Courses by faculty: Faculty of Education

This course is designed specifically for people 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 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. 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. Opportunities exist for further study at honours or master's level.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• understand core concepts and contemporary policies and practices in adult learning and development, and their application to their work and organisation
• comprehend the issues and strategies needed to undertake educational work effectively, ethically and sustainably in locally and globally networked organisations and communities
• design and implement programs to suit diverse and complex learning needs and learners
• plan, manage, deliver, promote and evaluate adult learning and development projects in workplaces and in communities
• demonstrate skills and understanding in the application of new learning technologies in adult learning across different sites
• demonstrate skills in reading, interpreting and conducting research into their own workplace practice.

Students who have successfully completed post-school qualifications, together with relevant work and/or community experience, are eligible for block credit of 48 points in the course, enabling them to complete the degree in two years. Examples of appropriate qualifications include:

• Certificate IV in Training and Assessment
• Diploma of Vocational Education and Training
• Diploma of Training and Assessment
• Diploma of VET Practice
• Certificate IV in Human Resources
• Diploma of Human Resources Management

Students who have completed or commenced other studies may also be considered for credit. All credit applications will be individually assessed.

Students receive block credit of 48 points for prior studies and enter directly into the second year of the course and complete 16 core units.

First-year level

• Block credit granted at level 1 equivalent to 48 credit 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
• EDF3806 Future directions in adult learning and development
• EDF3807 Contemporary workplaces: Issues and practices
• EDF3808 Research perspectives in adult and workplace education
• EDF3809 Reflection as workplace learning
• EDF3810 Mentoring at work
• EDF3811 Policy and change in adult education and training

Bachelor of Adult Learning and Development

This course combines specific studies in the arts 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. Students must complete both courses in four years of full-time study at a normal course load for each year.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• effectively plan and deliver primary school educational programs
• understand and engage in curriculum development and comprehend the key areas of learning taught in primary schools
• articulate how child development underlies professional practice and the philosophical underpinnings of primary teacher education
• understand and appreciate the cultural contexts of schooling and the diversity of the student population
• respond to the needs of children, their families and communities in a flexible and innovative way.

For the outcomes of the Bachelor of Arts component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/courses/0002.html.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in arts (96 points) and studies in education (96 points), incorporating compulsory and elective units, and teaching placements.

Arts

For a list of the arts disciplines available refer to the Faculty of Arts areas of study at http://www.monash.edu.au/pubs/2013handbooks/aos/index-byfaculty-arts.html.

Education

• Education - Primary

Arts component

Students must complete:

(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 levels.

For the requirements of the available arts disciplines, refer to the list under the 'Areas of study'.

Education component

Students must complete:

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

For the requirements of the education component, refer to the link under 'Areas of study'.

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

Bachelor of Arts
Bachelor of Education (Primary)

Secondary school teachers are specialists in one or more areas within a school curriculum, allowing them to focus on subjects and issues where they have professional expertise and qualifications. This course provides students with the opportunity to deepen their understanding of the areas they intend to teach in schools. The approach enables students to develop their knowledge and expertise in arts disciplines as well as developing their knowledge and expertise in the discipline of education. Students also learn through practical experiences, completing professional placements in secondary schools and other settings, including opportunities for overseas or remote practical experiences.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• integrate theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• link theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• attain 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 the outcomes of the Bachelor of Arts component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/courses/0002.html.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in arts and (96 points) studies in education (108 points), incorporating compulsory and elective units, and teaching placements.

Arts

For a list of the arts disciplines available refer to the Faculty of Arts areas of study at http://www.monash.edu.au/pubs/2013handbooks/aos/index-byfaculty-arts.html.

Education

• Education - Secondary

Arts component

Students must complete:

(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.

For the requirements of the available arts disciplines, refer to the list under the 'Areas of study'.

Education component

Students must complete:

(a.) a series of units relating to the theory and practice of education, teaching and curriculum

(b.) professional placement units.

For the requirements of the education component, refer to the link under 'Areas of study'.

Major and minor studies in arts must satisfy the prerequisites for the study of two secondary teaching method units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching (VIT). Generally, to qualify for secondary teaching method units, a student 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.

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

Bachelor of Arts
Bachelor of Education (Secondary)

This course combines specific studies in the arts and social sciences 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. Students must complete both courses in four years of full-time study at a normal course load for each year.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• effectively plan and deliver primary school educational programs
• understand and engage in curriculum development and comprehend the key areas of learning taught in primary schools
• articulate how child development underlies professional practice and the philosophical underpinnings of primary teacher education
• understand and appreciate the cultural contexts of schooling and the diversity of the student population
• respond to the needs of children, their families and communities in a flexible and innovative way.

For the outcomes of the Bachelor of Arts and Social Sciences component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/courses/4073.html.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in arts and social sciences (96 points) and studies in education (96 points), incorporating compulsory and elective units, and teaching placements.

Arts and social sciences

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

Education

• Education - Primary

Arts and social sciences component

Students must complete:

(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 levels.

For the requirements of the available arts and social sciences disciplines, refer to the list under the 'Areas of study'.

Education component

Students must complete:

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

For the requirements of the education component, refer to the link under 'Areas of study'.

Students who wish to graduate with a Bachelor of Arts and Social Sciences prior to the completion of the double degree course must have completed at least 144 points of studies, including all of the arts and social sciences requirements for the double degree course.

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

This double-degree course 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.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

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

For the outcomes of the Bachelor of Business component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/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 consists of studies in business (96 points) and studies in sport and outdoor recreation (96 points), incorporating compulsory and elective units.

• Business strategy
• Sports management
• Tourism

Business component

Students must complete:

(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 points):

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

* 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 need to complete an additional unit as detailed below.

(iii.) additional units taken in one of the majors offered 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

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

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

Bachelor of Business
Bachelor of Sport and Outdoor Recreation

Secondary school teachers are specialists in one or more areas within a school curriculum, allowing them to focus on subjects and issues where they have professional expertise and qualifications. This course provides students with the opportunity to deepen their understanding of the areas they intend to teach in schools. The approach enables students to develop their knowledge and expertise in commerce disciplines as well as developing their knowledge and expertise in the discipline of education. Students also learn through practical experiences, completing professional placements in secondary schools and other settings, including opportunities for overseas or remote practical experiences.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• integrate theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• link theoretical perspectives to different educational contexts and use these linkages to inform and develop their practice
• attain 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 commerce education that they select for study in their Bachelor of Commerce.

For the outcomes of the Bachelor of Commerce component of this double degree refer to http://www.monash.edu.au/pubs/2013handbooks/courses/0179.html

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in commerce (96 points) and studies in education (108 points), incorporating compulsory and elective units, and teaching placements.

Commerce

Students complete the units detailed for the Bachelor of Commerce from one of the following:

• accounting
• economics
• management studies

Education

• Education - Secondary

Commerce component

Students must complete 16 units 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 for the Bachelor of Commerce must be one of the majors listed under 'Areas of study'
• 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).

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

** 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.

Additional requirements for the Bachelor of Commerce degree:

• 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 the requirements of the education component, refer to the link under 'Areas of study'.

Major and minor studies in commerce must satisfy the prerequisites for the study of two teaching method units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching (VIT). 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 who wish to graduate with a Bachelor of Commerce prior to the completion of the double degree course must have completed at least 144 points of studies, including all of the commerce requirements for the double degree course.

Bachelor of Commerce
Bachelor of Education (Secondary)

This course fully prepares students for a career in a range of early childhood educational settings and/or in primary schools. The course explores a wide range of issues in teaching and children's learning, and covers 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.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• critically reflect on the theoretical foundations of human development and education, especially those relevant to early childhood education
• critically reflect on their own views and experiences in education, family and society and relate them to those of others
• appreciate the implications that 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 undergoing rapid and continuous social and technological change
• instigate and respond to change and advocate effectively for young children, families and the early childhood profession
• demonstrate competence in general care, appropriate curriculum planning and teaching skills, administration and management across a range of children's services
• display effective research, communication and interpersonal skills
• demonstrate skills and attitudes that foster a positive view of continued personal and professional development.

Minimum requirements for course completion

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

Students must complete teaching practice which consists of a minimum of 130 days of satisfactory supervised placement experience in childcare settings, kindergartens and/or primary schools. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in teaching, curriculum and education, especially early childhood education, incorporating compulsory and elective units, and teaching placements.

