Students should refer to the Victorian Institute of Teaching specialist area (consult the VIT website at http://www.vit.vic.edu.au in consultation) and Faculty of Education guidelines for information on definitions, teaching methodologies and specialist areas.

Students should consult their course adviser to assist in planning their program of study.

Students need to be aware that their discipline sequence 1 and discipline sequence 2 must satisfy the requirements for the study of two curriculum specialism units in their fourth year and the requirements for registration laid down by the Victorian Institute of Teaching. Students are advised to consult the VIT website at http://www.vit.vic.edu.au in consultation with their course adviser. Particular care must be taken in unit choice by those wishing to qualify as health and physical or outdoor education teachers.

Bachelor of Education
Bachelor of Sport and Outdoor Recreation

The Bachelor of Sport and Outdoor Recreation and Bachelor of Education (Primary) program provides attractive sequences of studies for students interested in sport and outdoor recreation studies and/or the theory and practice of education, teaching and curriculum.

Upon successful completion of the sport and outdoor recreation component of this course it is expected that students will have:

• developed the knowledge and skills of those seeking to work in the sport, outdoor recreation, and active lifestyles, health and wellbeing promotion professions
• developed the interdisciplinary knowledge, skills and leadership, coaching and/or instructional competencies in sport and outdoor recreation
• understood the community and lifespan perspectives of physical activity, outdoor experiences and their role in health promotion, wellbeing and sustainable living
• understood the need for professional, safe and appropriate standards of competence in sport and outdoor recreation.

Upon successful completion of the education component this course it is expected that students will have:

• acquired the skills that will effectively allow them to plan and deliver primary school educational programs
• gained an understanding of curriculum development and the significance of the key areas of learning taught in primary schools
• developed knowledge about child development underlying professional practice and an understanding of the philosophical underpinnings of primary teacher education
• understood and appreciated the cultural contexts of schooling and the diversity of the student population
• developed the capacity to be responsive to the needs of children, their families and communities in a flexible and innovative way.

Special requirements

Students are required to complete the AUSTSWIM certificate or Swim Teacher's Certificate (ASCTA) and a First Aid certificate (minimum Level II) as part of their course requirements. Both must be current at the time of graduation.

Students must successfully complete the outdoor experiences and physical activity requirements of each unit (a minimum of approximately 40-60 days total over the program duration).

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as primary school teachers in the government, Catholic and independent school systems in Victoria (including health and physical education if the approved unit sequence is followed). For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in sport and outdoor recreation and studies in education incorporating compulsory and elective units, fieldwork and teaching placements.

Sport and outdoor recreation component

First year

• EDF1611 Introduction to sport and outdoor recreation
• EDF1612 Foundations of outdoor recreation
• EDF1613 Biophysical foundations of physical activity A
• EDF1614 Biophysical foundations of physical activity B
• EDF1615 Experiential environmental education
• EDF1616 Lifespan physical activity and wellness.

Second year

• EDF2611 Experiencing aquatic environments*
• EDF2612 Experiential education in sport and outdoor recreation
• EDF2615 Community, physical activity and wellness
• EDF2616 Coaching
• two approved Bachelor of Sport and Outdoor Recreation electives in consultation with the course adviser.

Third year

• EDF2618 Dance in education
• EDF3616 Camp planning and practices, or Bachelor of Sport and Outdoor Recreation elective
• EDF3619 Sport and physical activity education
• one approved Bachelor of Sport and Outdoor Recreation elective in consultation with the course adviser.

Education component

Studies in education (96 points) comprising:

• a series of units relating to the theory and practice of education, teaching and curriculum
• fieldwork placements.

For full details on the education requirements refer to the 'Education - Primary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---primary/.

Bachelor of Education
Bachelor of Sport and Outdoor Recreation

The Bachelor of Visual Arts and Bachelor of Education (Primary) develops students' artistic skills in one or more visual media and prepares students for a career in the creative and visual arts, or visual arts education. Students develop skills and creativity, learning from active practitioners in visual art. The education studies provide students with a comprehensive knowledge of the theoretical foundations of education, curriculum studies and practical teaching experience.

Upon successful completion of this course it is expected that students will have:

• acquired the skills that will effectively allow them to plan and deliver primary school educational programs
• gained an understanding of curriculum development and the significance of the key areas of learning taught in primary schools
• developed knowledge about child development underlying professional practice and an understanding of the philosophical underpinnings of primary teacher education
• understood and appreciated the cultural contexts of schooling and the diversity of the student population
• developed the capacity to be responsive to the needs of children, their families and communities in a flexible and innovative way.

For objectives of the visual arts component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/2479.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake school placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as primary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in visual arts and studies in education incorporating compulsory and elective units, and teaching placements.

All units are six points unless otherwise indicated.

Visual Arts component

Students must complete 10 units (96 points) from the Faculty of Art and Design as follows:

(a.) six compulsory visual practice units (72 points):

• VPR1001 Visual practices 1
• VPR1002 Visual practices 2
• VPR2001 Visual practices 3
• VPR2002 Visual practices 4
• VPR3001 Visual practices 5
• VPR3002 Visual practices 6

(b.) completion of a compulsory occupational health and safety unit (0 points):

• OHS1000 Introduction to art and design health and safety

(c.) completion of three compulsory theory units (18 points)

• TAD1101 Introduction to visual language
• TAD1102 Modernism and the avantgardes
• TAD2102 Perspectives on post-war practices

(d.) completion of one unit of theory at either second or third-year level (units with a prefix of TAD)

Education component

Studies in education (96 points) comprising:

• a series of units relating to the theory and practice of education, teaching and curriculum
• fieldwork placements.

For full details on the education requirements refer to the 'Education - Primary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---primary/.

Bachelor of Education
Bachelor of Visual Arts

The Bachelor of Visual Arts and Bachelor of Education (Secondary) develops students' artistic skills in one or more visual media and prepares students for a career in the creative and visual arts, or visual arts education. Students develop skills and creativity, learning from active practitioners in visual art. The education studies provide students with a comprehensive knowledge of the theoretical foundations of education, curriculum studies and practical teaching experience.

Upon successful completion of this course it is expected that students will:

• have developed rich and integrated theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• have linked these theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• have developed a high level of competence as knowledgeable, reflective, research oriented and articulate practitioners
• be self-sufficient and independent as beginning teachers in a secondary context generally and in the specific areas of humanities education that they select for study in their Bachelor of Visual Arts.

For the objectives of the visual arts component of this double degree visit http://www.monash.edu.au/pubs/2012handbooks/courses/2479.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience, with some placement being undertaken in each year of the course. In first, second and third year, placements are tied to education units offered. In fourth year, the 50 days of placement are tied to the four professional experience units. These placements involve a program of field visits to different educational sites and include structured teaching experience.

For full-time students placement is typically conducted in two blocks of five weeks, one each semester. For part-time students it is typically conducted in four blocks of two to three weeks, one block in each of four semesters. These units are taken concurrently with enrolment in the core curriculum units and the curriculum specialism units. They provide supervised teaching practice in the teaching area of the student's curriculum units while on school placement.

Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as secondary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises studies in visual arts and studies in education incorporating compulsory and elective units, and teaching placements.

All units are six points unless otherwise indicated.

Visual Arts component

Students must complete 10 units (96 points) from the Faculty of Art and Design as follows:

(a.) six compulsory visual practice units (72 points):

• VPR1001 Visual practices 1
• VPR1002 Visual practices 2
• VPR2001 Visual practices 3
• VPR2002 Visual practices 4
• VPR3001 Visual practices 5
• VPR3002 Visual practices 6

(b.) completion of a compulsory occupational health and safety unit (0 points):

• OHS1000 Introduction to art and design health and safety

(c.) completion of three compulsory theory units (18 points)

• TAD1101 Introduction to visual language
• TAD1102 Modernism and the avantgardes
• TAD2102 Perspectives on post-war practices

(d.) completion of one unit of theory at either second or third-year level (units with a prefix of TAD)

Education component

Studies in education (108 points) comprising:

• a series of units relating to the theory and practice of education, teaching and curriculum
• professional placement units.

For full details on the education requirements refer to the 'Education - Secondary' 'area of study' at http://www.monash.edu.au/pubs/2012handbooks/aos/education---secondary/.

Students need to be aware that their major and minor studies in visual arts must satisfy the requirements for the study of two curriculum specialism units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching. Students are advised to consult the VIT website at http://www.vit.vic.edu.au in consultation with their course adviser.

Students should consult their course coordinator to assist in planning their program.

Bachelor of Education
Bachelor of Visual Arts

The course is designed for those who have completed their undergraduate degree and see their future in educational research. It also offers a direct pathway to doctoral studies.

Upon successful completion of this course it is expected that students will have:

• acquired an understanding of various research methods in education
• developed a high level of content mastery in a substantive issue or problem domain within education
• demonstrated the capacity to design, frame, conduct and report a small-scale inquiry in education.

Students will be eligible for admission to the Honours degree of Bachelor of Education within five years of the year of completion of a relevant undergraduate degree (eg Bachelor of Arts and Bachelor of Education, Bachelor of Primary Education). Normally, students must achieve an average grade of distinction or higher in the final two years of their undergraduate studies.

This course comprises approved coursework studies and an honours thesis of 12,000 to 16,000 words. All units are worth 12 points each.

Coursework units

Students select:

• an appropriate 12-point research unit from the faculty's research methodology units
• a substantive or advanced 12-point theory unit.

These are taken on advice from the supervisor and honours coordinator.

Thesis

• EDF5151 Honours thesis part 1
• EDF5152 Honours thesis part 2

Honours degree of Bachelor of Education

This course develops participants' teaching, research and leadership skills, relevant to contemporary higher education settings. Designed for both early and mid career academics, participants can tailor the course to suit their needs. The course emphasises practical application of principles and frameworks within participants' own teaching and research practices.

Upon successful completion of this course it is expected that students will be able to:

• identify, design and evaluate enhancements to academic practice
• communicate responses to issues in academic practice in a variety of formats
• communicate effectively using different formats, to students, staff and industry
• review, analyse, consolidate and synthesise a variety of materials in order to respond to academic practice issues
• identify local and global networks that support and enhance academic practice
• articulate and apply a strategic academic development plan.

This course comprises four elective units (for students enrolled at Clayton) and four core units (for students enrolled at Sunway).

Clayton

Students complete four of:

• HED5060 Principles and practices of effective teaching
• HED5062 Contemporary learning environments
• HED5070 Higher degree by research student supervision
• HED5071 Strategy and leadership in research
• HED5081 Discipline-based studies in higher education 1
• HED5082 Discipline-based studies in higher education 2
• HED5092 Developing higher education projects

Sunway

Students complete:

• HED5092 Developing higher education projects
• HED5070 Higher degree by research student supervision
• HED5051 Learning and teaching in higher education in South East Asia
• HED5052 Contemporary issues in higher education in South East Asia

Graduate Certificate in Academic Practice

This course is designed for those preparing for a career in higher education. The course design enables students to customise their study to their career aspirations, discipline area and global context.

Upon successful completion of this course it is expected that students will have:

• demonstrated approaches to the support of learning and teaching that influence, motivate and inspire students to learn
• developed curricula, resources and services that reflect a command of the field of study
• implemented approaches to assessment, feedback and learning support that foster independent learning
• employed strategies that demonstrate respect and support for the development of students as individuals
• designed scholarly activities or service innovations that influence and enhance learning and teaching.

