Courses by faculty: Faculty of Education

This course is designed as an alternative entry pathway to university study. The program is particularly suited to students requiring additional learning support in their first year of study. For further information about the course refer to the DOTSDOTS (http://www.monash.edu/study/options/pathways/diploma-tertiary-studies/) website.

These course outcomes are aligned with the Australian Qualifications Framework level 5, the Bologna Cycle 1 and Monash Graduate AttributesAustralian Qualifications Framework level 5, the Bologna Cycle 1 and Monash Graduate Attributes (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:

• be sufficiently prepared to achieve success in their studies and enabled to proceed to Monash undergraduate degrees
• achieve first year equivalent standard in an area of study in which they wish to gain entry to a degree
• develop the intellectual capabilities necessary for tertiary study and scholarship
• become self-directed and independent tertiary learners through the development of positive learning habits including analytical, problem-solving, oral and writing skills.

This course consists of two core units, and six first-year units selected from the stream corresponding to the student's preferred Monash degree.

Students must complete:

(a.) two core units (12 points)

• EDF1010 Learning in a university context
• EDF1011 Knowledge and context

(b.) six first-year units from one of the following streams (36 points):

• Arts*
• Business
• Education
• Nursing

* The arts stream is only available to students enrolled at Berwick.

Refer to the relevant course mapcourse map (http://www.education.monash.edu.au/students/current/coursemaps/2014/) for the units required in each stream.

Students who have successfully completed this course may be eligible to apply to enter a Monash degreeMonash degree (http://www.monash.edu/study/options/pathways/diploma-tertiary-studies/destination-degrees/index.html) and receive credit for their studies in this diploma.

Diploma of Tertiary Studies

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 leads to a recognised tertiary degree in adult education and training that places graduates at the forefront of professional knowledge and practice and gives 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 AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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 Vocational Education and Training 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

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-2296-bald.pdf) for the Bachelor of Adult Learning and Development for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

Bachelor of Adult Learning and Development

This double degree course combines specific studies in arts with those in education and prepares students for careers as teachers in primary schools. The course develops students' understanding of child development, educational theories and practice and how to involve children from age 5 to 12 years in engaging, innovative and purposeful learning. The education and curriculum majors give students extensive understanding of teaching and learning strategies, education policy, theories and practice, and develop knowledge about teaching the primary school curriculum. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

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

For the outcomes of the arts component of this course refer to 0002 Bachelor of Arts.

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

• understand leading-edge theories and evidence-based research on child development and primary school education issues to inform their teaching and learning beliefs and practices
• select and creatively integrate information communication technologies to advance children's learning
• develop productive and meaningful relationships with families and the broader community to enrich the lives of learners and to develop respectful and inclusive practices
• critically consider a range of perspectives, including spatial, temporal and sociological views, and respond to diversity in primary schools
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and appropriate pedagogy for learners in the Australian and international context
• engage with the primary education profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that meet diverse learners' needs
• understand primary education (ages 5 to 12) as a complex, critical period of learning and development for school-aged children
• contribute to a multi-disciplinary, professional approach to support the development of young learners.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 (108 points), incorporating core, elective and professional experience units.

Arts

For a list of the arts disciplines available refer to the Faculty of Arts areas of studyareas of study (http://www.monash.edu.au/pubs/2014handbooks/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.) additional elective arts units to make up a total of 96 points

By combining some of the core arts requirements, students can complete a double major in two different arts disciplines. For more details on this option, contact the Faculty of ArtsFaculty of Arts (http://artsonline.monash.edu.au/contact-arts/).

Education component

Students must complete:

(a.) education major (48 points)

(b.) curriculum major (60 points)

(c.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required for the education component, refer to the link under 'Areas of study'.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-1541-ba-bed-prim.pdf) for the Bachelor of Arts and Bachelor of Education (Primary) for course progression advice.

Students interested in further studies in honours in their arts major discipline should contact the Faculty of ArtsFaculty of Arts (http://artsonline.monash.edu.au/contact-arts/).