First year

• EDF1303 Learning and educational inquiry 1*
• EDF1304 Learning and educational inquiry 2*
• EDF1305 Entering the profession 1
• EDF1306 Spaces of difference
• EDF1308 Early literacy*
• 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*
• EDF2324 Inquiry in professional practice: Junior primary*

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*
• EDF3323 Inquiry in professional practice: Child care*
• 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*
• EDF4326 Early childhood field studies*
• EDF4327 Practice informing research
• EDF4328 Play and pedagogy

* Includes a number of days of professional placement. Refer to unit entry for details.

Bachelor of Early Childhood Education

The Bachelor of Early Childhood Studies has been designed as a pathway for students to upgrade their Diploma of Children's Services (or equivalent) to a professional degree qualification. The program is only available to students with the relevant Diploma qualification. All other applicants must undertake the Bachelor of Early Childhood Education.

The Faculty grants the equivalent of one year of block credit for the Diploma of Children's Services (or equivalent) and has devised a course structure that permits the completion of the degree with two further years of full-time study or part-time equivalent. Further recognition of prior learning is possible for professional placement units based on the student's work history in the early childhood industry.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• teach across a range of early childhood education settings, including kindergarten
• understand child development, learning theories and early childhood pedagogy
• comprehend early childhood curriculum development in literacy, numeracy, science, technology, music, visual arts and expressive arts
• critically reflect upon contemporary issues in early childhood education, family studies, and research
• appreciate the cultural contexts of early childhood settings and the diversity of children and families who experience these contexts
• develop a broad foundation of professional practice to effectively undertake the role of early childhood educator.

Students are awarded credit towards the first year of the Bachelor of Early Childhood Studies on the successful completion of the Diploma of Children's Services or equivalent as determined by the faculty.

Minimum requirements for course completion

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

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised placement experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of compulsory units and professional experience placements.

First year

• Block credit granted at level 1 equivalent to 48 credit 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*
• EDF3323 Inquiry in professional practice: Child care*
• 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
• EDF4327 Practice informing research
• EDF4328 Play and pedagogy

Third year placement units

Peninsula on-campus and multi-mode

• EDF4325 The early childhood curriculum*
• EDF4326 Early childhood field studies*

Singapore

• EDF4701 Fieldwork placement 1*
• EDF4702 Fieldwork placement 2*

* Includes a number of days of professional placement. Refer to unit entry for details.

Recognition of prior learning

Based on significant work history in the early childhood industry, students may be eligible to receive up to 24 points of credit for recognition of prior learning for professional placement units.

Bachelor of Early Childhood Studies

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

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• effectively plan and deliver educational programs in schools across primary and secondary years
• collaborate with a range of educational professionals to identify and be responsive to the diverse needs of learners, their families and communities
• attain deep subject, pedagogical and curricular knowledge and effectual interpersonal skills in order to bring expertise and leadership to their work in educational settings
• develop approaches that integrate numeracy, literacy, the use of digital technologies and other evolving educational priorities across the Australian Curriculum
• contribute to discussions concerning educational legislation and policy, and make informed decisions pertaining to practice.

Minimum requirements for course completion

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

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. In addition, in the first year of the course they also complete 20 days of fieldwork. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in education incorporating compulsory core units, elective discipline units, and teaching placements.

Students must complete:

• a six-unit sequence in their first discipline (discipline one), usually consisting of two units at each of levels one, two and three
• a four-unit sequence in their second discipline (discipline two), usually consisting of two units at level one and two units at level two.

For a list of discipline studies and their requirements visit http://www.education.monash.edu.au/units/bached-p-10-discipline-studies.html.

First year

Semester one

• EDF1101 Fieldwork experience 1A*
• EDF1205 English education 1 (P-10)
• EDF1303 Learning and educational inquiry 1
• discipline one unit one
• discipline two unit one

Semester two

• EDF1102 Fieldwork experience 1B*
• EDF1206 Mathematics education 1 (P-10)
• EDF1304 Learning and educational inquiry 2
• discipline one unit two
• discipline two unit two

Second year

Semester one

• EDF2101 Professional experience 2A*
• EDF2210 Child and adolescent development
• EDF2212 Creative arts education (P-10)
• discipline one unit three
• discipline two unit three

Semester two

• EDF2102 Professional experience 2B*
• EDF2211 Classroom practice
• EDF2213 English education 2 (P-10)
• discipline one unit four
• discipline two unit four

Third year

Semester one

• EDF3101 Professional experience 3A*
• EDF3210 Education policy and practice
• EDF3212 Mathematics education 2 (P-10)
• EDF3215 Health and physical education (P-10)
• discipline one unit five

Semester two

• EDF3102 Professional experience 3B*
• EDF3211 Inclusive education: Teaching diverse learners
• EDF3214 Science education (P-10)
• EDF3216 Social education (P-10)
• discipline one unit six or EDF3008 Researching educational practices

Fourth year

Semester one

• EDF4260 Curriculum, assessment and evaluation
• EDF4262 History education (P-10)
• EDF4266 English education 3 (P-10)
• EDF4267 Mathematics education 3 (P-10)
• EDF4041 Professional experience 4A*

Semester two

• EDF4042 Professional experience 4B*
• EDF4261 Professional ethics
• EDF4263 Indigenous people and education
• EDF4264 Practical education and learning or EDF3008 Researching educational practices
• EDF4552 Advanced pedagogy

* Includes a number of days of fieldwork or professional placement. Refer to unit entry for details.

Bachelor of Education (P-10)

This is a specialised course designed to fully prepare students for careers as teachers across the year levels Prep to Year 10, for work in special education (special schools and special classes) and to facilitate inclusion within regular schools. It provides graduates with a comprehensive background in educating school students with diverse needs and working with their families. Students study a range of units that cover topics in legislation, policies, assessment and intervention for school students with diverse needs.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• effectively plan and deliver educational programs in mainstream and special schools across primary and secondary years
• collaborate with a range of educational and health professionals to identify and be responsive to the diverse needs of learners, their families and communities
• attain deep subject, pedagogical and curricular knowledge and effectual interpersonal skills in order to bring expertise and leadership to their work in educational settings
• develop approaches that integrate numeracy, literacy, the use of digital technologies and other evolving educational priorities across the Australian Curriculum
• contribute to discussions concerning educational legislation and policy, and make informed decisions pertaining to practice.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. In addition, in the first year of the course they also complete 20 days of fieldwork. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in education incorporating compulsory core units, a specialisation in special education, elective discipline units and teaching placements.

Students must complete:

• a six-unit sequence in special education (discipline one), consisting of two units at each of levels one, two and three
• a four-unit sequence in their second discipline (discipline two), usually consisting of two units at level one and two units at level two.

For a list of discipline studies and their requirements visit http://www.education.monash.edu.au/units/bached-p-10-discipline-studies.html.

First year

Semester one

• EDF1101 Fieldwork experience 1A*
• EDF1205 English education 1 (P-10)
• EDF1303 Learning and educational inquiry 1
• EDF1551 Foundation to inclusive education
• discipline unit one

Semester two

• EDF1102 Fieldwork experience 1B*
• EDF1206 Mathematics education 1 (P-10)
• EDF1304 Learning and educational inquiry 2
• EDF1552 Using assessment to respond to diversity across the school years
• discipline unit two

Second year

Semester one

• EDF2101 Professional experience 2A*
• EDF2210 Child and adolescent development
• EDF2212 Creative arts education (P-10)
• EDF2551 Understanding behaviour in classrooms and schools
• discipline two unit three

Semester two

• EDF2102 Professional experience 2B*
• EDF2211 Classroom practice
• EDF2213 English education 2 (P-10)
• EDF2552 Learning and teaching for students with diverse needs in various education settings
• discipline unit four

Third year

Semester one

• EDF3101 Professional experience 3A*
• EDF3210 Education policy and practice
• EDF3212 Mathematics education 2 (P-10)
• EDF3215 Health and physical education (P-10)
• EDF3551 Curriculum in inclusive education

Semester two

• EDF3008 Researching educational practices
• EDF3102 Professional experience 3B*
• EDF3214 Science education (P-10)
• EDF3216 Social education (P-10)
• EDF3552 Teaching and learning of students with complex needs

Fourth year

Semester one

• EDF4041 Professional experience 4A*
• EDF4260 Curriculum, assessment and evaluation
• EDF4262 History education (P-10)
• EDF4266 English education 3 (P-10)
• EDF4267 Mathematics education 3 (P-10)

Semester two

• EDF4042 Professional experience 4B*
• EDF4261 Professional ethics
• EDF4263 Indigenous people and education
• EDF4551 Collaborative principles, partnerships and procedures
• EDF4552 Advanced pedagogy

* Includes a number of days of fieldwork or professional placement. Refer to unit entry for details.