This course consists of four core units.

Students complete:

• HED5031 Higher education project: Design and literature review
• HED5041 Postgraduate research supervision
• HED5051 Learning and teaching in higher education in South East Asia
• HED5052 Contemporary issues in higher education in South East Asia

Graduate Certificate in Higher Education

The Graduate Certificate in Regional and Community Development embodies an explicit commitment to people and place, to social justice, human rights and a sustainable environment. It will equip students with the skills to undertake participatory planning in local, state, national and international public and private sector organisations. Its educational approaches and outcomes will contribute to increased participation in the formation of socially and ecologically sustainable communities and places through an understanding of the strategic importance to public and private sector organisations of community and place.

Upon successful completion of the course, students should be able to:

• demonstrate a sound knowledge of contemporary issues and practice in regional and community development in a global context
• understand the principles and models of participatory planning in organisational and community contexts
• reflect on their community development practice in order to develop a participatory approach informed by social justice and ecological sustainability
• design an action research proposal for community engagement.

This course comprises two 12-point units.

Students complete:

• EDF6806 Sustainable community development
• APG4807 Participatory planning: Local, national and international perspective

Graduate Certificate in Regional and Community Development

The Graduate Diploma in Regional and Community Development embodies an explicit commitment to people and place, to social justice, human rights and a sustainable environment. It will equip students with the skills to understand governance issues and undertake participatory planning in local, state, national and international public and private sector organisations. Its educational approaches and outcomes will contribute to increased participation in the formation of socially and ecologically sustainable communities and places through an understanding of the strategic importance to public and private sector organisations of community and place.

Upon successful completion of the course, students should be able to:

• demonstrate a sound knowledge of contemporary issues and practice in regional and community development in a global context
• understand the principles and models of participatory planning in organisational and community contexts
• reflect on their community development practice in order to develop a participatory approach informed by social justice and ecological sustainability
• design an action research proposal for community engagement
• demonstrate capacity to work towards the involvement of diverse (and often subjugated/disadvantaged) sectors within the community.

Credit up to 24 points may be granted for equivalent study with the approval of the course coordinator.

This course comprises four 12-point units.

First year

• EDF6806 Sustainable community development
• APG4807 Participatory planning: Local, national and international perspectives

Second year

• two approved elective units

This course provides a pathway to course 3741 Master in Regional and Community Development.

Graduate Diploma in Regional and Community Development

NOTE: This course has had one or more changes made to it since publication on 1 October 2011. For details of change/s, please consult the change register at http://www.monash.edu.au/pubs/2012handbooks/2012-change-register.html.

This course is designed to prepare graduates from a range of disciplines to become primary school teachers. Students should form a broad conceptual understanding of the field of education and will engage in a range of on-campus and off-campus activities.

Upon successful completion of this course it is expected that students will have:

• acquired the skills that will effectively allow them to plan and deliver primary school educational programs
• gained an understanding of curriculum development and the significance of the key areas of learning taught in primary schools
• developed knowledge about child development underlying professional practice and an understanding of the philosophical underpinnings of primary teacher education
• understood and appreciated the cultural contexts of schooling and the diversity of the student population
• developed the capacity to be responsive to the needs of children, their families and communities in a flexible and innovative way.

Students must complete teaching practice which consists of a minimum of 45 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake school placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as primary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises ten compulsory units and fieldwork placements.

Semester 1

• EDF1306 Spaces of difference
• EDF2301 Multiliteracies: Mediating the world
• EDF3304 Integrating the curriculum 2: Different places
• EDF3306 Literacy
• EDF4311 Professional contexts 1 (20 days professional placement)

Semester 2

• EDF2302 Re-imagining children's learning (5 days professional placement)
• EDF2303 Movement, environment and community
• EDF3301 Numeracy
• EDF3303 Integrating the curriculum 1: Creative exchange
• EDF4312 Professional contexts 2 (20 days professional placement)

Minimum grade for course completion

Students must satisfactorily complete all units and receive a satisfactory teaching assessment to be eligible for the award.

Graduate Diploma of Education (Primary)

NOTE: This course has had one or more changes made to it since publication on 1 October 2011. For details of change/s, please consult the change register at http://www.monash.edu.au/pubs/2012handbooks/2012-change-register.html.

This program of studies is designed for graduates who wish to become secondary school teachers. The course combines academic studies of the foundations of education with curriculum teaching units appropriate to the student's first degree and their chosen areas of teaching specialisation. Students will engage in a range of teaching and learning approaches, in university and fieldwork settings.

Upon successful completion of this course it is expected that students will:

• have consolidated their theoretical knowledge of teaching and learning and the culture and contexts of schooling
• have developed a high level of competence as knowledgeable, reflective, research oriented and articulate practitioners
• be self-sufficient and independent as beginning teachers in a secondary context
• have adopted a professional orientation to all aspects of their work in schools and classrooms.

Weekend school

Non-compulsory weekend schools may be offered in some units for off-campus students.

Students must complete teaching practice which consists of a minimum of 50 days of satisfactory supervised school experience. Professional placement units are normally taken concurrently with enrolment in the core curriculum units and the curriculum specialism units. They provide supervised teaching practice in the teaching area of the student's curriculum units while on school placement.

For full-time students, placement is typically conducted in two blocks of five weeks, one each semester. For part-time students, it is typically conducted in four blocks of two to three weeks, one block in each of four semesters.

Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as secondary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

The course comprises:

(a.) eight 6-credit-point units of study:

• four core education units
• two core curriculum units (or one core curriculum unit and one curriculum elective unit)
• two curriculum specialism units

(b.) four three-credit-point professional placement units.

Full-time course requirements

First semester

• EDF4004 Curriculum and assessment
• EDF4005 Productive classrooms
• Core curriculum unit 1
• Core curriculum unit 2 or Curriculum elective unit
• EDF4730 Professional experience 1A and EDF4731 Professional experience 1B

Second semester

• EDF4006 Professional engagement
• EDF4007 Schooling and diversity
• Curriculum specialism unit 1
• Curriculum specialism unit 2
• EDF4733 Professional experience 2A and EDF4734 Professional experience 2B

Some students may be required to attend sessions at a residential camp before the first teaching round.

Part-time course requirements

Year 1

First semester

• EDF4005 Productive classrooms (core education unit)
• Core curriculum unit 1
• EDF4730 Professional experience 1A

Second semester

• EDF4007 Schooling and diversity (core education unit)
• Curriculum specialism unit 1
• EDF4733 Professional experience 2A

Year 2

First semester

• EDF4004 Curriculum and assessment (core education unit)
• Core curriculum unit 2 or Curriculum elective unit
• EDF4731 Professional experience 1B

Second semester

• EDF4006 Professional engagement (core education unit)
• Curriculum specialism unit 2
• EDF4734 Professional experience 2B

Units available

Core curriculum units

Students select two of the following core curriculum units, or one core curriculum unit and one elective curriculum unit from the following list. Students are advised to consult the list of curriculum specialist units and their prerequisites before choosing the core curriculum units:

• EDF4110 Arts education
• EDF4111 Business education
• EDF4112 English language and literacy education
• EDF4113 General science education
• EDF4114 Health, outdoor and physical education
• EDF4115 Information, communication technologies and new media
• EDF4116 Mathematics and numeracy education
• EDF4117 Second language pedagogy
• EDF4118 Social and environmental education
• EDF4119 The world of Jewish education

Elective curriculum units

• EDF4510 Connecting curriculum
• EDF4511 ESL in content areas
• EDF4512 Gifted education
• EDF4513 Indigenous and traditional education in a global world
• EDF4514 Vocational and workplace learning

Curriculum specialism units

Students select two of the following curriculum specialism units. Students are advised to check the prerequisites for their specialism units before selecting their core curriculum units:

• EDF4401 Accounting education
• EDF4402 Biology education
• EDF4403 Chemistry education
• EDF4404 Drama education
• EDF4405 Economics education
• EDF4406 English education
• EDF4407 Geography education
• EDF4408 History education
• EDF4409 Health education
• EDF4410 Information technology / Computing education
• EDF4411 Languages other than English (LOTE) education - 1
• EDF4412 Languages other than English (LOTE) education - 2
• EDF4413 Legal studies education
• EDF4415 Mathematics education
• EDF4416 Media education
• EDF4417 Music education - 1
• EDF4418 Music education - 2
• EDF4419 Physics education
• EDF4420 Science education
• EDF4421 Social education
• EDF4422 Outdoor education
• EDF4423 Physical education
• EDF4425 Visual art education - 1
• EDF4426 Visual art education - 2
• EDF4427 Business management education
• EDF4428 Jewish studies education
• EDF4429 English as a second language (ESL) education

Please note the following:

(i.) some curriculum specialism units may only be available in off-campus mode every second year

(ii.) the availability of any of the curriculum specialism units from year to year is dependent on the faculty's ability to provide appropriate tutorial assistance, supervision and teaching practice facilities.

Minimum grade for course completion

Students must satisfactorily complete all units and receive a satisfactory teaching assessment to be eligible for the award.

Graduate Diploma of Education (Secondary)

This course is designed for professionals working in a range of human service and corporate sector organisations who wish to gain an all-purpose organisational qualification in organisational leadership.

Upon successful completion of this course it is expected that students will have:

• gained knowledge and understanding of recent research and/or professional developments related to their program of study
• engaged and interacted with students from diverse professional backgrounds
• completed assignment tasks which demonstrate the ability to engage at an advanced academic level with topics relating to the specific unit being studied.

This course comprises four 12-point core units.

Students complete:

• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management

Candidates who successfully complete the Postgraduate Diploma in Organisational Leadership may complete a relevant masters degree by undertaking a further two units (including a research core unit).

Postgraduate Diploma in Organisational Leadership

This course is designed to meet the needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education or working in the wider educational community, who wish to pursue studies at postgraduate level. Students choose from a broad range of units and have the option of completing a designated specialisation pathway.

Upon successful completion of this course it is expected that students will have:

• a deeper understanding of reflective practice and its relationship to ongoing professional learning and growth
• reflected on the relationship between theory and practice in teaching
• a deeper understanding of classroom practice and its relationship to student learning
• developed a greater awareness of the nature of professional learning
• have a deeper understanding of the nature of professional knowledge of practice
• have developed deeper understandings of a diversity of approaches to teaching and learning about practice
• have a better understanding of the central role of professional learning in the ongoing development of professional knowledge of practice.

This course comprises one of the following two options:

• Option 1: three units* and a research unit or professional project
• Option 2: one unit and a research unit and a thesis.

*Students may choose to enrol in a series of units which make up a designated specialisation.

Option 1

Students complete:

(i.) any three 12-point units selected from the units offered within the postgraduate coursework studies programs, and which may be chosen to form a designated specialisation (outlined below)

(ii.) an appropriate 12-point research unit selected from the faculty's suite of research methodology units, or EDF6010 Professional project A or EDF6020 Professional project B (8000 words).