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years 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)

This double degree course combines specific studies in arts with those in education and prepares students for careers as secondary teachers and as specialists in one or more areas within the school curriculum. Students develop knowledge of the discipline areas they intend to teach in schools through study in the arts degree. This knowledge is complemented in the education degree through education and curriculum majors which deepen students' understanding of teaching and learning strategies, education policy, theories and practice, and how to engage students in the secondary years in innovative and purposeful learning. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

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

For the outcomes of the arts component of this double degree refer to 0002 Bachelor of Arts.

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

• understand and apply leading-edge education policy, theories and research on teaching and learning to their teaching practice
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and other relevant curriculums through appropriate pedagogy for learners in Australian and international contexts
• operate as independent and collaborative beginning teachers in a secondary context
• use and creatively integrate information and communication technologies in their teaching to support student learning
• develop teaching and learning strategies that encompass differentiated approaches to meet diverse learners' needs in varied contexts
• demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners who can be future leaders in the teaching profession
• engage with the teaching profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that critically respond to education priorities.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 (96 points) and studies in education (108 points), incorporating core, elective and professional experience units.

Arts

For a list of the arts disciplines available refer to the Faculty of Arts areas of studyareas of study (http://www.monash.edu.au/pubs/2014handbooks/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.) additional elective arts units to make up a total of 96 points

By combining some of the core arts requirements, students can complete a double major in two different arts disciplines. For more details on this option, contact the Faculty of ArtsFaculty of Arts (http://artsonline.monash.edu.au/contact-arts/).

Education component

Students must complete:

(a.) education major (54 points)

(b.) curriculum major (48 points)

(c.) education elective (6 points)

(d.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required for 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 fourth year and the requirements for employment specified by the Victorian Institute of Teaching (VIT). Generally, to qualify for a secondary teaching discipline, a candidate requires a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines. Students should consult the VIT websiteVIT website (http://www.vit.vic.edu.au/Pages/default.aspx) in consultation with their course adviser.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-1641-ba-bed-sec-dble.pdf) for the Bachelor of Arts and Bachelor of Education (Secondary) for course progression advice.

Students interested in further studies in honours in their arts major discipline should contact the Faculty of ArtsFaculty of Arts (http://artsonline.monash.edu.au/contact-arts/).

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years 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 (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 AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html).

Refer to 4073 Bachelor of Arts and Social Sciences for the outcomes of the arts and social sciences component of this double degree.

Upon successful completion of the Bachelor of Education (Primary) 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.

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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

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:

First-year

• EDF1303 Learning and educational inquiry 1*
• EDF1304 Learning and educational inquiry 2*

Second-year

• EDF1308 Early literacy*
• EDF2302 Re-imagining children's learning*

Third-year

• EDF2301 Multiliteracies: Mediating the world
• EDF2304 Early numeracy
• EDF3301 Numeracy
• EDF3311 Understanding space and place*

Fourth-year

• EDF2303 Movement, environment and community
• EDF3303 Integrating the curriculum 1: Creative exchange
• EDF3304 Integrating the curriculum 2: Different places
• EDF3306 Literacy
• EDF4311 Professional contexts 1*
• EDF4312 Professional contexts 2*
• EDF4314 Entering the profession 2
• one education electiveeducation elective (http://www.education.monash.edu.au/units/general-electives.html) chosen from the Faculty of Education

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

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4208-bass-bed-prim-gipp.pdf) for the Bachelor of Arts and Social Sciences and Bachelor of Education (Primary) for course progression advice.

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 AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (http://opvclt.monash.edu.au/curriculum-by-design/aligning-course-outcomes-with-aqf-bologna.html).

For the outcomes of the business component of this double degree refer to 3806 Bachelor of Business.

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, 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.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Where the faculty has an articulation agreement with an institution, credit for prior studies as outlined in the agreement will be honoured.

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 course completion.

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

For information on professional recognition for the Bachelor of Business component of this double degree, refer to the Faculty of Business and Economics professional recognitionprofessional recognition (http://www.buseco.monash.edu.au/esg/asu/publications/professional-recognition.html) webpage.