Bachelor of Education (Special Education)

This course combines specific studies in music 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.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• effectively plan and deliver primary school educational programs
• understand and engage in curriculum development and comprehend the key areas of learning taught in primary schools
• articulate how child development underlies professional practice and the philosophical underpinnings of primary teacher education
• understand and appreciate the cultural contexts of schooling and the diversity of the student population
• respond to the needs of children, their families and communities in a flexible and innovative way.

For the outcomes of the Bachelor of Music component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/courses/0821.html.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in music (108 points) and studies in education (96 points), incorporating compulsory and elective units, and teaching placements.

• Education - Primary
• Music

Music component

Students must complete:

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

(b.) a music minor (24 points)

(c.) a first-year level music sequence (12 points)

(d.) further third-year level music units (24 points).

For the requirements of the music component, refer to the link under 'Areas of study'.

Education component

Students must complete:

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

For the requirements of the education component, refer to the link under 'Areas of study'.

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

Bachelor of Education (Primary)
Bachelor of Music

Secondary school teachers are specialists in one or more areas within a school curriculum, allowing them to focus on subjects and issues where they have professional expertise and qualifications. This course provides students with the opportunity to deepen their understanding of the areas they intend to teach in schools. This approach enables students to develop their knowledge and expertise in music disciplines as well as developing their knowledge and expertise in the discipline of education. Students also learn through practical experiences, completing professional placements in secondary schools and other settings, including opportunities for overseas or remote practical experiences.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• display and convey rich and integrated theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• link theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• attain 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 music education they select for study in their Bachelor of Music.

For the outcomes of the Bachelor of Music component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/courses/0821.html.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in music (108 points) and studies in education (108 points), incorporating compulsory and elective units, and teaching placements.

• Education - Secondary
• Music

Music component

Students must complete:

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

(b.) a music minor (24 points)

(c.) a first-year level music sequence (12 points)

(d.) further third-year level music units (24 points).

For the requirements of the music component, refer to the link under 'Areas of study'.

Education component

Students must complete:

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

For the requirements of the education component, refer to the link under 'Areas of study'.

Major and minor studies in music must satisfy the prerequisites for the study of two secondary teaching method units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching (VIT). 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 teaching method 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 who wish to graduate with a Bachelor of Music prior to the completion of the double degree course must have completed at least 144 points of studies, including all of the music requirements for the double degree course.

Bachelor of Education (Secondary)
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 learning areas of the primary school curriculum.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• effectively plan and deliver primary and middle school* educational programs
• understand and engage in curriculum development and comprehend the learning areas taught in primary schools
• articulate how child development underlies professional practice and the philosophical underpinnings of primary teacher education
• understand and appreciate the cultural contexts of schooling and the diversity of the student population
• respond 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. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of 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 ten 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 area 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 a minimum 25 days placement in a secondary school and a minimum 55 days placement in a primary school. Students who complete this option are qualified to teach from Prep to Year 10.

First year

Semester one

• EDF1303 Learning and educational inquiry 1*
• EDF1305 Entering the profession 1

Peninsula only

• EDF1120 Multicultures in Australian society
• EDF1124 Music fundamentals

Gippsland only

• discipline sequence one
• discipline sequence two

Semester two

• EDF1304 Learning and educational inquiry 2*
• EDF1306 Spaces of difference

Peninsula only

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

Gippsland only

• discipline sequence one
• discipline sequence two

Second year

Semester one

• EDF1308 Early literacy*

Peninsula only

• EDF2123 Exploring mathematics
• EDF3125 Children's literature: Issues and analysis
• one general elective**

Gippsland only

• EDF3006 Adolescent development and learning or education elective
• discipline sequence one
• discipline sequence two

Semester two

• EDF2302 Re-imagining children's learning*

Peninsula only

• EDF2125 Fitness leadership
• EDF2127 Art fundamentals
• one general elective**

Gippsland only

• EDF2330 The middle years: A period of transition or education elective
• discipline sequence one
• discipline sequence two

Third year

Semester one

• EDF2301 Multiliteracies: Mediating the world
• EDF3301 Numeracy

Peninsula only

• EDF2120 Indigenous issues
• one general elective**

Gippsland only

• one general elective** or specialism one (7-10)
• discipline sequence two, or discipline sequence three

Semester two

• EDF2304 Early numeracy
• EDF2306 Global educational contexts: Policy, practice and research
• EDF3311 Understanding space and place*

Peninsula only

• EDF1125 Sustainable futures

Gippsland only

• discipline sequence two or discipline sequence three

Fourth year

Semester one

• EDF2303 Movement, environment and community
• EDF3303 Integrating the curriculum 1: Creative exchange
• EDF4311 Professional contexts 1*

Peninsula only

• one general elective**

Gippsland only

• one general elective** or specialism two (7-10)

Semester two

• EDF3304 Integrating the curriculum 2: Different places
• EDF3306 Literacy
• EDF4312 Professional contexts 2*
• EDF4314 Entering the profession 2

* Includes a number of days of fieldwork or professional placement. Refer to unit entry for details.

** General electives are selected from the list at http://www.education.monash.edu.au/units/general-electives.html.

Bachelor of Primary Education

This course combines specific studies in science 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. Students must complete both courses in four years of full-time study at a normal course load for each year.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• effectively plan and deliver primary school educational programs
• understand and engage in curriculum development and comprehend the key areas of learning taught in primary schools
• articulate how child development underlies professional practice and the philosophical underpinnings of primary teacher education
• understand and appreciate the cultural contexts of schooling and the diversity of the student population
• respond to the needs of children, their families and communities in a flexible and innovative way.

For the outcomes of the Bachelor of Science component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/courses/0050.html.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in science (96 points) and studies in education (96 points), incorporating compulsory and elective units, and teaching placements.

Science

Students choose from the science sequences and units detailed under 'Science areas of study and sequences - Clayton' at http://www.monash.edu.au/pubs/2013handbooks/undergrad/sci-aos-clayton.html.

Education

• Education - Primary

Science component

Students must complete:

(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 as listed under 'Areas of study'.

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 student's 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.

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

Education component

Students must complete:

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

For the requirements of the education component, refer to the link under 'Areas of study'.

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 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 (Primary)
Bachelor of Science

Secondary school teachers are specialists in one or more areas within a school curriculum, allowing them to focus on subjects and issues where they have professional expertise and qualifications.This course provides students with the opportunity to deepen their understanding of the areas they intend to teach in schools. This approach enables students to develop their knowledge and expertise in science disciplines as well as developing their knowledge and expertise in the discipline of education. Students also learn through practical experiences, completing professional placements in secondary schools and other settings, including opportunities for overseas or remote practical experiences.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• display and convey rich and integrated theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• link theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• attain 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 they select for study in their Bachelor of Science.

For the outcomes of the Bachelor of Science component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/courses/0050.html.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in science (96 points) and studies in education (108 points), incorporating compulsory and elective units, and teaching placements.

Science

Students choose from the science sequences and units detailed under 'Science areas of study and sequences - Clayton' at http://www.monash.edu.au/pubs/2013handbooks/undergrad/sci-aos-clayton.html.

Education

• Education - Secondary

Science component

Students must complete:

(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 as listed under 'Areas of study'.

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 student's 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.

For permissions and 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

Students must complete:

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

For the requirements of the education component, refer to the link under 'Areas of study'.

Major and minor studies in science must satisfy the requirements for the study of two secondary teaching method units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching (VIT). 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 method, 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 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 (Secondary)
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 in areas such as outdoor leadership and guiding, physically active communities, sports coaching and development, and physical and outdoor education. Graduates of the program will have qualifications which enable them to enter the sport and outdoor recreation and tourism industries.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• demonstrate the knowledge and skills of those seeking to work in the sport, outdoor recreation, active lifestyles and health and wellbeing promotion professions
• display interdisciplinary knowledge, skills and leadership, coaching and/or instructional competencies in sport and outdoor recreation
• understand the community and lifespan perspectives of physical activity, outdoor experiences and their role in health promotion, wellbeing and sustainable living
• understand 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 to 60 days in total over the course duration).