Option 2

Students complete:

(i.) an appropriate 12-point research unit selected from the faculty's suite of research methodology units

(ii.) one 12-point unit selected from the units offered within the postgraduate coursework studies programs

(iii.) EDF6031 Masters thesis part 1 and EDF6032 Masters thesis part 2 (16,000 words) (totalling 24 points)

Specialisation pathways

Students undertaking option 1 may choose to enrol in a series of units which make up a designated specialisation as outlined below. Some additional elective units may also be required, depending on the specialisation chosen. Where students undertake a series of units that meet the requirements of an approved specialisation pathway, this specialisation will be shown on their testamur.

Specialisation units

Where a 12-point unit is available for selection it must be chosen from the units offered within the education postgraduate coursework studies programs.

Adult and work-based learning

• EDF6802 Adult education and training: Theories and pedagogies
• EDF6863 Fostering learning in practice

Bilingual/immersion education (only available on a cohort basis)

• EDF6201 Theory and principles of bilingual/immersion education
• EDF6202 Establishing, maintaining and evaluating an immersion program
• EDF6228 Content-based teaching in languages

Early childhood

Select two of:

• EDF6641 The social and political contexts of early childhood
• EDF6642 Contexts for childhood
• EDF6643 Values in early childhood education
• one 12-point unit

Educational technologies

• EDF6442 Digital agency: The impact of digital technologies on education and society
• EDF6444 Emerging educational technologies
• EDF6447 Instructional design: Harnessing educational technologies for learning

Gifted education

Select two of:

• EDF6607 Gifted education: Identification and programming
• EDF6610 The psychology of the gifted child
• EDF6613 Advanced studies in gifted education
• one 12-point unit

International education

• EDF6701 Globalisation and education
• EDF6702 Internationalising the curriculum
• EDF6703 International education markets

Leadership, policy and change

Select three of:

• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management

Literacy studies

• EDF6236 Language, society and cultural difference, or any 12-point unit
• EDF6301 New literacy studies

Select one of:

• EDF6115 Communication practices and the use of new media
• EDF6308 School and community literacy practices

Mathematics and science education

• EDF6401 Research on teaching and learning science and mathematics
• EDF6402 Research on science and mathematics curriculum
• one 12-point unit

Music education

• EDF6322 Teaching music: Policy and practice
• EDF6323 Learning music: Current research issues
• EDF6324 European perspectives on music education

Teaching Languages other than English (LOTE)*

• EDF6223 LOTE methodology
• EDF6224 Advanced practicum in language teaching: LOTE**
• EDF6234 Curriculum design and evaluation in languages education

* Available on a cohort basis only.

** This unit is mandatory for those teachers wishing to be fully qualified for employment with the Department of Education and Early Childhood Development (DEECD) who have not already qualified to teach LOTE. Qualified LOTE teachers only may choose another masters unit relevant to their course as approved by the course adviser.

Teaching English to Speakers of Other Languages/ (TESOL)

• EDF6234 Curriculum design and evaluation in languages education or EDF6010 Professional project A or EDF6020 Professional project B or a research methodology unit
• EDF6233 Theory and practice of TESOL
• EDF6236 Language, society and cultural difference
• EDF6238 Advanced practicum in language teaching: TESOL

Teaching English to Speakers of Other Languages (TESOL) - International

• EDF6233 Theory and practice of TESOL
• EDF6236 Language, society and cultural difference

Select one of:

• EDF6201 Theory and principles of bilingual/ immersion education
• EDF6210 Language testing and assessment
• EDF6232 Professional practice for teachers of English as a foreign language*
• EDF6234 Curriculum design and evaluation in languages education

* Students with less than three years of approved relevant teaching experience must complete this unit.

Students who wish to keep open the option of articulating into the Master of Education degree and complete a research project must complete one research core unit as one of their four units of study.

Postgraduate Diploma of Education
Postgraduate Diploma of Education specialising in Bilingual / Immersion Education
Postgraduate Diploma of Education specialising in Early Childhood Education
Postgraduate Diploma of Education specialising in Gifted Education
Postgraduate Diploma of Education specialising in Inclusive and Special Education
Postgraduate Diploma of Education specialising in International Education
Postgraduate Diploma of Education specialising in Leadership, Policy and Change
Postgraduate Diploma of Education specialising in Literacy Studies
Postgraduate Diploma of Education specialising in Mathematics and Science Education
Postgraduate Diploma of Education specialising in Music Education
Postgraduate Diploma of Education specialising in TESOL
Postgraduate Diploma of Education specialising in TESOL - International
Postgraduate Diploma of Education specialising in LOTE
Postgraduate Diploma of Education specialising in Educational Technologies
Postgraduate Diploma of Education specialising in Adult and Work-based Learning

Where more than one award is listed the actual award conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved, or other factors relevant to the individual student's program of study.

This course provides advanced study of the discipline of psychology, advanced research training and an introduction to psychological practice through studies in developmental psychology, counselling, psychological assessment and intervention and ethical and professional issues in psychological practice. The content of the course is designed both for persons wishing to undertake supervised psychological practice upon completion of the course and for those wishing to pursue more advanced postgraduate training at masters or doctoral level.

The objectives of this course are to:

• provide students with advanced research training whereby they will conduct an individual research project under supervision of a member of the academic staff
• develop research skills appropriate both for further study and for consumers of psychological research
• provide students with an orientation to psychological practice through the study of a number of applied topics using the scientist practitioner model.

Credit will only be awarded for successful completion of units undertaken as part of a fourth year in psychology approved by the Australian Psychology Accreditation Council.

This course comprises three core units, an elective unit, a literature review and a research project. The sequence in which components are undertaken may be varied in consultation with the coordinator and within timetabling constraints, according to the experience, interests and career plans and enrolment status of individual students.

It is not advisable for a student to attempt the research project before undertaking the research and design component. Research supervision opportunities will be provided by staff of the Faculty of Education.

All units are six points unless otherwise indicated.

Students complete:

• EDF4600 Contemporary issues in developmental psychology*
• EDF4601 Ethics and professional issues
• EDF4602 Psychological assessment
• EDF4604 Research project (includes statistics and research design) (24 points)

plus one elective unit from:

• EDF4603 Behaviour change interventions for practitioners
• EDF4605 Introduction to counselling psychology

*other contemporary issue topics may be available. Please consult the course coordinator.

Postgraduate Diploma of Psychology

The Master in Adult Education (Global) is a web-based, coursework-only professional masters degree that will benefit persons working in formal educational settings, business and industry, activist organisations, government, non-governmental organisations, health care, community and other settings, where various discourses about globalisation are changing the way lives are lived, and learning and work are undertaken. This is a collaborative program involving University of British Columbia (Canada), Linkoping University (Sweden), University of the Western Cape (South Africa) and Monash University.

After completing this program it is expected that students will be able to:

• critically analyse dominant and alternative theories and discourses of globalisation
• identify the various ways context shapes adult learning and related policy
• intelligently discuss why and the ways in which learners resist or embrace education and
• analyse attempts to foster change through learning and plan effective learning interventions that help adults increase their influence over the direction and pace of local and global change.

This course comprises six 12-point core units.

Students complete:

• EDF6860 Locating oneself in global learning
• EDF6861 Adult learning: Perspectives and contexts
• EDF6862 Global/local learning
• EDF6863 Fostering learning in practice
• EDF6864 Work and learning
• EDF6865 Understanding research

Master in Adult Education (Global)

NOTE: This course has had one or more changes made to it since publication on 1 October 2011. For details of change/s, please consult the change register at http://www.monash.edu.au/pubs/2012handbooks/2012-change-register.html.

This course, taught in conjunction with the Faculty of Arts, seeks to further students' understanding of applied linguistics, especially as it relates to second and foreign language acquisition and language teaching. It also aims to develop students' skills in critical reading in applied linguistics and the ability to design a research project.

This course is designed to extend participants' knowledge and skills of educational research by helping them come to better understand both the theoretical and practical aspects of pedagogy. The program draws attention to teaching and learning in ways that are intended to foster a reflective stance toward the development of professional knowledge about teaching. Involvement in the program will aid participants in coming to a better understanding of what is involved in the development of knowledge of practice and its application to theory and practice through educational research.

Upon successful completion of this course it is expected that students will have:

• engaged in teaching second or foreign language informed by theory and research into language acquisition and language teaching
• integrated academic studies of applied linguistics in action-oriented or other research
• acquired deeper understandings of classroom practice and student learning
• developed ability to perform and assess quantitative and qualitative research methods in applied linguistic studies
• fostered, explored and examined the nature of professional learning
• focused serious attention on the professional knowledge of practice
• developed a deeper understanding of evidence based practice
• developed scholarly writing skills and established criteria for best practice in language teaching.

Credit for prior studies may be granted for appropriate studies in applied linguistics or applied Japanese linguistics, or equivalent. All decisions on the extent of credit for prior studies will be at the discretion of the course adviser.

Note: This course does not qualify graduates to teach in Australian schools, with the exception of students in stream B who complete EDF6238.

Two streams are available. Students must select either stream A or stream B (see below). Each stream consists of three core 12-point units, including one research methodology unit. In addition to these three core units, students will choose one of the following options:

(i.) three 12-point elective units from arts or education

(ii.) two 12-point elective units from arts or education plus a 12-point research project* from arts or a professional project from education

(iii.) one 12-point elective unit from arts or education and a 24-point thesis* from education or dissertation* from arts.

Students may also undertake other electives which are relevant to the course with the approval of the course adviser.

Core and elective units are offered by both the Faculty of Arts and the Faculty of Education. Although students will generally select three units from both the faculties of Arts and Education, a minimum of two units should be selected from each faculty.

* The research alternatives above must be approved by the course adviser.

Stream A: Teaching Asian languages (Japanese, Korean, Chinese, Indonesian or other)

Core units

Students must choose three of the following:

• APG4348/APG5348 Second language acquisition
• APG4633/APG5633 Teaching and learning Asian languages
• APG4347/APG5347 Research methods in applied linguistics
• or an appropriate 12-point research unit to be selected from the faculty suite of research methodology units listed below (taken on advice from the course coordinator or supervisor)

Elective units

• APG4630/APG5630 Japanese sociolinguistics
• APG4631/APG5631 Asian languages in contact
• APG4634 /APG5634 Japanese linguistics
• APG5707 Special topic in applied linguistics
• EDF6010/EDF6020 Professional project
• EDF6201 Theory and principles of bilingual/immersion education
• EDF6228 Content-based teaching in languages
• EDF6234 Curriculum design and evaluation in languages education
• EDF6236 Language, society and cultural difference

Stream B: Teaching English as a second/foreign language

Core units

Students must choose three of the following:

• APG4348/APG5348 Second language acquisition
• EDF6233 Theory and practice of TESOL
• APG4347/APG5347 Research methods in applied linguistics

• or an appropriate 12-point research unit to be selected from the faculty suite of research methodology units listed below (taken on advice from the course coordinator or supervisor)

Elective units

• APG4735 Issues in teaching English as an international language
• APG5707 Special topic in applied linguistics
• EDF6010/EDF6020 Professional project
• EDF6232 Professional practice for teachers of English as a foreign language*
• EDF6234 Curriculum design and evaluation in languages education
• EDF6236 Language, society and cultural difference
• EDF6238 Advanced practicum in language teaching: TESOL (for domestic students only)

* This unit is for students with less than three years of approved relevant teaching experience.

Both streams

All units below are worth 12 points unless otherwise indicated.