This course consists of studies in business (96 points) and studies in sport and outdoor recreation (96 points), incorporating core and elective units.

Business

• Business strategy
• Marketing and communication
• Sports management

Education

• Education - Sport and outdoor recreation

Business component

Students must complete:

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

• ACP1000 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 business 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).

Additional requirements for the Bachelor of Business degree:

• 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

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3749-bbus-bsor.pdf) for the Bachelor of Business and Bachelor of Sport and Outdoor Recreation for course progression advice.

Students interested in further studies in honours in their business major discipline should contact the Faculty of Business and EconomicsFaculty of Business and Economics (http://www.buseco.monash.edu.au/contact.html).

An honourshonours (http://www.edu.monash.edu/courses/honours/) program may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

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.

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 Business
Bachelor of Sport and Outdoor Recreation

This double degree course combines specific studies in commerce with those in education and prepares students for careers as secondary teachers and as specialists in one or more areas within the school curriculum. Students develop knowledge of the discipline areas they intend to teach in schools through study in the commerce degree. This knowledge is complemented in the education degree through education and curriculum majors which deepen students' understanding of teaching and learning strategies, education policy, theories and practice, and how to engage students in the secondary years in innovative and purposeful learning. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

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

For the outcomes of the commerce component of this double degree refer to 0179 Bachelor of Commerce.

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

• understand and apply leading-edge education policy, theories and research on teaching and learning to their teaching practice
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and other relevant curriculums through appropriate pedagogy for learners in Australian and international contexts
• operate as independent and collaborative beginning teachers in a secondary context
• use and creatively integrate information and communication technologies in their teaching to support student learning
• develop teaching and learning strategies that encompass differentiated approaches to meet diverse learners' needs in varied contexts
• demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners who can be future leaders in the teaching profession
• engage with the teaching profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that critically respond to education priorities.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 on professional recognition for the Bachelor of Commerce component of this double degree, refer to the Faculty of Business and Economics professional recognitionprofessional recognition (http://www.buseco.monash.edu.au/esg/asu/publications/professional-recognition.html) webpage.

This course consists of studies in commerce (96 points) and studies in education (108 points), incorporating core, elective and professional experience units.

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):

• ACC1000 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

* 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.

(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.

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

Students must complete:

(a.) education major (54 points)

(b.) curriculum major (48 points)

(c.) education elective (6 points)

(d.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required for 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 fourth year and the requirements for employment laid down by the Victorian Institute of Teaching (VIT). Generally, to qualify for a secondary teaching discipline, a candidate requires a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines. Students should consult the VIT websiteVIT website (http://www.vit.vic.edu.au/Pages/default.aspx) in consultation with their course adviser.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-2026-bcom-bed-sec-dble.pdf) for the Bachelor of Commerce and Bachelor of Education (Secondary) for course progression advice.

Students interested in further studies in honours in their commerce major discipline should contact the Faculty of Business and EconomicsFaculty of Business and Economics (http://www.buseco.monash.edu.au/contact.html).

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

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)

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. 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 AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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.

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.

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 must be available to undertake placements on a full-time basis and attend their placement 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

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

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

Bachelor of Early Childhood Studies

This course qualifies students to be early childhood educators in a range of child care and pre-school settings. The course provides a deep understanding of childhood development, educational theories and practice and how to involve children in engaging, innovative and purposeful learning in the early years. Graduates of this course will be equipped to provide leadership and management in a range of early childhood settings.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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 early childhood (birth to age eight) as a complex, critical period of learning and development for children
• draw on a range of current education theories to inform the development of their early childhood practices
• work in partnership with families and communities to support children's learning and to develop respectful and inclusive practices in early childhood education
• critically consider a range of perspectives, including spatial, temporal and sociological views, and respond to diversity in local, regional and global contexts
• work reflexively and critically with a range of contemporary education theories and practices within early childhood education to engage young children in constructive, playful and contextually relevant learning
• engage with the early childhood profession as ethical leaders and practitioners who can develop curriculum, pedagogy and programs that meet diverse learners' needs
• advocate for children, their families and the early childhood profession at the local, regional or international level
• contribute to a multidisciplinary team approach to support children's development and learning.