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

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
• two approved six-point minor studies discipline units in consultation with the course adviser

Second year

• 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
• two approved six-point minor studies discipline units in consultation with the course adviser.

Third year

• 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 sport and outdoor recreation electives in consultation with the course adviser

Bachelor of Sport and Outdoor Recreation

This course combines specific studies in sport and outdoor recreation 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. Students must complete both courses in four years of full-time study at a normal course load for each year.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

Upon successful completion of the sport and outdoor recreation component of this course it is expected that graduates will be able to:

• demonstrate the knowledge and skills of those seeking to work in the sport, outdoor recreation, and active lifestyles, health and wellbeing promotion professions
• display interdisciplinary knowledge, skills and leadership, coaching and/or instructional competencies in sport and outdoor recreation
• understand the community and lifespan perspectives of physical activity, outdoor experiences and their role in health promotion, wellbeing and sustainable living
• understand 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 graduates will be able to:

• effectively plan and deliver primary school educational programs
• understand and engage in curriculum development and comprehend the key areas of learning taught in primary schools
• articulate how child development underlies professional practice and the philosophical underpinnings of primary teacher education
• understand and appreciate the cultural contexts of schooling and the diversity of the student population
• respond to the needs of children, their families and communities in a flexible and innovative way.

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 (a minimum of approximately 40 to 60 days in total over the course duration).

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 as health and physical education teachers if the approved unit sequence is followed). For interstate and overseas positions, applicants are advised to check with local authorities.

This course consists of studies in sport and outdoor recreation (96 points) and studies in education (96 points), incorporating compulsory and elective units, fieldwork and teaching placements.

• Education - Primary

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 sport and outdoor recreation electives*

Third year

• EDF2618 Dance in education
• EDF3616 Camp planning and practices or one sport and outdoor recreation elective*
• EDF3619 Sport and physical activity education
• one sport and outdoor recreation elective*

* Sport and outdoor recreation electives must be approved and chosen in consultation with the course adviser.

Education component

Students must complete:

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

For the requirements of the education component, refer to the link under 'Areas of study'.

Students who wish to graduate with a Bachelor of Sport and Outdoor Recreation prior to the completion of the double degree course must have completed at least 144 points of studies, including all of the sport and outdoor recreation requirements for the double degree course.

Bachelor of Education (Primary)
Bachelor of Sport and Outdoor Recreation

Secondary school teachers are specialists in one or more areas within a school curriculum, allowing them to focus on subjects and issues where they have professional expertise and qualifications. This course provides students with the opportunity to deepen their understanding of the areas they intend to teach in schools. This approach enables students to develop their knowledge and expertise in sport and outdoor recreation disciplines as well as developing their knowledge and expertise in the discipline of education. Students also learn through practical experiences, completing professional placements in secondary schools and other settings, including opportunities for overseas or remote practical experiences.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

Upon successful completion of the sport and outdoor recreation component of this course it is expected that graduates will be able to:

• demonstrate the knowledge and skills of those seeking to work in the sport, outdoor recreation, and active lifestyles, health and wellbeing promotion professions
• display interdisciplinary knowledge, skills and leadership, coaching and/or instructional competencies in sport and outdoor recreation
• understand the community and lifespan perspectives of physical activity, outdoor experiences and their role in health promotion, wellbeing and sustainable living
• understand 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 graduates will be able to:

• integrate theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• link theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• attain 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 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 to 60 days in total over the course duration).

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in sport and outdoor recreation and studies in education, incorporating compulsory and elective units, and teaching placements. Students must 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.

First year

All students must complete:

• 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

Pathways

Students must complete years two to four in one of the following three pathway options.

Physical education/outdoor education)

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
• EDF4006 Professional engagement
• EDF4730 Professional experience 1A and EDF4731 Professional experience 1B
• EDF4733 Professional experience 2A and EDF4734 Professional experience 2B
• EDF4832 Outdoor education
• EDF4833 Physical education

Physical education and alternative second specialism

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
• EDF4006 Professional engagement
• EDF4730 Professional experience 1A and EDF4731 Professional experience 1B
• EDF4733 Professional experience 2A and EDF4734 Professional experience 2B
• EDF4833 Physical education
• one secondary teaching method unit (full list of teaching method units is located at http://www.education.monash.edu.au/units/secondary-specialisms.html)

Outdoor education and alternative second specialism

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
• EDF4006 Professional engagement
• EDF4730 Professional experience 1A and EDF4731 Professional experience 1B
• EDF4733 Professional experience 2A and EDF4734 Professional experience 2B
• EDF4832 Outdoor education
• one secondary teaching method unit (full list of teaching method units is located at http://www.education.monash.edu.au/units/secondary-specialisms.html)

Students should refer to the Victorian Institute of Teaching (VIT) specialist area and Faculty of Education guidelines for information on definitions, teaching methodologies and specialist areas.

Discipline sequence 1 and discipline sequence 2 must satisfy the requirements for the study of two secondary teaching method units in the fourth year and the requirements for registration laid down by the Victorian Institute of Teaching (VIT). 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. Students should consult their course adviser to assist in planning their program of study.

Students who wish to graduate with a Bachelor of Sport and Outdoor Recreation prior to the completion of the double degree course must have completed at least 144 points of studies, including all of the sport and outdoor recreation requirements for the double degree course.

Bachelor of Education (Secondary)
Bachelor of Sport and Outdoor Recreation

This course combines specific studies in visual arts 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. Students must complete both courses in four years of full-time study at a normal course load for each year.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• effectively plan and deliver primary school educational programs
• understand and engage in curriculum development and comprehend the key areas of learning taught in primary schools
• articulate how child development underlies professional practice and the philosophical underpinnings of primary teacher education
• understand and appreciate the cultural contexts of schooling and the diversity of the student population
• respond to the needs of children, their families and communities in a flexible and innovative way.

For the outcomes of the Bachelor of Visual Arts component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/courses/2479.html.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in visual arts (96 points) and studies in education (96 points), incorporating compulsory and elective units, and teaching placements.

• Education - Primary

Visual arts component

All units are six points unless otherwise indicated.

Students must complete:

(a.) six core first-year art and design units (36 points):

• OHS1000 Introduction to art and design health and safety (0 points)
• TAD1101 Introduction to visual language
• TAD1102 Modernism and the avant-gardes
• VPR1001 Visual practices 1 (12 points)
• VPR1002 Visual practices 2 (12 points)

(b.) two theory units (12 points):

• TAD2102 Perspectives on post-war practices
• one other 6-point second-year theory unit

(c.) units in a major studio at second and third-year levels chosen as outlined in one of the streams below

Major studio streams

Students must complete one of the following streams.

Visual practices

• VPR2001 Visual practices 3 (12 points)
• VPR2002 Visual practices 4 (12 points)
• VPR3001 Visual practices 5 (12 points)<
• VPR3002 Visual practices 6 (12 points)

Theory of art and design

• 36 credit points taken from either second or third-year theory units (units with a prefix of TAD)
• 12 credit points of complementary studio offered by the Department of Fine Art

Contact the Faculty of Art, Design and Architecture student and administrative service for assistance with unit selection.

Education component

Students must complete:

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

For the requirements of the education component, refer to the link under 'Areas of study'.

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

Bachelor of Education (Primary)
Bachelor of Visual Arts

Secondary school teachers are specialists in one or more areas within a school curriculum, allowing them to focus on subjects and issues where they have professional expertise and qualifications. This course provides students with the opportunity to deepen their understanding of the areas they intend to teach in schools. This approach enables students to develop their knowledge and expertise in visual arts disciplines as well as developing their knowledge and expertise in the discipline of education. Students also learn through practical experiences, completing professional placements in secondary schools and other settings, including opportunities for overseas or remote practical experiences.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• integrate theoretical perspectives on teaching and learning as well as the culture and contexts of schooling
• link theoretical perspectives to different educational contexts and be able to use these linkages to inform and develop their practice
• attain 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 outcomes of the Bachelor of Visual Arts component of this double degree visit http://www.monash.edu.au/pubs/2013handbooks/courses/2479.html.