Research methodology units

• EDF6005 Reading, interpreting and communicating research
• EDF6006 Introduction to quantitative research methods
• EDF6007 Qualitative approaches to research
• EDF6008 Working with theory in research
• EDF6009 Special topic in research
• EDF6012 Specific focus in research A (6 points) and EDF6013 Specific focus in research B (6 points)

Research electives

A research methodology unit is a prerequisite for the following. Select one of:

• APG4701/APG5706 Research project**
• APG4386/APG5386 Research project A**
• EDF6031 Masters thesis part 1, and EDF6032 Masters thesis part 2 (16,000 words) (24 points)***

** Offered by the Faculty of Arts.

*** For students who are interested in later applying for doctoral studies in education.

Off-campus elective units (for Australian domestic students only)

• APG5349 World Englishes
• APG5702 Bilingualism

Minimum grade for course completion

Students must achieve a credit in all core units and a credit average overall.

If students do not meet the minimum pass grade requirement, they may exit from the course after a minimum of one-year (or part-time equivalent) with a Graduate Diploma in Applied Linguistics for Language Teachers.

Master in Applied Linguistics for Language Teachers

This innovative program has been designed in response to the growing market demand for counselling knowledge and skills from professional people working in a range of education, community and service-related industries. The course is particularly suited to professional people with jobs in counselling in the human resources, health, social welfare, and education industries, who wish to obtain a professional qualification in counselling.

The aims of this course are to ensure an advanced level of knowledge about major approaches to counselling to provide training in counselling practice and develop skills for immediate application in the workplace, and to introduce the study of ethical and professional issues in undertaking counselling as a profession.

This course is accredited by the Australian Counselling Association (ACA) and is recognised by the Singapore Association for Counselling.

This course comprises six 12-point coursework units.

Students complete:

• EDF6530 Introduction to counselling across the lifespan
• EDF6531 Counselling for the professions*
• EDF6532 Assessment in counselling
• EDF6533 Cognitive-behavioural approaches to crucial issues in living
• EDF6540 Ethics in counselling
• EDF6541 Field experience in counselling

* This unit requires compulsory attendance at a three-day (20-hour) residential school on the Clayton campus for those students enrolled at Clayton via off-campus mode only.

Students who choose not to complete the full program can exit with a Graduate Certificate in Counselling after successfully completing two units.

Master in Counselling

This course is designed for professionals working in a range of human service and corporate sector organisations who wish to gain an all-purpose qualification in organisational leadership.

Upon successful completion of this course it is expected that students will have:

• gained knowledge and understanding of recent research and/or professional developments related to their program of study
• completed assignment tasks which demonstrate the ability to engage at an advanced academic level with topics relating to the specific unit being studied
• acquired the ability to undertake a major and original piece of work set in a scholarly context and presented according to faculty guidelines (for students undertaking the thesis option)
• acquired skills in the research methodologies appropriate to their field of interest (for students aspiring to undertake studies at doctoral level).

This course comprises core units and one of the following three options:

• Option one: six units
• Option two: five units plus EDF6010 Professional project A or EDF6020 Professional project B (8000 words)
• Option three: four units plus a research thesis (16,000 words).

Option 1

Students complete:

• four core units
• an appropriate 12-point research unit selected from the faculty suite of research methodology units
• any 12-point elective units selected from the units offered within the education postgraduate coursework studies programs

Option 2

Students complete:

• four core units
• an appropriate 12-point research unit selected from the faculty suite of research methodology units
• EDF6010 Professional project A or EDF6020 Professional project B (8000 words) (12 points)

Option 3

Students complete:

• three core units
• an appropriate 12-point research unit selected from the faculty suite of research methodology units
• EDF6031 Masters thesis part 1, and EDF6032 Masters thesis part 2 (16,000 words) (totalling 24 points)

Research thesis

The research core unit is a corequisite for the research thesis. It may be taken concurrently with the research thesis or completed prior to the commencement of the research thesis.

Core units

• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management

Research methodology units

• EDF6005 Reading, interpreting and communicating research (12 points)
• EDF6006 Introduction to quantitative research methods (12 points)
• EDF6007 Qualitative approaches to research (12 points)
• EDF6008 Working with theory in research (12 points)
• EDF6009 Special topic in research (12 points)
• EDF6012 Specific focus in research A (6 points)
• EDF6013 Specific focus in research B (6 points)

Students who choose not to complete the full program may be eligible to exit with a Postgraduate Certificate in Organisational Leadership or a Postgraduate Diploma in Organisational Leadership after consultation with the course adviser.

Master in Organisational Leadership

The Master in Regional and Community Development embodies an explicit commitment to people and place, to social justice, human rights and a sustainable environment. It will equip students with the skills to understand governance issues and undertake participatory planning and research in local, state, national and international public and private sector organisations. Its educational approaches and outcomes will contribute to increased participation in the formation of socially and ecologically sustainable communities and places through an understanding of the strategic importance to public and private sector organisations of community and place.

Upon successful completion of the course, students should be able to:

• demonstrate a sound knowledge of contemporary issues and practice in regional and community development in a global context
• understand the principles and models of participatory planning in organisational and community contexts
• reflect on their community development practice in order to develop a participatory approach informed by social justice and ecological sustainability
• demonstrate capacity to work towards the involvement of diverse (and often subjugated/disadvantaged) sectors within the community
• design and implement an action research proposal for community engagement.

This course comprises one of the following three options:

• Option 1: two core units plus 48 points of approved electives drawn from existing arts or education units, or by approval of the course coordinator
• Option 2: two core units plus two electives and two research units
• Option 3: two core units plus one elective and one research methods unit and a 24-point research dissertation.

All units are 12 points unless otherwise indicated.

Option 1

First year

• EDF6806 Sustainable community development*
• APG4807 Participatory planning: Local, national and international perspectives*

Second year

• two elective units from approved electives

Third year

• two elective units from approved electives

Option 2

First year

• EDF6806 Sustainable community development*
• APG4807 Participatory planning: Local, national and international perspectives*

Second year

• two elective units from approved electives

Third year

• EDF6007 Qualitative approaches to research or APG5869 Research methods

plus one of

• EDF6010 Professional project A
• EDF6020 Professional project B
• APG5867 Research practicum

Option 3

First year

• EDF6806 Sustainable community development*
• APG4807 Participatory planning: Local, national and international perspectives*

Second year

• EDF6007 Qualitative approaches to research or APG5869 Research methods
• elective unit from approved electives

Third year

One of:

• EDF6031 Masters thesis part 1 and EDF6032 Masters thesis part 2
• APG5868 Research Practicum (24 points)

* Core units.

Students undertaking option 2 will be required to take either EDF6007 or APG5869 as a prerequisite.

Students obtaining at least a credit average can exit:

• after 24 points of study with a Graduate Certificate of Regional and Community Development
• after 48 points of study with a Graduate Diploma of Regional and Community Development.

Master in Regional and Community Development

This course is designed to meet the needs of teachers, assistant principals and principals who wish to prepare for successful and sustainable school leadership appointments.

Upon successful completion of this course it is expected that students will have:

• demonstrated engagement in regular personal and professional reflective practice according to guidelines provided
• gained knowledge and understanding of recent research and/or professional developments related to their program of study
• completed assessment tasks which demonstrate the ability to engage at an advanced academic level with topics relating to the specific unit being studied
• developed skills in presentation to adult audiences that will enhance their preparedness for school leadership
• developed skills in research methodologies appropriate to their action research project.

This course comprises four 12 point units undertaken in general school leadership studies or a specialisation.

General pathway

Students complete:

• EDF6901 Inner leadership: Understanding self and others
• EDF6902 Leading learning communities
• EDF6903 Understanding environments
• EDF6904 Leading change: Professional action research project*

Specialisation pathways

Literacy

Students complete:

• EDF6330 Contemporary literacy issues
• EDF6331 Language, literacy and learning
• EDF6332 Leading literacy in schools
• EDF6010 Professional project (A)* or EDF6020 Professional project (B)*

Numeracy

Students complete:

• EDF6410 Leading numeracy teachers
• EDF6411 Learning, curriculum, assessment and numeracy
• EDF6412 Fostering and supporting learning about teaching numeracy and mathematics
• EDF6010 Professional project (A)* or EDF6020 Professional project (B)*

* Refer to the information under 'Progression to further studies'.

Minimum grade for articulation

In order to demonstrate research experience suitable for consideration for Doctor of Philosophy candidacy, students must achieve:

• a minimum Distinction (70 per cent) grade for the research project
• a minimum Distinction (70 per cent) average for the other 12 point units.

Students may be permitted to transfer into a 72-point Master of Education (by coursework or by coursework and research) prior to either commencing or completing unit EDF6904, EDF6010 or EDF6020.

Master in School Leadership
Master in School Leadership specialising in Literacy
Master in School Leadership specialising in Numeracy

Where more than one award is listed the actual award conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved, or other factors relevant to the individual student's program of study.

This course is a thesis-only research degree which requires candidates to carry out an independent study which is reported in a thesis. For more details refer to the 'Master of Education (Research) program' introductory section in the Faculty of Education information pages in this handbook at http://www.monash.edu.au/pubs/2012handbooks/postgrad/edu.html.

External candidature

Candidature by external mode is available and can be on a full-time or part-time basis. Prospective candidates applying for this mode must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of five days of full-time study within the University each year although this requirement may be relaxed in later years depending on the candidate's progress.

Towards the end of nine months of full-time (or equivalent) candidature, students are required to prepare a research proposal and present it orally to a panel of academic staff. If the panel agrees, this changes the student's status from probationary to confirmed candidature.

Candidates for the Master of Education will submit a thesis of no less than 30,000 words and no more than 40,000 words and will engage in a research induction program in consultation with their supervisor.

It is possible to upgrade to a Doctor of Philosophy from this course.

Master of Education

The Master of Education by thesis and coursework is a research degree which requires candidates to complete a coursework component of two units, and a thesis. For more details refer to the 'Master of Education (Research) program' introductory section in the Faculty of Education information pages in this handbook at http://www.monash.edu.au/pubs/2012handbooks/postgrad/edu.html.

External candidature

Candidature by external mode is available and can be on a full-time or part-time basis. Prospective candidates applying for this mode must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of five days of full-time study within the University each year although this requirement may be relaxed in later years depending on the candidate's progress.

This course comprises coursework units and a research thesis.

Candidates complete:

• two units including an appropriate 12-point core research methodology unit, to be selected from the faculty suite of research methodology units
• a thesis of no less than 20,000 words and no more than 25,000 words.

Towards the end of 12 months of full-time (or equivalent) Master of Education candidature, students are required to prepare a research proposal and present it orally to a panel of academic staff. If the panel agrees, this changes the student's status from probationary to confirmed candidature.

Candidates also engage in a research induction program in consultation with their supervisor.

It is possible to upgrade to a Doctor of Philosophy from this course.

Master of Education

This course is designed to meet the needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education or working in the wider educational community, who wish to pursue studies at postgraduate level. Students choose from a broad range of units and have the option of completing a designated specialisation pathway. Students may also undertake a research thesis or professional project as part of the course.

Upon successful completion of this course it is expected that students will have:

• extended their knowledge, understandings and skills in educational research and practice
• explored both the theoretical and practical aspects of teaching and learning, whether in early childhood settings, schools, workplaces or other settings
• investigated and examined the nature of professional learning and develop deeper understandings of evidence based practice
• explored the relationship between research and practice
• developed critical and analytical skills in discussing relevant and substantive research
• acquired knowledge about a range of research methodologies.