Students are awarded one full year (48 credit points) of credit towards the first year of the Bachelor of Education (Early Childhood) on the successful completion of the Diploma of Children's Services or equivalent as determined by the faculty. Alternatively students are awarded three full years (144 credit points) of credit towards the Bachelor of Education (Early Childhood) on successful completion of a three year Australian Children's Education and Care Quality Authority (ACECQA) accredited program or equivalent as determined by the faculty. Where the faculty has an articulation agreement with an institution, credit for prior studies as outlined in the agreement will be honoured.

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates will be qualified for employment 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 core, educational leadership, elective and professional experience units.

• Education - Early childhood and early childhood-primary

Students must complete:

(a.) education major (60 points)

(b.) curriculum major (72 points)

(c.) educational leadership units (48 points)

(d.) education electives (12 points)

(e.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required, refer to the link under 'Areas of study'.

Refer to the course mapcourse map (http://education.monash.edu/students/current/coursemaps/2014/4223.html) for the Bachelor of Education (Early Childhood) for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

Bachelor of Education (Early Childhood)

This course prepares students for careers as early childhood educators across child care, pre-school and primary school settings. The course provides a deep understanding of childhood development, educational theories and practice and how to involve children from birth to 12 years of age in engaging, innovative and purposeful learning. Graduates of this course will be equipped to provide leadership and management in a range of early childhood education and school settings.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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 leading-edge theories and evidence-based research on child development and primary school education issues to inform their teaching and learning beliefs and practices
• select and creatively integrate information communication technologies to advance young children's learning
• develop productive and meaningful relationships with families and the broader community to enrich the lives of learners and to develop respectful and inclusive practices
• critically consider a range of perspectives, including spatial, temporal and sociological views, and respond to diversity in local, regional and global contexts
• work reflexively and critically with a range of contemporary education theories and practices within childhood education to engage young children in constructive, playful and contextually relevant learning
• engage with the early childhood and primary education professions to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that meet diverse learners' needs
• understand curriculum knowledge and a range of relevant pedagogical skills that will enhance teaching and learning for twenty-first century learners
• contribute to a multi-disciplinary, professional approach to support the development of young learners.

Students are awarded one full year (48 credit points) of credit towards the first year of the Bachelor of Education (Early Childhood/Primary) on the successful completion of the Diploma of Children's Services or equivalent as determined by the faculty. Where the faculty has an articulation agreement with an institution, credit for prior studies as outlined in the agreement will be honoured.

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

Students must complete teaching practice which consists of a minimum of 90 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 at times determined by the faculty.

Graduates will be eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) and employment as primary school teachers in the government, Catholic and independent school systems in Victoria, and qualified for employment in pre-schools, childcare centres 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 core, educational leadership, elective and professional experience units.

• Education - Early childhood and early childhood-primary

Students must complete:

(a.) education major (60 points)

(b.) curriculum major (84 points)

(c.) educational leadership units (48 points)

(d.) professional experience units to complete 90 days of teaching practice (0 points)

For details of the units required, refer to the link under 'Areas of study'.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4224-bed-ec-prim.pdf) for the Bachelor of Education (Early Childhood/Primary) for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

Bachelor of Education (Early Childhood/Primary)

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 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 AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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:

• develop curriculum, pedagogy and programs that meet the diverse needs of learners
• operate as independent and collaborative beginning teachers in a primary context and in selected disciplines in a secondary context
• develop productive and meaningful relationships with students, families and the broader community to enrich the lives of learners and to develop respectful and inclusive practices
• demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and appropriate pedagogy for learners in the Australian and international context
• apply leading-edge education policy, theories and research on teaching and learning to their teaching practice
• use and creatively integrate information and communication technologies in their teaching to support student learning
• engage with the teaching profession to become ethical leaders and practitioners.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 core and discipline study units, and fieldwork and professional experience units.