Students must complete teaching practice which consists of a minimum of 80 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of studies in visual arts (96 points) and studies in education (108 points), incorporating compulsory and elective units, and teaching placements.

• Education - Secondary

Visual arts component

All units are six points unless otherwise indicated.

Students must complete:

(a.) six core first-year art and design units (36 points):

• OHS1000 Introduction to art and design health and safety (0 points)
• TAD1101 Introduction to visual language
• TAD1102 Modernism and the avant-gardes
• VPR1001 Visual practices 1 (12 points)
• VPR1002 Visual practices 2 (12 points)

(b.) two theory units (12 points):

• TAD2102 Perspectives on post-war practices
• one other 6-point second-year theory unit

(c.) units in a major studio at second and third-year levels chosen as outlined in one of the streams below

Major studio streams

Students must complete one of the following streams.

Visual practices

• VPR2001 Visual practices 3 (12 points)
• VPR2002 Visual practices 4 (12 points)
• VPR3001 Visual practices 5 (12 points)<
• VPR3002 Visual practices 6 (12 points)

Theory of art and design

• 36 credit points taken from either second or third-year theory units (units with a prefix of TAD)
• 12 credit points of complementary studio offered by the Department of Fine Art

Contact the Faculty of Art, Design and Architecture student and administrative service for assistance with unit selection.

Education component

Students must complete:

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

For the requirements of the education component, refer to the link under 'Areas of study'.

Major and minor studies in visual arts must satisfy the requirements for the study of two teaching method units in their fourth year and the requirements for employment laid down by the Victorian Institute of Teaching (VIT). Students are advised to consult the VIT website at http://www.vit.vic.edu.au in consultation with their course adviser to assist in planning their course.

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

Bachelor of Education (Secondary)
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.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• understand various research approaches in education and related fields of inquiry
• display a high level of content mastery in a substantive issue or problem domain within education
• demonstrate 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 (Secondary), 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 consists of coursework units approved by the supervisor and honours course leader, and a research project and submission of a thesis (12,000 to 16,000 words).

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.

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.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

Upon successful completion of this course it is expected that graduates 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 consists of four elective units.

Students complete four of:

• HED5060 Principles and practices of effective teaching or MEU9001 Teaching and learning in health professional education
• HED5061 Blended learning: Informal learning and technologies in higher education
• 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

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 the global context.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• demonstrate approaches to the support of learning and teaching that influence, motivate and inspire students to learn
• develop curricula, resources and services that reflect a command of the field of study
• implement approaches to assessment, feedback and learning support that foster independent learning
• employ strategies that demonstrate respect and support for the development of students as individuals
• design 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

This course 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.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• demonstrate a sound knowledge of contemporary education and social issues and practice in regional education and community development in a global context
• understand the principles and models of participatory planning in organisational and community contexts.

This course consists of two 12-point units.

Students must complete:

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

This course provides a pathway to course 3742 Graduate Diploma of Regional Education and Community Development

Graduate Certificate of Regional Education and Community Development

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.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• effectively plan and deliver primary school educational programs
• understand and engage in curriculum development and comprehend the key areas of learning taught in primary schools
• articulate how child development underlies professional practice and the philosophical underpinnings of primary teacher education
• understand and appreciate the cultural contexts of schooling and the diversity of the student population
• respond to the needs of children, their families and communities in a flexible and innovative way.

Minimum requirements for course completion

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

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 consists of 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 *

Semester 2

• EDF2302 Re-imagining children's learning*
• EDF2303 Movement, environment and community
• EDF3301 Numeracy
• EDF3303 Integrating the curriculum 1: Creative exchange
• EDF4312 Professional contexts 2*

* Includes a number of days of professional placement. Refer to unit entry for details.

Graduate Diploma of Education (Primary)

This course 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.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• consolidate their theoretical knowledge of teaching and learning and the culture and contexts of schooling
• display 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
• adopt a professional orientation to all aspects of their work in schools and classrooms.

Minimum requirements for course completion

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

Students must complete teaching practice which consists of a minimum of 45 days of satisfactory supervised school experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of core education units (24 points), teaching method units (24 points), and professional placement units (12 points).

First semester

• EDF4004 Curriculum and assessment
• EDF4005 Productive classrooms
• EDF4730 Professional experience 1A and EDF4731 Professional experience 1B
• method study 1A*
• method study 2A*

Second semester

• EDF4006 Professional engagement
• EDF4007 Schooling and diversity
• EDF4733 Professional experience 2A and EDF4734 Professional experience 2B
• method study 1B*
• method study 2B*

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

* Selected from the student's chosen specialisms. For a full list of method units and their prerequisites visit http://www.education.monash.edu.au/units/secondary-specialisms.html.

Graduate Diploma of Education (Secondary)

This course 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.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• demonstrate a sound knowledge of contemporary education and social issues and practice in regional education and community development in a global context
• understand the principles and models of participatory planning in organisational and community contexts
• understand the principles of resourcing community renewal through strategic partnerships
• understand how to access a wide range of networks and opportunities through the study of community case examples.

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

This course consists of four 12-point units.

First year

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

Second year

• two approved elective units

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

Graduate Diploma of Regional Education and Community Development

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.

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

• understand reflective practice and its relationship to ongoing professional learning and growth
• reflect on the relationship between theory and practice in teaching
• understand classroom practice and its relationship to student learning
• develop a greater awareness of the nature of professional learning
• develop an understanding of the nature of professional knowledge of practice
• develop an understanding of a diversity of approaches to teaching and learning about practice
• better understand the central role of professional learning in the ongoing development of professional knowledge of practice.

This course consists of two 12-point core units.

Students complete any two 12-point units selected from the units offered within course 2500 Master of Education and approved by the course adviser.

Students who successfully complete this course may complete a relevant postgraduate diploma or master's degree by undertaking a further two or four units respectively.

Postgraduate Certificate 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.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

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

This course consists of one of the following two options:

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

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

Option one

Students must 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:

• EDF6010 Professional project A
• EDF6020 Professional project B
• the faculty's suite of research methodology units.

Option two

Students must 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).

Elective units

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

Note: Electives usually do not need the course adviser's approval, unless there are exceptional circumstances (i.e. if the student wishes to enrol in a unit from another faculty).

Specialisation pathways

Students undertaking option one 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

• 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
• 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)

(Only available 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), who have not already qualified to teach LOTE. Qualified LOTE teachers only may choose another master's unit relevant to their course as approved by the course adviser.

Teaching English to Speakers of Other Languages (TESOL)

• EDF6233 Theory and practice of TESOL
• EDF6234 Curriculum design and evaluation in languages education or EDF6010 Professional project A or EDF6020 Professional project B or a research methodology unit
• 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 methodology unit as one of their four units of study.

Postgraduate Diploma of Education
Postgraduate Diploma of Education specialising in Adult and Work-based Learning
Postgraduate Diploma of Education specialising in Bilingual / Immersion Education
Postgraduate Diploma of Education specialising in Early Childhood Education
Postgraduate Diploma of Education specialising in Educational Technologies
Postgraduate Diploma of Education specialising in Gifted Education
Postgraduate Diploma of Education specialising in International Education
Postgraduate Diploma of Education specialising in LOTE
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

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 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.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• display knowledge and skills related to organisational leadership
• demonstrate a broad and practical understanding of the range of leadership and management issues and necessities in a modern organisation
• demonstrate a strong understanding of the theories and practices that contribute to organisational and professional development.

This course consists of four 12-point core units.

Students must complete:

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

Students who successfully complete the Postgraduate Diploma in Organisational Leadership may complete a relevant master's degree by undertaking a further two units (including a research methodology unit).

Postgraduate Diploma in Organisational Leadership

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 master's or doctoral level.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• add to the understanding of psychology through scientific research that includes critically reviewing pertinent literature and identifying research problems, developing and carrying out research utilising methods of analysis commonly encountered in psychology, and communicating the findings in a manner consistent with discipline specific requirements
• understand, describe and discuss the purpose of legislation relating to research and practice of psychology and how to comply with such legislation and show an appreciation of the role of ethics in maintaining the integrity and cohesiveness of the profession
• demonstrate an understanding of the scientist practitioner model across a range of areas of psychological practice
• critically evaluate, appraise and discuss contemporary issues in psychology and understand the importance of maintaining competence in the field through ongoing professional development.

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 (APAC).