This course comprises one of the following three options:

• Option 1: six units
• Option 2: five units plus a professional project (8000 words)
• Option 3: four units plus a minor research thesis (16,000 words).

Students who are interested in pursuing doctoral studies must select option 3, ie the minor thesis.

An appropriate research core unit must be selected from the faculty suite of research methodology units. Elective units may be chosen to form a designated specialisation.

Option 1

• 12-point research core unit
• five elective units (60 points)

Option 2

• 12-point research core unit
• four elective units (totalling 48 points)
• EDF6010 Professional project (A) or EDF6020 Professional project (B) (8000 words) (12 points)

Option 3

• 12-point research core unit
• three elective units (36 points)
• EDF6031 Masters thesis part 1, and EDF6032 Masters thesis part 2 (16,000 words) (24 points)

Elective units

Students can choose any 12-point units from the entire range of units offered within the education postgraduate coursework studies programs.

Note that electives usually do not need the course adviser's approval, unless there are exceptional circumstances (ie if the student wishes to enrol in a unit from another faculty). Students wishing to graduate with a specialisation noted on their testamur should enrol in the units listed for each specialisation below.

Research methodology units

• EDF6005 Reading, interpreting and communicating research (12 points)
• EDF6006 Introduction to quantitative research methods (12 points)
• EDF6007 Qualitative approaches to research (12 points)
• EDF6008 Working with theory in research (12 points)
• EDF6009 Special topic in research (12 points)
• EDF6012 Specific focus in research A (6 points) and
• EDF6013 Specific focus in research B (6 points)

Research thesis

The research core unit ('research methodology unit') is a corequisite for the research thesis. It may be taken concurrently with the research thesis or completed prior to its commencement.

Specialisation pathways

Students may choose to enrol in a series of units which make up a designated specialisation.* The units making up each specialisation are shown below. Some additional elective units may also be required, depending on the pathway chosen. Where students undertake a series of units that meet the requirements of an approved specialisation pathway, this specialisation will be shown on their testamur. Students may only complete one specialisation pathway.

* Note: Students undertaking this course via Singapore can only do the 'Early childhood' or 'Leadership, policy and change' specialisations as set out below.

Specialisation units

Adult and work-based learning

• EDF6802 Adult education and training: Theories and pedagogies
• EDF6863 Fostering learning in practice

Bilingual/immersion education

(Available only on a cohort basis)

• EDF6201 Theory and principles of bilingual/immersion education
• EDF6202 Establishing, maintaining and evaluating an immersion program
• EDF6203 The classroom and the bilingual/ immersion teacher* + EDF6228 Content-based teaching in languages

* Only required for students completing option 1

Early childhood (Clayton)

Select at least two of:

• EDF6641 The social and political contexts of early childhood
• EDF6642 Contexts for childhood
• EDF6643 Values in early childhood education

Early childhood (Singapore)

Students must complete the following six core units:

• EDF6009 Special topic in research
• EDF6010 Professional project (A), or EDF6020 Professional project (B)
• EDF6641 Social and political contexts of early childhood
• EDF6642 Contexts for childhood
• EDF6643 Values in early childhood
• EDF6822 Leadership and organisation, or EDF6601 Studies in special education - inclusion

Educational technologies

• EDF6442 Digital agency: The impact of digital technologies on education and society
• EDF6444 Emerging educational technologies
• EDF6447 Instructional design: Harnessing educational technologies for learning

Gifted education

Select at least two of:

• EDF6607 Gifted education: Identification and programming
• EDF6610 The psychology of the gifted child
• EDF6613 Advanced studies in gifted education

International education

• EDF6701 Globalisation and education
• EDF6702 Internationalising the curriculum
• EDF6703 International education markets

Leadership, policy and change (Clayton)

• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management

Students undertaking option 3 select only three of the above.

Leadership, policy and change (Singapore)

Students must complete the following six core units:

• EDF6009 Special topic in research
• EDF6010 Professional project (A), or EDF6020 Professional project (B)
• EDF6821 Power, authority and decision-making
• EDF6822 Leadership and organisation
• EDF6823 Management and change
• EDF6828 Resource management

Literacy studies

• EDF6301 New literacy studies

Select one of

• EDF6115 Communication practices and the use of new media
• EDF6308 School and community literacy practices

In addition EDF6236 (Language, society and cultural difference) is recommended but not compulsory.

Mathematics and science education

• EDF6401 Research on teaching and learning science and mathematics
• EDF6402 Research on science and mathematics curriculum

Music education

Select at least two of:

• EDF6322 Teaching music: Policy and practice
• EDF6323 Learning music: Current research issues
• EDF6324 European perspectives on music education

Teaching English to Speakers of Other Languages - International/TESOL - International

• EDF6233 Theory and practice of TESOL
• EDF6236 Language, society and cultural difference

plus one of:

• EDF6201 Theory and principles of bilingual/immersion education
• EDF6210 Language testing and assessment
• EDF6228 Content-based teaching in languages
• EDF6234 Curriculum design and evaluation in languages education

plus:

• EDF6232 Professional practice for teachers of English as a foreign language*, or any 12-point unit selected from the units offered within the education postgraduate coursework studies programs.

* Students with less than three years of approved relevant teaching experience must complete this unit.

Teaching English to Speakers of Other Languages/TESOL

• EDF6233 Theory and practice of TESOL
• EDF6236 Language, society and cultural difference
• EDF6238 Advanced practicum in language teaching: TESOL

Students undertaking options 1 or 2 should also select one of:

• EDF6201 Theory and principles of bilingual/immersion education
• EDF6210 Language testing and assessment
• EDF6228 Content-based teaching in languages
• EDF6234 Curriculum design and evaluation in languages education

Teaching Languages other than English/LOTE

(Available only on a cohort basis)

• EDF6223 LOTE methodology
• EDF6224 Advanced practicum in language teaching: LOTE *
• EDF6234 Curriculum design and evaluation in languages education

*This unit is mandatory for those teachers wishing to be fully qualified for employment with the Department of Education and Early Childhood Development (DEECD), Victoria, who have not already qualified to teach LOTE. Qualified LOTE teachers only may choose another masters unit relevant to their course as approved by the course adviser.

Master of Education
Master of Education specialising in Bilingual / Immersion Education
Master of Education specialising in Early Childhood Education
Master of Education specialising in Gifted Education
Master of Education specialising in Inclusive and Special Education
Master of Education specialising in Information and Communication Technology in Education
Master of Education specialising in International Education
Master of Education specialising in Leadership, Policy and Change
Master of Education specialising in Literacy Studies
Master of Education specialising in Mathematics and Science Education
Master of Education specialising in Music Education
Master of Education specialising in TESOL
Master of Education specialising in TESOL - International
Master of Education specialising in Teaching Languages other than English (LOTE)
Master of Education specialising in Work and Learning Studies
Master of Education specialising in Educational Technologies
Master of Education specialising in Adult and Work-based Learning

Where more than one award is listed the actual award conferred may depend on units/majors/streams/specialisations studied, the level of academic merit achieved, or other factors relevant to the individual student's program of study.

The course is designed to meet the needs of teachers or prospective teachers from overseas who do not wish to teach in Australia.

Upon successful completion of this course it is expected that students will:

• have understood core principles of language teaching and learning for English as a foreign language classrooms
• have engaged with theory and practice for second language acquisition and pedagogy
• have understood the role of social and cultural contexts in language learning and use
• have developed competence in a range of key areas in second language acquisition, including content-based learning, assessment, curriculum development and bilingualism
• have engaged with current research in the field
• have fostered a theoretical and practical knowledge of research methods.

This course comprises one of the following three options:

• Option 1: six units
• Option 2: five units plus a professional project (8000 words)
• Option 3: four units plus a research thesis (16,000 words).

All units are 12 points unless otherwise indicated. An appropriate 12-point research core unit must be selected from the faculty suite of research methodology units.

Option 1

• EDF6232 Professional practice for teachers of English as a foreign language*
• EDF6233 Theory and practice of TESOL
• EDF6236 Language society and cultural difference
• 12-point research core ('research methodology') unit
• one specialist elective
• one general elective

*students with three years of approved relevant teaching experience may complete a specialist elective instead of EDF6232.

Option 2

• EDF6010 Professional project (A) (8000 words) or EDF6020 Professional project (B) (8000 words)
• EDF6232 Professional practice for teachers of English as a foreign language*
• EDF6233 Theory and practice of TESOL
• EDF6236 Language society and cultural difference
• 12-point research core ('research methodology') unit
• one specialist elective or one general elective

*students with three years of approved relevant teaching experience may complete a specialist elective instead of EDF6232.

Option 3

• EDF6031 Masters thesis part 1 and EDF6032 Masters thesis part 2 (16,000 words) (24 points)
• EDF6232 Professional practice for teachers of English as a foreign language*
• EDF6233 Theory and practice of TESOL
• EDF6236 Language society and cultural difference
• 12-point research core ('research methodolgy') unit

*students with three years of approved relevant teaching experience may complete a specialist elective instead of EDF6232.

Specialist electives

• EDF6201 Theory and principles of bilingual/immersion education (12 points)
• EDF6210 Language testing and assessment
• EDF6232 Professional practice for teachers of English as a foreign language (12 points) (for students with three years of approved relevant teaching experience for whom this is not a core unit)
• EDF6228 Content-based teaching in languages
• EDF6234 Curriculum design and evaluation in languages education

General electives

Any 12-point unit selected from the units offered within the education postgraduate coursework studies programs.

Note: general electives do not need the course coordinator's approval, unless there are exceptional circumstances (ie if the student wishes to enrol in a unit from another faculty).

Research methodology units

• EDF6005 Reading, interpreting and communicating research
• EDF6006 Introduction to quantitative research methods
• EDF6007 Qualitative approaches to research
• EDF6008 Working with theory in research
• EDF6009 Special topic in research
• EDF6012 Specific focus in research A (6 points)
• EDF6013 Specific focus in research B (6 points)

Research thesis

The research core unit ('research methodology unit') is a corequisite for the research thesis. It may be taken concurrently with the research thesis or completed prior to its commencement.

Students who choose not to complete the full program may be eligible to exit with a Postgraduate Diploma of Education or a Postgraduate Diploma of Education (TESOL International) after consultation with the course adviser.

Master of Education (TESOL International)

This course provides an Australian Psychology Accreditation Council (APAC)-accredited fifth and sixth-year sequence in psychology and prepares graduates to practise as counselling psychologists in a range of settings including hospitals, community centres, schools, tertiary institutions, private practices, industry, health-oriented facilities and other similar places. For more detailed information regarding the role and employment prospects of counselling psychologists, students should consult the College of Counselling Psychologists, Australian Psychological Society.

This course trains selected psychology graduates in advanced psychotherapeutic and research skills for registration and practise in the specialism of counselling psychology across the lifespan.

At the completion of the degree, students will have been trained in:

• knowledge and application of a range of evidence based psychotherapies
• application of sound practice principles concerning the psychotherapeutic relationship and interventions with couples, families and groups
• practice and application of evidence based research in psychotherapy
• administration and interpretation of a wide range of psychological tests and assessment instruments
• the ability to liaise and work effectively with other mental health and allied health professionals in a range of organisational contexts

In undertaking their minor research thesis, students will increase their ability to function as scientist-practitioners, using quantitative, qualitative or mixed methods to investigate an applied topic relevant to counselling psychology.