• Education - P-10 and Special Education

Students complete:

(a.) education major (60 points)

(b.) curriculum major (72 points)

(c.) discipline study 1 (36 points)

(d.) discipline study 2 (24 points)

(e.) fieldwork units to complete 20 days of fieldwork (0 points)

(f.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required, refer to the link under 'Areas of study'.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3750-bed-p-10.pdf) for the Bachelor of Education (P-10) for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

Bachelor of Education (P-10)

This course prepares students for careers as teachers in primary schools. The course develops students' understanding of child development, educational theories and practice and how to involve children from age 5 to 12 years in engaging, innovative and purposeful learning. The education and curriculum majors give students extensive understanding of teaching and learning strategies, education policy, theories and practice, and develop knowledge about teaching the primary school curriculum. The course offers unique opportunities to become specialist teachers in areas such as English and literacy, mathematics and numeracy, languages other than English (LOTE), health and physical education or to take a stream in visual arts. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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 leading-edge theories and evidence-based research on child development and primary school education issues to inform their teaching and learning beliefs and practices
• select and creatively integrate information communication technologies to advance children's learning
• develop productive and meaningful relationships with families and the broader community to enrich the lives of learners and to develop respectful and inclusive practices
• critically consider a range of perspectives, including spatial, temporal and sociological views, and respond to diversity in primary schools
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and appropriate pedagogy for learners in the Australian and international context
• engage with the primary education profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that meet diverse learners' needs
• understand primary education (ages 5 to 12) as a complex, critical period of learning and development for school-aged children
• contribute to a multi-disciplinary, professional approach to support the development of young learners.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 core units, education priorities and discipline sequence units, elective and professional experience units.

• Education - Primary

Students must complete:

(a.) education major (48 points)

(b.) curriculum major (60 points)

(c.) education priorities sequence (24 points)

(d.) discipline sequence or stream (48 points)

(e.) two education electives (12 points)

(f.) professional experience units to complete 80 days of teaching practice (0 points)

Unit restrictions: students can take a maximum of 10 first-year level units (60 points).

For details of the units required, refer to the links under 'Areas of study'.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4228-bed-prim-single.pdf) for the Bachelor of Education (Primary) for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

Bachelor of Education (Primary)

This is a specialised course designed to fully prepare students for careers as teachers across the year levels Prep to Year 10 as well as 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 AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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:

• develop curriculum, pedagogy and programs that meet the diverse needs of learners
• operate as independent and collaborative beginning teachers in a primary context and in a selected discipline in a secondary context
• teach in special education settings and facilitate inclusion within regular schools
• develop productive and meaningful relationships with students, families and the broader community to enrich the lives of learners and to develop respectful and inclusive practices
• demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners who can be future leaders in the teaching profession
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and appropriate pedagogy for learners in the Australian and international context
• apply leading-edge education policy, theories and research on teaching and learning to their teaching practice
• use and creatively integrate information and communication technologies in their teaching to support student learning
• engage with the teaching profession to become ethical leaders and practitioners.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 core units, a specialisation in special education, discipline study units, and fieldwork and professional experience units.

• Education - P-10 and Special Education

Students complete:

(a.) education major (54 points)

(b.) curriculum major (72 points)

(c.) discipline study 1 (Special education) (42 points)

(d.) discipline study 2 (24 points)

(e.) fieldwork units to complete 20 days of fieldwork (0 points)

(f.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required, refer to the link under 'Areas of study'.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4209-bed-speced.pdf) for the Bachelor of Education (Special Education) for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

Bachelor of Education (Special Education)

This double degree course combines specific studies in music with those in education and prepares students for careers as secondary teachers and as specialists in one or more areas within the school curriculum. Students develop knowledge of the discipline areas they intend to teach in schools through study in the music degree. This knowledge is complemented in the education degree through education and curriculum majors which deepen students' understanding of teaching and learning strategies, education policy, theories and practice, and how to engage students in the secondary years in innovative and purposeful learning. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

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

For the outcomes of the music component of this double degree refer to 0821 Bachelor of Music.