This course consists of 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 course adviser 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 6 points unless otherwise indicated.

Students must complete:

• EDF4600 Contemporary issues in developmental psychology*
• EDF4601 Ethics and professional issues
• EDF4602 Psychological assessment
• EDF4604 Research project** (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. Consult the course adviser.

** Includes statistics and research design.

Postgraduate Diploma of Psychology

This web-based, coursework-only professional master's degree 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

Upon successful completion of this course it is expected that graduates 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
• 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 consists of six 12-credit point core units.

Students must 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)

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 is designed to meet the needs of teachers of English or Asian languages in international contexts. Students choose from a stream focusing on Asian languages or on Teaching English to Speakers of Other Languages (TESOL).

The 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 language and pedagogy. It has both core units and electives, which may be offered within the two faculties. Core units focus on second language acquisition, content-based language teaching and reading and analysing research. There is also a suite of electives which offer a range of linguistics and language teaching units. The course fosters a critical and reflective stance towards language learning and teaching, and contemporary issues in the field.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• understand the development of theory of practice and its application through educational research
• engage in teaching a second or foreign language informed by theory and research into language acquisition and language teaching
• acquire deeper understandings of second language classroom practice and student learning
• select and evaluate quantitative and qualitative research approaches in applied linguistic studies
• explore and examine the nature of professional learning and professional knowledge of second language practice
• understand the role of social and cultural contexts in language learning and use, and apply and adapt pedagogy to suit local conditions and needs
• demonstrate effective skills in academic writing and presentation
• display ethical values when conducting research in second language contexts.

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.

This course consists of two streams each of which consists of:

(a.) three core 12-point units, including one research methodology unit

(b.) one of the following options:

• Option one: three 12-point elective units from arts or education
• Option two: two 12-point elective units from arts or education plus a 12-point research project* from arts or a professional project from education
• Option three: 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.

Students must complete all the requirements of either stream A or stream B.

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

Core units

Students must complete 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*

* Selected from the faculty suite of research methodology units listed below and taken on advice from the course coordinator or supervisor.

Elective units

• APG4630/APG5630 Japanese sociolinguistics
• APG4634/APG5634 Japanese linguistics
• APG5707 Special topic in applied linguistics
• 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*

* Selected from the faculty suite of research methodology units listed below and 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
• 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**

*This unit is for students with less than three years of approved relevant teaching experience. Note: This unit will not allow students to teach in Victorian government schools.

** For local students only who have a recognised teaching qualification.

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)

Professional project/Research project

These units are only available to students taking option two, and a research methodology unit is a prerequisite. Students must complete one of:

• APG5706 Research project
• EDF6010 or EDF6020 Professional project

Research thesis/Research dissertation

These units are only available to students taking option three, and who are interested in later applying for doctoral studies in education. A research methodology unit is a prerequisite.

• EDF6031 Masters thesis part 1 and EDF6032 Masters thesis part 2 (16,000 words)
• APG5760 Research dissertation in applied linguistics (24 points)

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

• APG5349 World Englishes
• APG5702 Bilingualism

Students wishing to exit the Master in Applied Linguistics for Language Teachers early may apply to graduate with one of the following, provided they have satisfied the requirements for that award:

• Graduate Certificate in Applied Linguistics for Language teachers after successful completion of 24 points of study
• Graduate Diploma in Applied Linguistics for Language teachers after successful completion of 48 points of study.

Master in Applied Linguistics for Language Teachers

This innovative course 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• demonstrate an advanced level of knowledge about major approaches to counselling
• apply the skills developed in counselling practice immediately in the workplace
• understand the 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. Graduates are eligible to apply for full membership and/or the status of a registered counsellor in the Asian Professional Counselling Association (APCA) and for membership with the Hong Kong Professional Counselling Association.

This course consists of six 12-point coursework units.

Students must 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

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 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/2013handbooks/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 external 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, the student's status changes 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/2013handbooks/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 external 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 consists of coursework units and a research thesis.

Candidates complete:

• two units including an appropriate 12-point research methodology unit, to be selected from the faculty suite of research methodology units at http://www.education.monash.edu.au/units/research-methods.html.
• a thesis of 20,000 to 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, the student's status changes 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• extend their knowledge, understandings and skills in educational research and practice
• explore both the theoretical and practical aspects of teaching and learning, whether in early childhood settings, schools, workplaces or other settings
• investigate and examine the nature of professional learning and develop deeper understandings of evidence-based practice
• explore the relationship between research and practice
• display critical and analytical skills in discussing relevant and substantive research
• demonstrate knowledge about a range of research methodologies.

This course consists of one of the following three options:

• Option one: six elective units
• Option two: five elective units plus a professional project (8000 words)
• Option three: four elective units plus a minor research thesis (16,000 words).

Students who are interested in pursuing doctoral studies must select option three and complete 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 one

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

Option two

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

Option three

• 12-point research methodology 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: Electives usually do not need the course adviser's approval, unless there are exceptional circumstances (i.e. if the student wishes to enrol in a unit from another faculty).

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 methodology unit is a co-requisite 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

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 The 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 (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 master's unit relevant to their course as approved by the course adviser.

Master of Education
Master of Education specialising in Adult and Work-based Learning
Master of Education specialising in Bilingual / Immersion Education
Master of Education specialising in Early Childhood Education
Master of Education specialising in Educational Technologies
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

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 wish to teach in countries other than Australia.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• understand and reflect critically on the core principles of language teaching and learning for the English as a foreign language classroom
• develop sound pedagogy with strong theoretical foundations which can be adapted and applied to particular international contexts
• engage with theory and practice for second language acquisition and pedagogy
• understand the role of social and cultural contexts in language learning and use
• engage with current research in the field in self-directed ways
• demonstrate theoretical and practical knowledge of research methods and how they might be applied to investigations of issues in second language learning and teaching
• display competence in designing, evaluating and analysing learning objects in the key areas of second language acquisition, including content-based learning, assessment, curriculum development and bilingualism
• display ethical values when conducting research in second language contexts
• communicate understanding of the complexity of issues in second language theory and pedagogy to a variety of audiences.

This course consists of one of the following three options:

• Option one: six units
• Option two: five units plus a professional project (8000 words)
• Option three: four units plus a research thesis (16,000 words).

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

Option one

• 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 methodology unit
• one specialist elective
• one general elective

* Students with three years of approved relevant teaching experience may complete a specialist elective instead of this unit.

Option two

• 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 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 this unit.

Option three

• EDF6031 Masters thesis part 1 and EDF6032 Masters thesis part 2 (16,000 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 methodology unit

* Students with three years of approved relevant teaching experience may complete a specialist elective instead of this unit.

Specialist electives

• EDF6201 Theory and principles of bilingual/immersion education
• EDF6210 Language testing and assessment
• EDF6228 Content-based teaching in languages
• EDF6232 Professional practice for teachers of English as a foreign language**
• EDF6234 Curriculum design and evaluation in languages education

** For students with three years of approved relevant teaching experience for whom this is not a core unit.

General electives

• any 12-point unit selected from the units offered within the education postgraduate coursework studies programs. See 2500 Master of Education for available units.

Note: General electives do not need the course adviser's approval, unless there are exceptional circumstances (i.e. 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) and EDF6013 Specific focus in research B (6 points)

Research thesis

The research methodology unit is a co-requisite for the research thesis. It may be taken concurrently with the research thesis or completed prior to its commencement.

Students wishing to exit the Master of Education (TESOL International) early may apply to graduate with one of the following, provided they have satisfied the requirements for that award:

• Postgraduate Diploma of Education after successful completion of 48 points of study
• Postgraduate Diploma of Education (TESOL International) after successful completion of 48 points of study.

Master of Education (TESOL International)

This course 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. 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. 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• apply of a range of evidence-based psychotherapies
• apply sound practice principles concerning the psychotherapeutic relationship and interventions with couples, families and groups
• administer and interpret a wide range of psychological tests and assessment instruments
• liaise and work effectively with other mental health and allied health professionals in a range of organisational contexts
• work in ethically appropriate ways in their psychological practice in accordance with the requirements of the profession
• demonstrate high level skills in mandatory competencies associated with a specialist Counselling Psychology practitioner
• reflect on their own professional and personal functioning within a therapeutic relationship
• demonstrate knowledge of appropriate research methodologies for the study of human behaviour and of psychological practice
• perform appropriately designed research studies of aspects of human behaviour and of psychotherapeutic practice.