Clinical practice units

This course requires students to undertake off-campus clinical placements. Attendance is mandatory for the clinical component of each unit. In the clinical setting students will have an opportunity to apply theory to practice under supervision.

Where a student's skill or knowledge is found to be inadequate, access to the clinical component of the unit will be denied. A student may be withdrawn from a clinical practicum if required skills and knowledge are deemed inadequate, or on other grounds deemed appropriate by the head of school.

Clinical expenses

Students are responsible for all uniform and equipment, travel and accommodation expenses during clinical placement and will be notified regarding purchase arrangements upon commencement.

Off-campus students' compulsory residentials

Students enrolled in off-campus mode will be required to attend a compulsory one-week (35 hour) residential school at the Clayton campus for each of the four core units.

On commencing the program and prior to commencing their placement, students must submit proof of provisional registration with the Psychology Board of Australia and a satisfactory Victorian government Working with Children Check (details available at http://www.justice.vic.gov.au/wps/wcm/connect/justlib/working+with+children/).

Graduates qualify for registration as a psychologist with the Psychology Board of Australia and meet most requirements for membership of the College of Counselling Psychologists of the Australian Psychological Society.

The course comprises: advanced coursework, supervised practica and a research thesis.

Research supervision for off-campus students will be by telephone, email and/or residential workshop.

Note: off-campus coursework units are only offered in alternate years.

Coursework

Core units

• EDF6501 Psychotherapies: Theory and practice
• EDF6502 Clinical assessment and psychopathology
• EDF6503 Advanced professional counselling psychology: Clinical, research and ethical issues
• EDF6517 Research and therapeutic interventions in counselling psychology

Practica and research thesis

In the second year (full-time) or third and fourth years (part-time), students undertake supervised practica and complete a research thesis on a topic relevant to the discipline of counselling psychology.

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3
• EDF6535 Psychology thesis part 1
• EDF6536 Psychology thesis part 2

NOTE: unit availability may change. Students should consult http://www.education.monash.edu.au/students/current/timetables and talk with their course adviser to assist in planning their program.

To satisfy entry requirements for doctoral-level studies (PhD), applicants need to have completed research at either masters or honours level. Master of Psychology by coursework candidates who wish to proceed to a doctoral course must achieve a grade of distinction or higher for the research thesis and an average of distinction or higher in the coursework units for doctoral-level eligibility. Students enrolled in the MPsych(Couns) who achieve a higher distinction average in two units (one of which must be the research project unit) and a minimum overall average of distinction over all four units will be eligible to apply for articulation to the combined Master of Psychology (Counselling) and Doctor of Philosophy program.

Master of Psychology (Counselling)

The Master of Psychology (Counselling)/PhD combines the coursework and placement requirements of the Australian Psychology Accreditation Council (APAC)-accredited Master of Psychology (Counselling) degree with the thesis requirements of the PhD program, with research undertaken in one of the areas listed below. This course has been designed to meet the requirements of the Australian Psychological Society College of Counselling Psychologists, with APAC accreditation being sought for the combined program. Candidature will be probationary with full admission to the program granted in the last three months of the second year of full-time study, or equivalent for part-time study if performance on all components, including research confirmation proceedings, is satisfactory.

In this degree, high-achieving psychology graduates are trained in the advanced psychotherapeutic skills and competencies necessary for registration and practice in the specialism of counselling psychology, and in addition, complete an applied research thesis meeting the requirements of the PhD program.

At the completion of the degree, students will have been trained in:

• knowledge and application of a range of evidence based psychotherapies
• application of sound practice principles concerning the psychotherapeutic relationship and interventions with couples, families and groups
• practice and application of evidence based research in psychotherapy
• administration and interpretation of a wide range of psychological tests and assessment instruments
• the ability to liaise and work effectively with other mental health and allied health professionals in a range of organisational contexts

In undertaking the PhD research thesis, students will use quantitative, qualitative or mixed methods to develop and carry out research which will be an original and substantial contribution to counselling psychology.

Clinical practice units

This course requires students to undertake off-campus clinical placements. Attendance is mandatory for the clinical component of each unit. In the clinical setting students will have an opportunity to apply theory to practice under supervision.

Where a student's skill or knowledge is found to be inadequate, access to the clinical component of the unit will be denied. A student may be withdrawn from a clinical practicum if required skills and knowledge are deemed inadequate, or on other grounds deemed appropriate by the head of school.

Clinical expenses

Students are responsible for all uniform and equipment, travel and accommodation expenses during clinical placement and will be notified regarding purchase arrangements upon commencement.

Off-campus students' compulsory residentials

Students enrolled in off-campus mode will be required to attend a compulsory one-week (35 hour) residential school at the Clayton campus for each of the four core units.

On commencing the program and prior to commencing their placement, students must submit proof of provisional registration with the Psychology Board of Australia and a satisfactory Victorian government Working with Children Check (details available at http://www.justice.vic.gov.au/wps/wcm/connect/justlib/working+with+children/).

Graduates qualify for registration as a psychologist with the Psychology Board of Australia and meet most requirements for membership of the College of Counselling Psychologists of the Australian Psychological Society.

This course comprises advanced coursework, supervised practica and a research thesis. Note: coursework units are only offered in alternate years.

Students commence by enrolling for year one in the Master of Psychology (Counselling). This encompasses completion of the initial 48 points of the combined degree consisting of the three course work units plus the research project unit where students commence preparation of their thesis research proposal. Subject to negotiation, the first practicum unit may also be taken in the first year.

Upon satisfactory completion of the first 48 points students will enrol in the research-intensive component in the Master of Psychology (Counselling)/PhD. In year two candidates complete the practicum units, further develop and present their research proposal, finalise ethics clearance, and progress the research proposal toward confirmation that takes place in the last three months of the year. Enrolment for the final two years is dependent on students satisfying the confirmation process. On completion of the course, students submit a PhD thesis of between 80,000 and 100,000 words, which is examined according to the Monash Research Graduate School requirements for PhD studies. Visit http://www.mrgs.monash.edu.au for details.

Part time students are enrolled pro-rata completing the first 48 points of work over two years; on confirmation they are enrolled to complete any remaining practicum units and focus on their research from years 3-8.

Students applying for off campus study must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of five days of full-time study within the University each year they are enrolled in the PhD thesis, although this requirement may be relaxed in later years depending on the candidate's progress.

Advanced coursework units

• EDF6501 Psychotherapies: Theory and practice
• EDF6502 Clinical assessment and psychopathology
• EDF6503 Advanced professional counselling psychology: Clinical, research, and ethical issues

Research project unit

• EDF6517 Research and therapeutic interventions in counselling psychology

Practicum units

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3

Research areas

Details of the research interests of staff can be found on their respective web pages; contact the faculty's Research Degrees Office at http://www.education.monash.edu.au/research/degrees/research-degrees-office.html for further information. A wide variety of thesis topics related to modalities of counselling psychology and lifespan psychotherapy are possible, subject to available supervision. These include:

• culture-sensitive psychotherapy
• diversity counselling
• counselling adolescents
• psychotherapy with older adults
• counselling children
• school counselling
• special needs counselling
• relationship therapy
• group psychotherapy
• psychodynamic counselling and psychotherapy
• cognitive and behavioural psychotherapy
• narrative therapy and counselling
• arts psychotherapies
• counselling supervision
• resilience and coping
• meaning and wellbeing
• spirituality in counselling and psychotherapy
• clinician development and self care
• clinical supervision.

Master of Psychology (Counselling)/Doctor of Philosophy

This course provides an Australian Psychology Accreditation Council (APAC)-accredited fifth and sixth-year sequence in psychology and prepares graduates to practise as educational and developmental psychologists in schools, hospitals, clinics and private practices. For more detailed information regarding the role and employment prospects of educational and developmental psychologists, students should consult the College of Educational and Developmental Psychologists, Australian Psychological Society.

The course aims to develop graduates as independent specialist professionals with a commitment to lifelong learning of the theoretical, research, assessment, and therapeutic skills involved in educational and developmental psychology. It aims to develop the ability to think critically and analytically about the processes involved in educational and developmental psychology. Within the context of sound ethical principals, competencies applicable across the lifespan will be developed through collaborative participation in coursework lectures and workshops, research, and practicum placements across a variety of settings under the supervision of experienced specialist practitioners.

Competencies include high professional standards in:

• the administration and interpretation of a comprehensive range of psychological, educational and developmental tests and assessments
• planning, implementation and evaluation of evidence based interventions with individuals, groups and systemically
• the capacity for effective consultation and collaboration across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate.

Undertaking their minor research thesis, students will develop as scientist-practitioners, carrying out reviews and scientific investigations relevant to the theory and practice of educational and developmental psychology.

Clinical practice units

This course requires students to undertake off-campus clinical placements. Attendance is mandatory for the clinical component of each unit. In the clinical setting students will have an opportunity to apply theory to practice under supervision.

Where a student's skill or knowledge is found to be inadequate, access to the clinical component of the unit will be denied. A student may be withdrawn from a clinical practicum if required skills and knowledge are deemed inadequate, or on other grounds deemed appropriate by the head of school.

Clinical expenses

Students are responsible for all uniforms and accessories, travel and accommodation expenses during clinical placement and will be notified regarding purchase arrangements upon commencement.

Off-campus students' compulsory residentials

Students enrolled in off-campus mode will be required to attend a compulsory one-week (35 hour) residential school at the Clayton campus for each of the four core units.

On commencing the program and prior to commencing their placement, students must submit proof of provisional registration with the Psychology Board of Australia and a satisfactory Victorian government Working with Children Check (details available at http://www.justice.vic.gov.au/wps/wcm/connect/justlib/working+with+children/).

Graduates qualify for registration as a psychologist with the Psychology Board of Australia and meet most requirements for membership of the College of Educational and Developmental Psychologists of the Australian Psychological Society.

This courses comprises advanced coursework, supervised practica and a research thesis.

Research supervision for off-campus students will be by telephone, email and/or residential workshop.

Note: off-campus coursework units are only offered in alternate years.

Coursework

Core units

• EDF6504 Developmental psychology and counselling
• EDF6510 Exceptionality: Assessment, intervention and research
• EDF6511 Cognitive, personality and educational assessment
• EDF6512 Clinical interventions in educational and developmental psychology

Practica and research thesis

In the second year (full-time) or third and fourth years (part-time), students undertake supervised practica and complete a research thesis on a topic relevant to the discipline of educational and developmental psychology.

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3
• EDF6535 Psychology thesis part 1
• EDF6536 Psychology thesis part 2

Note: unit availability may change. Students should consult http://www.education.monash.edu.au/students/current/timetables and talk with their course adviser to assist in planning their program.

To satisfy entry requirements for doctoral-level studies (ie PhD), applicants need to have completed research at either masters or honours level. Master of Psychology by coursework candidates who wish to proceed to a doctoral course must achieve a grade of distinction or higher for the research thesis and an average of distinction or higher in the coursework units for doctoral-level eligibility. Students enrolled in the Master of Psychology (Educational and Developmental) who achieve a high distinction average in two of the core units (one of which must be the research project unit) and a minimum overall average of high distinction over all four core units will be eligible to apply for articulation to the combined Master of Psychology (Educational and Developmental) and Doctor of Philosophy program.