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

• understand and apply leading-edge education policy, theories and research on teaching and learning to their teaching practice
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and other relevant curriculums through appropriate pedagogy for learners in Australian and international contexts
• operate as independent and collaborative beginning teachers in a secondary context
• use and creatively integrate information and communication technologies in their teaching to support student learning
• develop teaching and learning strategies that encompass differentiated approaches to meet diverse learners' needs in varied contexts
• demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners who can be future leaders in the teaching profession
• engage with the teaching profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that critically respond to education priorities.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 core, elective and professional experience units.

Music

For details about the music disciplines, refer to the course entry for 0821 Bachelor of Music.

Education

• Education - Secondary

Music component

Students must complete:

(a.) a music major - Chief music study and music history (48 points):

• ATS1345 Introduction to western music
• ATS1346 Introduction to world musics
• ATS1349 Chief music study 1
• ATS1350 Chief music study 2
• ATS2808 Chief music study 3
• ATS2809 Chief music study 4*
• ATS3830 Chief music study 5** or ATS3819 Applied music 1 - Orchestration
• ATS3831 Chief music study 6 or ATS3820 Applied music 2 - Conducting

*Students must achieve at least a credit (60 per cent) in this unit to continue on to ATS3830 Chief music study 5.

**Students must achieve at least a credit (60 per cent) in this unit to continue on to ATS3831 Chief music study 6.

(b.) music theory and ear training (24 points):

• ATS1899 Music theory and ear training 1
• ATS1900 Music theory and ear training 2
• ATS2901 Music theory and ear training 3
• ATS2902 Music theory and ear training 4

(c.) music elective units chosen from those listed below (36 points):

Semester one

• ATS1343 Popular music and culture: From spirituals to YouTube
• ATS1347 Music ensemble 1
• ATS2139 Song writing: How to write a pop tune
• ATS2333 Jazz history 1: Readings in history and biography
• ATS2687/ATS3687 African music: Musical change, social change and performance
• ATS2800 Music ensemble 3
• ATS2804 From the erotic to the exotic: Music in the nineteenth century
• ATS2805 Global popular and roots music
• ATS2807 Composition techniques: Structure, pitch and space
• ATS3021 Chamber music 1
• ATS3818 Global popular and roots music
• ATS3819 Applied music 1: Orchestration
• ATS3822 Jazz history 2: Readings in improvisation and cross cultural musical relationships
• ATS3824 Music in society: Musicians, performances and institutions
• ATS3828 Music composition techniques: Film and orchestration
• ATS3829 East Asia and its music: Silk road histories and popular contexts
• ATS3899 Jazz composition/arranging 1

Semester two

• ATS1342 Music and popular culture: Asia
• ATS1344 Living gamelan: Gong-chime cultures in context
• ATS1348 Music ensemble 2
• ATS2060 The art of teaching music performance (classical)
• ATS2085 The art of teaching music performance (improvisation)
• ATS2139 Song writing: How to write a pop tune
• ATS2686/ATS3686 Flaring up: Bali and musical revolution
• ATS2799 Audio culture: From Cage to Gaga
• ATS2801 Music ensemble 4
• ATS2900 Music aesthetics and criticism
• ATS2926/ATS3926 Performance studies: Indonesian gamelan
• ATS3022 Chamber music 2
• ATS3061 Music in Australian society
• ATS3094 The music business: How to be successful in the music industry
• ATS3820 Applied music 2: Conducting
• ATS3821 From critical theory to creating new musical work
• ATS3823 Music of North and South India
• ATS3825 Western art music in the 20th and 21st century
• ATS3900 Jazz composition/arranging 2

Overseas study units

• ATS2331/ATS3331 Music - Overseas study program 1*
• ATS2332/ATS3332 Music - Overseas study program 2*

* This unit will require payment of an additional fee that may cover items such as accommodation, entry fees, excursions, coaches, transfers, flights and university administration.