Provisional registration and Working with Children Check

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/workingwithchildren/).

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 incurred during clinical placement and will be notified regarding purchase arrangements upon commencement.

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 consists of 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.monash.edu.au/migr 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 three to eight.

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:

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

Master of Psychology (Counselling)/Doctor of Philosophy

This course combines the coursework and placement requirements of the Australian Psychology Accreditation Council (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. 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 principles, 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. 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• think critically and analytically about the processes involved in educational and developmental psychology
• administer and interpret a comprehensive range of psychological, educational and developmental tests and assessments
• plan, implement and evaluate evidence-based interventions with individuals, groups and systemically
• effectively consult and collaborate across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate
• behave in ethically appropriate ways in their psychological practice in accordance with the requirements of the profession.
• demonstrate high level skills in mandatory competencies associated with a specialist Educational and Developmental Psychology practitioner
• reflect on their own personal functioning within a therapeutic relationship
• demonstrate knowledge of appropriate research methodologies for the study of human behaviour and of psychological practice
• perform appropriately designed research studies of aspects of human behaviour and of psychological practice.

Provisional registration and Working with Children Check

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/workingwithchildren/).

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 accessories, travel and accommodation expenses incurred during clinical placement and will be notified regarding purchase arrangements upon commencement.

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 consists of 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.monash.edu.au/migr 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 three to eight.

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 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• display knowledge and understanding of recent research and/or professional developments related to their program of study
• complete assignment tasks which demonstrate the ability to engage at an advanced academic level with topics relating to the specific unit being studied
• acquire skills in the research methodologies appropriate to their field of interest.

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

• Option one: six units
• Option two: five units plus a professional project (8000 words)
• Option three: four units plus a research thesis (16,000 words).

Option one

Students must complete:

• four core units
• an appropriate 12-point research unit selected from the faculty suite of research methodology units
• any 12-point elective unit selected from the units offered within the education postgraduate coursework studies programs. See 2500 Master of Education for available units.

Option two

Students must 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 three

Students must 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 on research A (6 points)
• EDF6013 Specific focus on research B (6 points)

Students wishing to exit the Master in Organisational Leadership early may apply to graduate with one of the following, provided they have satisfied the requirements for that award:

• Postgraduate Certificate in Organisational Leadership after successful completion of 24 points of study
• Postgraduate Diploma in Organisational Leadership after successful completion of 48 points of study.

Master in Organisational Leadership

This course is accredited by the Australian Psychology Accreditation Council (APAC) as a 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 similar places.The course trains selected psychology graduates in advanced psychotherapeutic and research skills for registration and practice in the specialism of counselling psychology across the lifespan. In undertaking a 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. For more detailed information regarding the role and employment prospects of counselling psychologists, students should consult the College of Counselling Psychologists of the Australian Psychological Society.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• apply a range of evidence-based psychotherapies
• apply sound practice principles concerning the psychotherapeutic relationship and interventions with couples, families and groups
• administer and interpret a wide range of psychological tests and assessment instruments
• liaise and work effectively with other mental health and allied health professionals in a range of organisational contexts
• work in ethically appropriate ways in their psychological practice in accordance with the requirements of the profession.
• demonstrate high level skills in mandatory competencies associated with a specialist Counselling Psychology practitioner
• reflect on their own professional and personal functioning within a therapeutic relationship
• demonstrate knowledge of appropriate research methodologies for the study of human behaviour and of psychotherapeutic practice.

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 incurred during clinical placement and will be notified regarding purchase arrangements upon commencement.

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/workingwithchildren/).

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.

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

To satisfy entry requirements for doctoral-level studies (PhD), applicants need to have completed research at either master's 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 (Counselling) 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 distinction over all four core units will be eligible to apply for articulation to the combined Master of Psychology (Counselling)/Doctor of Philosophy program.

Master of Psychology (Counselling)

This course is accredited by the Australian Psychology Accreditation Council (APAC) as a fifth and sixth-year sequence in psychology and prepares graduates to practise as educational and developmental psychologists in schools, hospitals, clinics and private practices. 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. In undertaking a 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. 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 of the Australian Psychological Society.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• think critically and analytically about the processes involved in educational and developmental psychology
• administer and interpret a comprehensive range of psychological, educational and developmental tests and assessments
• plan, implement and evaluate evidence-based interventions with individuals, groups and systemically
• effectively consult and collaborate across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate
• behave in ethically appropriate ways in their psychological practice in accordance with the requirements of the profession.
• demonstrate high level skills in mandatory competencies associated with a specialist Educational and Developmental Psychology practitioner
• reflect on their own personal functioning within a thereputic relationship
• demonstrate knowledge of appropriate research methodologies for the study of human behaviour and of psychological practice.

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 accessories, travel and accommodation expenses incurred during clinical placement and will be notified regarding purchase arrangements upon commencement.

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/workingwithchildren/).

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.

Coursework

Core units

• EDF6504 Developmental psychology and counselling skills
• 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

To satisfy entry requirements for doctoral-level studies (PhD), applicants need to have completed research at either master's 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 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)

This course 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• demonstrate a sound knowledge of contemporary education and social issues and practice in regional education and community development in a global context
• understand the principles and models of participatory planning in organisational and community contexts
• understand the principles of resourcing community renewal through strategic partnerships
• understand how to access a wide range of networks and opportunities through the study of community case examples
• reflect on their own 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 consists of two core units plus one of the following three options:

• Option 1: 48 points of approved electives
• Option 2: two approved electives and two research units
• Option 3: one approved elective and one research methods unit and a 24-point research dissertation.

Approved electives are those drawn from existing arts or education units, or by approval of the course adviser. All units are 12 points unless otherwise indicated.

All students

First year

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

Students must complete one of the following options for second and third year.

Option 1

Second year

• two approved electives

Third year

• two approved electives

Option 2

Second year

• two approved electives

Third year

• EDF6007 Qualitative approaches to research or APG5786 Human services research methods

plus one of

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

Option 3

Second year

• EDF6007 Qualitative approaches to research or APG5786 Human services research methods
• one approved elective

Third year

One of:

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

Students wishing to exit the Master of Regional Education and Community Development early, and who have obtained a credit average, may apply to graduate with one of the following, provided they have satisfied the requirements for that award:

• Graduate Certificate of Regional Education and Community Development after successful completion of 24 points of study
• Graduate Diploma of Regional Education and Community Development after successful completion of 48 points of study.

Master of Regional Education 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• demonstrate engagement in regular personal and professional reflective practice according to guidelines provided
• display knowledge and understanding of recent research and/or professional developments related to their program of study
• complete assignment tasks which demonstrate the ability to engage at an advanced academic level with topics relating to the specific unit being studied
• acquire skills in the research methodologies appropriate to their field of interest.

This course consists of four 12-point units undertaken in general school leadership studies or a specialisation. Students taking a specialisation pathway can only study part-time.

General pathway

Students must 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 must complete:

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

Numeracy

Students must complete:

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

Minimum grade for articulation

In order for students in the general pathway to demonstrate research experience suitable for consideration for Doctor of Philosophy candidacy, they must achieve:

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

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• 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 to respond to the needs of families and young children
• understand how distinctive philosophical frameworks and traditions influence the contemporary early childhood field of practice
• demonstrate the capacity to exercise professional leadership in relation to other early childhood educators in national and international contexts
• be familiar with the policy frameworks that frames early childhood education nationally and internationally.

Students must complete teaching practice which consists of a minimum of 60 days of satisfactory supervised early childhood setting experience. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 requirements of the Australian Children's Education and Care Quality Authority (ACECQA) for accreditation as an initial early childhood teaching qualification for children from age birth to five years.

This course consists of eight compulsory units and fieldwork placements.

Students must complete:

• EDF5906 Genealogies of early childhood
• EDF5907 Contemporary child development theory*
• EDF5908 Researching childhood, family and community*
• EDF5909 Placement in early childhood*
• EDF5910 Policy and polity in early childhood
• EDF5911 Early childhood curriculum and design
• EDF5912 Researching professional practice
• EDF5913 Educational and administrative leadership

* Includes a number of days of professional placement or other off-campus activity. Refer to unit entry for details.

Students wishing to exit the Master of Teaching (Early Childhood) early may apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Diploma of Teaching (Early Childhood) after successful completion of 72 points of study.