Master of Psychology (Educational and Developmental)

The Master of Psychology (Educational and Developmental)/PhD is a four year full-time course combining the coursework and placement requirements of the APAC accredited Master of Psychology (Educational and Developmental) degree with the thesis requirements of the PhD program, with research undertaken in one of the areas listed below. This course has been designed to meet the requirements of the APS College of Educational and Developmental Psychologists and APAC accreditation is being sought for the combined program. Candidature will be probationary with full admission to the program granted in the last three months of the second year of full-time study, or equivalent for part-time study if performance on all components, including research confirmation proceedings, is satisfactory.

The course aims to develop graduates as independent specialist professionals with a commitment to lifelong learning of the theoretical, research, assessment, and therapeutic skills involved in educational and developmental psychology. It aims to develop the ability to think critically and analytically about the processes involved in educational and developmental psychology. Within the context of sound ethical principals, competencies applicable across the lifespan will be developed through collaborative participation in coursework lectures and workshops, research, and practicum placements across a variety of settings under the supervision of experienced specialist practitioners.

Competencies include high professional standards in:

• the administration and interpretation of a comprehensive range of psychological, educational and developmental tests and assessments
• planning, implementation and evaluation of evidence based interventions with individuals, groups and systemically
• the capacity for effective consultation and collaboration across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate.

In undertaking the PhD research thesis, students will develop as scientist-practitioners, carrying out reviews and scientific investigations which make original and substantive contributions relevant to educational and developmental psychology.

Clinical practice units

This course requires students to undertake off-campus clinical placements. Attendance is mandatory for the clinical component of each unit. In the clinical setting students will have an opportunity to apply theory to practice under supervision.

Where a student's skill or knowledge is found to be inadequate, access to the clinical component of the unit will be denied. A student may be withdrawn from a clinical practicum if required skills and knowledge are deemed inadequate, or on other grounds deemed appropriate by the head of school.

Clinical expenses

Students are responsible for all uniforms and accessories, travel and accommodation expenses during clinical placement and will be notified regarding purchase arrangements upon commencement.

Off-campus students' compulsory residentials

Students enrolled in off-campus mode will be required to attend a compulsory one-week (35 hour) residential school at the Clayton campus for each of the four core units.

On commencing the program and prior to commencing their placement, students must submit proof of provisional registration with the Psychology Board of Australia and a satisfactory Victorian government Working with Children Check (details available at http://www.justice.vic.gov.au/wps/wcm/connect/justlib/working+with+children/

Graduates qualify for registration as a psychologist with the Psychology Board of Australia and meet most requirements for membership of the College of Educational and Developmental Psychologists of the Australian Psychological Society.

This course comprises advanced coursework, supervised practica and a research thesis. Note: coursework units are only offered in alternate years.

Students commence by enrolling for year one in the Master of Psychology (Educational and Developmental). This encompasses completion of the initial 48 points of the combined degree consisting of the three course work units plus the research project unit where students commence preparation of their thesis research proposal. The first practicum unit may also be taken in the first year.

Upon satisfactory completion of the first 48 points students will enrol in the research intensive component in the Master of Psychology (Educational and Developmental)/PhD. In year two candidates complete the practicum units, further develop and present their research proposal, finalise ethical clearance, and progress the research proposal toward confirmation that takes place in the last three months of the year. Enrolment for the final two years is dependent on students satisfying the confirmation process. On completion of the course, students submit a PhD thesis of between 80,000 and 100,000 words, which is examined according to the Monash Research Graduate School requirements for PhD studies. Visit http://www.mrgs.monash.edu.au for details.

Part-time students are enrolled pro-rata completing the first 48 points of work over two years, and on confirmation are enrolled to complete any remaining practicum units and focus on their research from years 3-8.

Students applying for off campus study must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of five days of full-time study within the University each year they are enrolled in the PhD thesis, although this requirement may be relaxed in later years depending on the candidate's progress.

Advanced coursework units

• EDF6504 Developmental psychology and counselling
• EDF6511 Cognitive, personality and educational assessment
• EDF6512 Clinical interventions in educational and developmental psychology

Research project unit

• EDF6510 Exceptionality: Assessment, intervention and research

Practicum units

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3

Research areas

Details of the research interests of staff can be found on their respective web pages; contact the faculty's Research Degrees Office at http://www.education.monash.edu.au/research/degrees/research-degrees-office.html for further information. A wide variety of thesis topics related to educational and developmental psychology across the lifespan are possible, subject to available supervision. These include:

• abilities
• adjustment
• anxiety
• assessment
• attachment
• attitudes
• autism spectrum disorders
• behavioural difficulties
• cognition
• cognitive and behavioural
• coping
• counselling
• disabilities
• exceptionality
• giftedness
• habits and addictions
• human development
• inclusion
• individual differences
• learning disorders
• management
• motivation
• parenting
• personality
• psychopathology
• psychotherapy
• sleep
• social
• stress
• teaching and learning styles
• test construction
• trauma
• well being.

Master of Psychology (Educational and Developmental)/Doctor of Philosophy

This course is develops students' theoretical and practical knowledge in the area of early childhood teaching. Students form a broad conceptual understanding of the field of education as active participants in both on-campus classes and off-campus teaching practicum placements. The emphasis is on the underpinning theories in early childhood teaching and the development of a strong understanding of the theories of child development. The course highlights the range of early childhood services and the social context of early childhood provision for children aged birth to five, as well as the need for flexibility and responsiveness to the needs of families and young children. It also addresses the relationship between service provision and the families of young children and develops an understanding of the ethical requirements of early childhood teachers and the practical application of these requirements.

Upon successful completion of this course it is expected that students will:

• demonstrate inclusive practices that respect and draw on knowledge of young children and their families' diverse social, cultural, religious and ethnic community contexts and their effect upon children's educational attainments
• integrate theories of learning and teaching into a variety of early childhood service leadership and curriculum design contexts
• design, plan, implement and evaluate contemporary research-led early childhood teaching strategies
• understand how distinctive philosophical frameworks and traditions influence the contemporary early childhood field of practice
• meet Victorian accreditation requirements for appointment as an early childhood teacher in pre-schools, child care centres and services
• demonstrate the capacity to exercise professional leadership in relation to other early childhood staff.

Students must complete teaching practice which consists of a minimum of 60 days of satisfactory supervised early childhood setting experience. Those students who are employed in schools or other early childhood settings must complete a minimum of 50 per cent of supervised placement in a setting other than that in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

This course is designed to meet the requirement of the Early Childhood Australia (Victorian branch) for accreditation as an initial early childhood teaching qualification for children from age birth to five years.

This course comprises eight compulsory units and fieldwork placements.

Students complete:

Year 1

Semester 1

• EDF4910 Genealogies of early childhood
• EDF4911 Contemporary child development theory
• EDF5908 Researching childhood, family and community

Semester 2

• EDF5909 Placement in early childhood
• EDF5910 Policy and polity in early childhood
• EDF5911 Early childhood curriculum and design

Year 2

Semester 1

• EDF5912 Researching professional practice
• EDF5913 Educational and administrative leadership

An optional supplementary research methods and thesis component provides a pathway to doctoral qualifications.

Upon successful completion the first year (72 credit points), students are able to exit with the Graduate Diploma of Teaching (Early Childhood).

Master of Teaching (Early Childhood)

NOTE: This course has had one or more changes made to it since publication on 1 October 2011. For details of change/s, please consult the change register at http://www.monash.edu.au/pubs/2012handbooks/2012-change-register.html.

This course prepares graduates for teaching in secondary schools and provides them with the opportunity to build on strengths developed in their undergraduate degree. Secondary education studies focus on adolescent learning and the nature of education, classroom teaching and practice in schools, education and its relationship to society and planning, implementation and evaluation of the school curriculum. Students gain valuable classroom experience by completing professional placements.

Upon successful completion of this course it is expected that students will:

• demonstrate knowledge and understanding of, and a commitment to, working as an ethical teacher who understands and respects diverse social, cultural, religious and ethnic contexts and their effect upon professional practice
• demonstrate a capacity to engage in research lead teaching, critical inquiry and reflective practice
• integrate theories of learning and teaching and be able to apply these as appropriate in classroom teaching, school leadership, and curriculum construction
• design, plan and evaluate teaching and learning, ensuring students' understanding and development
• utilise a range of technologies to inform and develop practice.

Students must complete teaching practice which consists of a minimum of 60 days of satisfactory supervised school experience. Those students who are employed in schools must complete a minimum of 50 per cent of supervised placement in a setting other than the school in which they are employed. Students will only be permitted to complete a placement in their place of employment if they receive the required level of supervision. Students must be available to undertake placements on a full-time basis and attend their placement for full days at times determined by the faculty.

Graduates are eligible for registration and employment as secondary school teachers in the government, Catholic and independent school systems in Victoria. For interstate and overseas positions, applicants are advised to check with local authorities.

This course comprises four core units, method studies units and depth studies units, as well as fieldwork placements.

Year 1

EDF5806 Policy and practice of education

EDF5807 Theory and practice of learning and teaching

Core method study unit 1

Core method study unit 2 or Curriculum elective unit

EDF5808 Fostering student engagement in education

EDF5809 The teacher as a professional

Method study 1 (Specialism)

Method study 2 (Specialism)

Year 2

Depth study 1

Depth study 2

Units available

Core curriculum units

Students select two of the following core curriculum units, or one core curriculum unit and one elective curriculum unit from the following list. Students are advised to consult the list of curriculum specialist units and their prerequisites before choosing the core curriculum units:

• EDF4110 Arts education
• EDF4111 Business education
• EDF4112 English language and literacy education
• EDF4113 General science education
• EDF4114 Health, outdoor and physical education
• EDF4115 Information, communication technologies and new media
• EDF4116 Mathematics and numeracy education
• EDF4117 Second language pedagogy
• EDF4118 Social and environmental education
• EDF4119 The world of Jewish education

Elective curriculum units

• EDF4510 Connecting curriculum
• EDF4511 ESL in content areas
• EDF4512 Gifted education
• EDF4513 Indigenous and traditional education in a global world
• EDF4514 Vocational and workplace learning

Curriculum specialism units

Students select two of the following curriculum specialism units. Students are advised to check the prerequisites for their specialism units before selecting their core curriculum units:

• EDF4401 Accounting education
• EDF4402 Biology education
• EDF4403 Chemistry education
• EDF4404 Drama education
• EDF4405 Economics education
• EDF4406 English education
• EDF4407 Geography education
• EDF4408 History education
• EDF4409 Health education
• EDF4410 Information technology / Computing education
• EDF4411 Languages other than English (LOTE) education - 1
• EDF4412 Languages other than English (LOTE) education - 2
• EDF4413 Legal studies education
• EDF4415 Mathematics education
• EDF4416 Media education
• EDF4417 Music education - 1
• EDF4418 Music education - 2
• EDF4419 Physics education
• EDF4420 Science education
• EDF4421 Social education
• EDF4422 Outdoor education
• EDF4423 Physical education
• EDF4425 Visual art education - 1
• EDF4426 Visual art education - 2
• EDF4427 Business management education
• EDF4428 Jewish studies education
• EDF4429 English as a second language (ESL) education

Please note the following:

(i.) some curriculum specialism units may only be available in off-campus mode every second year.