Education component

Students must complete:

(a.) education major (54 points)

(b.) curriculum major (48 points)

(c.) education elective (6 points)

(d.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required for 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 fourth year and the requirements for employment laid down by the Victorian Institute of Teaching (VIT). Generally, to qualify for a secondary teaching discipline, a candidate requires a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines. Students should consult the VIT websiteVIT website (http://www.vit.vic.edu.au/Pages/default.aspx) in consultation with their course adviser.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-2025-bmus-bed-sec-dble.pdf) for the Bachelor of Music and Bachelor of Education (Secondary) for course progression advice.

Students interested in further studies in honours in their music major discipline should contact the Faculty of ArtsFaculty of Arts (http://artsonline.monash.edu.au/contact-arts/).

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years 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 (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 AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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.

Mandatory Checks and Security Clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 complete one of the following in partner faculties:

• two discipline sequences (a six unit sequence and a four unit sequence)
• three discipline sequences (a two unit sequence and two four unit sequences).

One of the sequences must be in the area of science or mathematics.

Middle school specialism

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
• EDF1127 Understanding science
• discipline sequence two

Semester two

• EDF1304 Learning and educational inquiry 2*
• EDF1306 Spaces of difference
• EDF1128 Gateway to mathematics
• discipline sequence two

Second year

Semester one

• EDF1308 Early literacy*
• EDF3006 Adolescent development and learning or education elective
• discipline sequence one
• discipline sequence two

Semester two

• EDF2302 Re-imagining children's learning*
• 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
• 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*
• 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*
• 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.

** For a complete list of general electives refer to undergraduate education electivesundergraduate education electives (http://www.education.monash.edu.au/units/general-electives.html).

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-1514-bprimed-gipp.pdf) for the Bachelor of Primary Education for course progression advice.

Bachelor of Primary Education

This double degree course combines specific studies in science with those in education and prepares students for careers as teachers in primary schools. The course develops students' understanding of child development, educational theories and practice and how to involve children from age 5 to 12 years in engaging, innovative and purposeful learning. The education and curriculum majors give students extensive understanding of teaching and learning strategies, education policy, theories and practice, and develop knowledge about teaching the primary school curriculum. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

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

For the outcomes of the science component of this double degree refer to 0050 Bachelor of Science.

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

• understand leading-edge theories and evidence-based research on child development and primary school education issues to inform their teaching and learning beliefs and practices
• select and creatively integrate information communication technologies to advance children's learning
• develop productive and meaningful relationships with families and the broader community to enrich the lives of learners and to develop respectful and inclusive practices
• critically consider a range of perspectives, including spatial, temporal and sociological views, and respond to diversity in primary schools
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and appropriate pedagogy for learners in the Australian and international context
• engage with the primary education profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that meet diverse learners' needs
• understand primary education (ages 5 to 12) as a complex, critical period of learning and development for school-aged children
• contribute to a multi-disciplinary, professional approach to support the development of young learners.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 (108 points), incorporating core, elective and professional experience units.

The science component consists of a major sequence in an area of science, along with a specified number and type of science units including a level one mathematics or statistics unit, and a level two science core unit covering scientific practice and communication.

Students in this course cannot take units from faculties other than the Faculty of Education and Faculty of Science.

Science

The Faculty of Science requires science studies to be chosen from the science units listed in the Science areas of study and sequencesScience areas of study and sequences (http://www.monash.edu.au/pubs/2014handbooks/undergrad/sci-aos-clayton.html) section in this Handbook.

Education

• Education - Primary

Science component

Students must complete 16 units (96 credit points) of science units including:

(a.) a minimum of four level-one science units (24 points) covering:

(i.) at least two level-one approved science sequences. The approved level one sequences are listed in the section Approved level one sequences in ScienceApproved level one sequences in Science (http://www.monash.edu.au/pubs/2014handbooks/undergrad/sci-sequences.html).