Master of Teaching (Early Childhood)

This course is open to all graduates who wish to teach in primary schools. The course is informed by world-class research-based teaching that links theory and practice. It enables candidates with at least a three-year undergraduate degree to complete the equivalent of two more years of study (four semesters) that will allow registration as a graduate primary teacher with a master's qualification. Students will spend time teaching in diverse educational contexts during the course of their enrolment and will develop extensive knowledge of how primary aged children learn and how best to provide opportunities to develop and support such learning. The course presents opportunities for students to engage in ideas and theoretical frames within education, to connect these with practice and reflect on the implications of such connections.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• demonstrate knowledge and understanding of, and a commitment to, working as an ethical primary teacher who understands and respects diverse social, cultural, religious and ethnic contexts and can respond flexibly in meeting individual school student's needs
• demonstrate the capacity to engage in research-led teaching, critical inquiry and reflective practice
• integrate theories of learning and teaching and apply them as appropriate in classroom teaching, school leadership, and curriculum construction
• design, plan and evaluate teaching and learning, ensuring school 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. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of eight core units and two elective depth study units, as well as fieldwork placements.

Students must complete:

• EDF5071 Professional experience 1
• EDF5072 Professional experience 2
• EDF5073 Professional experience 3
• EDF5074 Professional experience 4
• EDF5075 Professional experience 5
• EDF5703 Understanding and expressing ourselves
• EDF5705 Understanding and investigating our worlds
• EDF5711 English, literacies and policy contexts A
• EDF5712 English, literacies and policy contexts B
• EDF5713 Mathematics, numeracy and learner engagement A
• EDF5714 Mathematics, numeracy and learner engagement B
• EDF5807 Theory and practice of learning and teaching
• EDF5809 Teacher as a professional
• two depth study units

Depth study units

Depth study units provide opportunities to develop expertise in one of three streams:

(1.) Advanced professional learning: This stream enables students to select units of interest to advance their professional knowledge in a range of areas including but not limited to literacy studies, educational technologies, music education, mathematics and science education, inclusive and special education, and gifted education.

(2.) Practitioner inquiry: This stream enables students to engage in a school-based practitioner inquiry.

(3.) Research: This stream enables students to develop their understanding of research and their experience in undertaking a research project that may lead them to doctoral (PhD) studies.

Students select two depth study units from a suite of options, subject to discussion with the course adviser. Availability of units may vary from year to year. More information is available at http://www.education.monash.edu.au/units/depth.html.

Students wishing to exit the Master of Teaching (Primary) early may apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Diploma of Teaching (Primary) after successful completion of 72 points of study.

Master of Teaching (Primary)

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, and implementation and evaluation of the school curriculum. Students gain valuable classroom experience by completing professional placements.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• demonstrate knowledge and understanding of, and a commitment to, working as an ethical secondary teacher who understands and respects diverse social, cultural, religious and ethnic contexts and can respond flexibly in meeting individual student's needs
• demonstrate the capacity to engage in research-led teaching, critical inquiry and reflective practice
• integrate theories of learning and teaching and apply them 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. Students will only be given permission to complete a placement in their place of employment in exceptional circumstances and if they will receive the required level of supervision. Where permission is granted, students will not be permitted to undertake more than 50 per cent of the placement in their place of employment. 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 consists of four core units, teaching method units and depth studies units, as well as professional experience placements.

Students must complete:

• EDF5010 Professional experience 1A*
• EDF5011 Professional experience 1B*
• EDF5012 Professional experience 2A*
• EDF5013 Professional experience 2B*
• EDF5014 Professional experience 3A*
• EDF5015 Professional experience 3B*
• EDF5806 Policy and practice of education
• EDF5807 Theory and practice of learning and teaching
• EDF5808 Fostering student engagement in education
• EDF5809 Teacher as a professional
• method study 1 (Parts A and B)
• method study 2 (Parts A and B)
• two depth study units

* Includes a number of days of professional placement. Refer to unit entry for details.

Teaching method units

Students select teaching method units in the two teaching specialisms of their choice. For a full list of teaching method units and their prerequisites visit http://www.education.monash.edu.au/units/secondary-specialisms.html.

Depth study units

Depth study units provide opportunities to develop expertise in one of three streams:

(a.) Advanced professional learning: This stream enables students to select units of interest to advance their professional knowledge in a range of areas including but not limited to literacy studies, educational technologies, music education, mathematics and science education, inclusive and special education, and gifted education.

(b.) Practitioner inquiry: This stream enables students to engage in a school-based practitioner inquiry.

(c.) Research: This stream enables students to develop their understanding of research and their experience in undertaking a research project that may lead them to doctoral (PhD) studies.

Students select two depth study units from a suite of options subject to discussion with the course adviser. Availability of units may vary from year to year. More information is available at http://www.education.monash.edu.au/units/depth.html.

Students wishing to exit the Master of Teaching (Secondary) early may apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Diploma of Teaching (Secondary) after successful completion of 72 points of study.

Master of Teaching (Secondary)

This course 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. 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. 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• apply of a range of evidence-based psychotherapies
• apply sound practice principles concerning the psychotherapeutic relationship and interventions with couples, families and groups
• administer and interpret a wide range of psychological tests and assessment instruments
• liaise and work effectively with other mental health and allied health professionals in a range of organisational contexts
• work in ethically appropriate ways in their psychological practice in accordance with the requirements of the profession
• demonstrate high level skills in mandatory competencies associated with a specialist Counselling Psychology practitioner
• reflect on their own professional and personal functioning within a therapeutic relationship
• demonstrate knowledge of appropriate research methodologies for the study of human behaviour and of psychological practice
• perform appropriately designed research studies of aspects of human behaviour and of psychotherapeutic practice.

Provisional registration and Working with Children Check

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/workingwithchildren/).

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 incurred during clinical placement and will be notified regarding purchase arrangements upon commencement.

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 consists of 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.monash.edu.au/migr 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 three to eight.

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:

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

Master of Psychology (Counselling)/Doctor of Philosophy

This course combines the coursework and placement requirements of the Australian Psychology Accreditation Council (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. 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 principles, 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. 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.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes. For more information refer to http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html.

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

• think critically and analytically about the processes involved in educational and developmental psychology
• administer and interpret a comprehensive range of psychological, educational and developmental tests and assessments
• plan, implement and evaluate evidence-based interventions with individuals, groups and systemically
• effectively consult and collaborate across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate
• behave in ethically appropriate ways in their psychological practice in accordance with the requirements of the profession.
• demonstrate high level skills in mandatory competencies associated with a specialist Educational and Developmental Psychology practitioner
• reflect on their own personal functioning within a therapeutic relationship
• demonstrate knowledge of appropriate research methodologies for the study of human behaviour and of psychological practice
• perform appropriately designed research studies of aspects of human behaviour and of psychological practice.

Provisional registration and Working with Children Check

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/workingwithchildren/).

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 accessories, travel and accommodation expenses incurred during clinical placement and will be notified regarding purchase arrangements upon commencement.

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 consists of 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.monash.edu.au/migr 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 three to eight.

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

Candidature in a Doctor of Philosophy involves the independent investigation of a research problem that has been formulated by the candidate. It is expected that the research undertaken will make a significant contribution to the discipline in which the candidate is enrolled. Doctoral candidates are supported by a minimum of two supervisors throughout their candidature.

Successful completion of the program will signify that the holder has completed a course of postgraduate training in research under proper academic supervision and has submitted a thesis that the examiners have declared to be a significant contribution to knowledge and which demonstrates the candidate's capacity to carry out independent research.

Candidature rules

For all candidature rules and other important information for PhD candidates refer to the 'Handbook for Doctoral and MPhil Degrees' available at http://www.monash.edu.au/migr/research-degrees/handbook.

This course consists of a research and thesis component.

Areas of research

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.

Candidates must, in consultation with and under the direct supervision of a member/s of the academic staff:

(a.) carry out a program of research on an agreed topic approved by the faculty in the candidate's chosen discipline for a specified period, including attending and/or presenting at seminars and other related activities as indicated by the faculty

(b.) submit for assessment a thesis of not more than 100,000 words on the program of research which meets the requirements of the examiners. Submission of the thesis based on or partially based on conjointly published or unpublished work may be permitted.

Doctor of Philosophy