(ii.) the availability of any of the curriculum specialism units from year to year is dependent on the faculty's ability to provide appropriate tutorial assistance, supervision and teaching practice facilities.

Upon successful completion the first year (72 credit points), students are able to exit with the Graduate Diploma of Teaching (Secondary).

Master of Teaching (Secondary)

The PhD program in the Faculty of Education may be undertaken in the following principal areas of research offered by the faculty:

• early childhood, primary and secondary education
• inclusive/special and gifted education
• information and communication technology in education
• international education
• leadership and policy development
• literacy studies
• mathematics and science education
• music education
• school and organisational leadership
• work and learning studies
• educational and developmental psychology
• counselling, counselling psychology, mentoring and coaching
• professional development studies
• teaching English as a foreign or second language
• sport and outdoor recreation.

External candidature

Candidature by external mode is available and can be on a full-time or part-time basis. Prospective candidates studying in this mode must ensure regular interactive communication with their supervisor and undertake the equivalent of five days of full-time study within the University each year, although this requirement may be relaxed in later years depending on the candidate's progress.

Students undertake a program of supervised research and submit a thesis of up to 100,000 words. The thesis should offer a significant contribution to knowledge in the discipline concerned and demonstrate the student's capacity to carry out independent research.

Doctor of Philosophy

The Master of Psychology (Counselling)/PhD combines the coursework and placement requirements of the Australian Psychology Accreditation Council (APAC)-accredited Master of Psychology (Counselling) degree with the thesis requirements of the PhD program, with research undertaken in one of the areas listed below. This course has been designed to meet the requirements of the Australian Psychological Society College of Counselling Psychologists, with APAC accreditation being sought for the combined program. Candidature will be probationary with full admission to the program granted in the last three months of the second year of full-time study, or equivalent for part-time study if performance on all components, including research confirmation proceedings, is satisfactory.

In this degree, high-achieving psychology graduates are trained in the advanced psychotherapeutic skills and competencies necessary for registration and practice in the specialism of counselling psychology, and in addition, complete an applied research thesis meeting the requirements of the PhD program.

At the completion of the degree, students will have been trained in:

• knowledge and application of a range of evidence based psychotherapies
• application of sound practice principles concerning the psychotherapeutic relationship and interventions with couples, families and groups
• practice and application of evidence based research in psychotherapy
• administration and interpretation of a wide range of psychological tests and assessment instruments
• the ability to liaise and work effectively with other mental health and allied health professionals in a range of organisational contexts

In undertaking the PhD research thesis, students will use quantitative, qualitative or mixed methods to develop and carry out research which will be an original and substantial contribution to counselling psychology.

Clinical practice units

This course requires students to undertake off-campus clinical placements. Attendance is mandatory for the clinical component of each unit. In the clinical setting students will have an opportunity to apply theory to practice under supervision.

Where a student's skill or knowledge is found to be inadequate, access to the clinical component of the unit will be denied. A student may be withdrawn from a clinical practicum if required skills and knowledge are deemed inadequate, or on other grounds deemed appropriate by the head of school.

Clinical expenses

Students are responsible for all uniform and equipment, travel and accommodation expenses during clinical placement and will be notified regarding purchase arrangements upon commencement.

Off-campus students' compulsory residentials

Students enrolled in off-campus mode will be required to attend a compulsory one-week (35 hour) residential school at the Clayton campus for each of the four core units.

On commencing the program and prior to commencing their placement, students must submit proof of provisional registration with the Psychology Board of Australia and a satisfactory Victorian government Working with Children Check (details available at http://www.justice.vic.gov.au/wps/wcm/connect/justlib/working+with+children/).

Graduates qualify for registration as a psychologist with the Psychology Board of Australia and meet most requirements for membership of the College of Counselling Psychologists of the Australian Psychological Society.

This course comprises advanced coursework, supervised practica and a research thesis. Note: coursework units are only offered in alternate years.

Students commence by enrolling for year one in the Master of Psychology (Counselling). This encompasses completion of the initial 48 points of the combined degree consisting of the three course work units plus the research project unit where students commence preparation of their thesis research proposal. Subject to negotiation, the first practicum unit may also be taken in the first year.

Upon satisfactory completion of the first 48 points students will enrol in the research-intensive component in the Master of Psychology (Counselling)/PhD. In year two candidates complete the practicum units, further develop and present their research proposal, finalise ethics clearance, and progress the research proposal toward confirmation that takes place in the last three months of the year. Enrolment for the final two years is dependent on students satisfying the confirmation process. On completion of the course, students submit a PhD thesis of between 80,000 and 100,000 words, which is examined according to the Monash Research Graduate School requirements for PhD studies. Visit http://www.mrgs.monash.edu.au for details.

Part time students are enrolled pro-rata completing the first 48 points of work over two years; on confirmation they are enrolled to complete any remaining practicum units and focus on their research from years 3-8.

Students applying for off campus study must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of five days of full-time study within the University each year they are enrolled in the PhD thesis, although this requirement may be relaxed in later years depending on the candidate's progress.

Advanced coursework units

• EDF6501 Psychotherapies: Theory and practice
• EDF6502 Clinical assessment and psychopathology
• EDF6503 Advanced professional counselling psychology: Clinical, research, and ethical issues

Research project unit

• EDF6517 Research and therapeutic interventions in counselling psychology

Practicum units

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3

Research areas

Details of the research interests of staff can be found on their respective web pages; contact the faculty's Research Degrees Office at http://www.education.monash.edu.au/research/degrees/research-degrees-office.html for further information. A wide variety of thesis topics related to modalities of counselling psychology and lifespan psychotherapy are possible, subject to available supervision. These include:

• culture-sensitive psychotherapy
• diversity counselling
• counselling adolescents
• psychotherapy with older adults
• counselling children
• school counselling
• special needs counselling
• relationship therapy
• group psychotherapy
• psychodynamic counselling and psychotherapy
• cognitive and behavioural psychotherapy
• narrative therapy and counselling
• arts psychotherapies
• counselling supervision
• resilience and coping
• meaning and wellbeing
• spirituality in counselling and psychotherapy
• clinician development and self care
• clinical supervision.

Master of Psychology (Counselling)/Doctor of Philosophy

The Master of Psychology (Educational and Developmental)/PhD is a four year full-time course combining the coursework and placement requirements of the APAC accredited Master of Psychology (Educational and Developmental) degree with the thesis requirements of the PhD program, with research undertaken in one of the areas listed below. This course has been designed to meet the requirements of the APS College of Educational and Developmental Psychologists and APAC accreditation is being sought for the combined program. Candidature will be probationary with full admission to the program granted in the last three months of the second year of full-time study, or equivalent for part-time study if performance on all components, including research confirmation proceedings, is satisfactory.

The course aims to develop graduates as independent specialist professionals with a commitment to lifelong learning of the theoretical, research, assessment, and therapeutic skills involved in educational and developmental psychology. It aims to develop the ability to think critically and analytically about the processes involved in educational and developmental psychology. Within the context of sound ethical principals, competencies applicable across the lifespan will be developed through collaborative participation in coursework lectures and workshops, research, and practicum placements across a variety of settings under the supervision of experienced specialist practitioners.

Competencies include high professional standards in:

• the administration and interpretation of a comprehensive range of psychological, educational and developmental tests and assessments
• planning, implementation and evaluation of evidence based interventions with individuals, groups and systemically
• the capacity for effective consultation and collaboration across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate.

In undertaking the PhD research thesis, students will develop as scientist-practitioners, carrying out reviews and scientific investigations which make original and substantive contributions relevant to educational and developmental psychology.

Clinical practice units

This course requires students to undertake off-campus clinical placements. Attendance is mandatory for the clinical component of each unit. In the clinical setting students will have an opportunity to apply theory to practice under supervision.

Where a student's skill or knowledge is found to be inadequate, access to the clinical component of the unit will be denied. A student may be withdrawn from a clinical practicum if required skills and knowledge are deemed inadequate, or on other grounds deemed appropriate by the head of school.

Clinical expenses

Students are responsible for all uniforms and accessories, travel and accommodation expenses during clinical placement and will be notified regarding purchase arrangements upon commencement.

Off-campus students' compulsory residentials

Students enrolled in off-campus mode will be required to attend a compulsory one-week (35 hour) residential school at the Clayton campus for each of the four core units.

On commencing the program and prior to commencing their placement, students must submit proof of provisional registration with the Psychology Board of Australia and a satisfactory Victorian government Working with Children Check (details available at http://www.justice.vic.gov.au/wps/wcm/connect/justlib/working+with+children/

Graduates qualify for registration as a psychologist with the Psychology Board of Australia and meet most requirements for membership of the College of Educational and Developmental Psychologists of the Australian Psychological Society.

This course comprises advanced coursework, supervised practica and a research thesis. Note: coursework units are only offered in alternate years.

Students commence by enrolling for year one in the Master of Psychology (Educational and Developmental). This encompasses completion of the initial 48 points of the combined degree consisting of the three course work units plus the research project unit where students commence preparation of their thesis research proposal. The first practicum unit may also be taken in the first year.

Upon satisfactory completion of the first 48 points students will enrol in the research intensive component in the Master of Psychology (Educational and Developmental)/PhD. In year two candidates complete the practicum units, further develop and present their research proposal, finalise ethical clearance, and progress the research proposal toward confirmation that takes place in the last three months of the year. Enrolment for the final two years is dependent on students satisfying the confirmation process. On completion of the course, students submit a PhD thesis of between 80,000 and 100,000 words, which is examined according to the Monash Research Graduate School requirements for PhD studies. Visit http://www.mrgs.monash.edu.au for details.

Part-time students are enrolled pro-rata completing the first 48 points of work over two years, and on confirmation are enrolled to complete any remaining practicum units and focus on their research from years 3-8.

Students applying for off campus study must be able to ensure regular interactive communication with their supervisor and be able to undertake the equivalent of five days of full-time study within the University each year they are enrolled in the PhD thesis, although this requirement may be relaxed in later years depending on the candidate's progress.

Advanced coursework units

• EDF6504 Developmental psychology and counselling
• EDF6511 Cognitive, personality and educational assessment
• EDF6512 Clinical interventions in educational and developmental psychology

Research project unit

• EDF6510 Exceptionality: Assessment, intervention and research

Practicum units

• EDF6507 Clinical placement in psychology 1
• EDF6508 Clinical placement in psychology 2
• EDF6509 Clinical placement in psychology 3

Research areas

Details of the research interests of staff can be found on their respective web pages; contact the faculty's Research Degrees Office at http://www.education.monash.edu.au/research/degrees/research-degrees-office.html for further information. A wide variety of thesis topics related to educational and developmental psychology across the lifespan are possible, subject to available supervision. These include:

• abilities
• adjustment
• anxiety
• assessment
• attachment
• attitudes
• autism spectrum disorders
• behavioural difficulties
• cognition
• cognitive and behavioural
• coping
• counselling
• disabilities
• exceptionality
• giftedness
• habits and addictions
• human development
• inclusion
• individual differences
• learning disorders
• management
• motivation
• parenting
• personality
• psychopathology
• psychotherapy
• sleep
• social
• stress
• teaching and learning styles
• test construction
• trauma
• well being.

Master of Psychology (Educational and Developmental)/Doctor of Philosophy