(ii.) at least one level one mathematics or statistics unit from:

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

(b.) one major sequence in a science area of study (48 points). The science major sequence must be chosen from the science areas of study for the campus on which the student is enrolled listed in the Science units and sequencesScience units and sequences (http://www.monash.edu.au/pubs/2014handbooks/undergrad/sci-01a.html) section in this Handbook.

(c.) the core unit SCI2010 Scientific practice and communication or SCI2015 Scientific practice and communication (advanced) (6 points)

(d.) a minimum of ten science units (60 points) at level two and three (including either SCI2010 or SCI2015), with at least four science units at level three.

Notes:

Within the science component a maximum of six level-one science units (36 points) can be taken overall.

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

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

Students should contact the Faculty of Science before enrolling in any stage of the double degree, to ensure that the program they wish to follow will satisfy prerequisites necessary for higher stages. For information relating to course planning, science units and sequences students should refer to the Science Faculty InformationFaculty Information (http://www.monash.edu.au/pubs/2014handbooks/undergrad/sci.html) section of this Handbook.

Education component

Students must complete:

(a.) education major (48 points)

(b.) curriculum major (60 points)

(c.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required for the education component, refer to the link under 'Areas of study'.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3711-bsc-bed-prim.pdf) for the Bachelor of Science and Bachelor of Education (Primary) for course progression advice.

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.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

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

This double degree course combines specific studies in science with those in education and prepares students for careers as secondary teachers and as specialists in one or more areas within the school curriculum. Students develop knowledge of the discipline areas they intend to teach in schools through study in the science degree. This knowledge is complemented in the education degree through education and curriculum majors which deepen students' understanding of teaching and learning strategies, education policy, theories and practice, and how to engage students in the secondary years in innovative and purposeful learning. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

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

For the outcomes of the science component of this double degree refer to 0050 Bachelor of Science.

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

• understand and apply leading-edge education policy, theories and research on teaching and learning to their teaching practice
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and other relevant curriculums through appropriate pedagogy for learners in Australian and international contexts
• operate as independent and collaborative beginning teachers in a secondary context
• use and creatively integrate information and communication technologies in their teaching to support student learning
• develop teaching and learning strategies that encompass differentiated approaches to meet diverse learners' needs in varied contexts
• demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners who can be future leaders in the teaching profession
• engage with the teaching profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that critically respond to education priorities.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 core, elective and professional experience units.

The science component consists of a major sequence in an area of science, along with a specified number and type of science units including a level one mathematics or statistics unit, and a level two science core unit covering scientific practice and communication.

Students in this course cannot take units from faculties other than the Faculty of Education and Faculty of Science.

Science

The Faculty of Science requires science studies to be chosen from the science units listed in the section Science areas of study and sequencesScience areas of study and sequences (http://www.monash.edu.au/pubs/2014handbooks/undergrad/sci-aos-clayton.html) in this Handbook.

Education

• Education - Secondary

Science component

Students must complete 16 units (96 credit points) of science units including:

(a.) a minimum of four level-one science units (24 points) covering:

(i.) at least two level-one approved science sequences. The approved level one sequences are listed in the Approved level one sequences in ScienceApproved level one sequences in Science (http://www.monash.edu.au/pubs/2014handbooks/undergrad/sci-sequences.html) section in this Handbook.

(ii.) at least one level one mathematics or statistics unit from:

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

(b.) one major sequence in a science area of study (48 points). The science major sequence must be chosen from the science areas of study for the campus on which the student is enrolled listed in the section Science units and sequencesScience units and sequences (http://www.monash.edu.au/pubs/2014handbooks/undergrad/sci-01a.html) in this Handbook.

(c.) the core unit SCI2010 Scientific practice and communication or SCI2015 Scientific practice and communication (advanced) (6 points)

(d.) a minimum of ten science units (60 points) at level two and three (including either SCI2010 or SCI2015), with at least four science units at level three. The studies in science must satisfy the requirements for employment laid down by the Victorian Institute of Teaching (VIT). Students are advised to consult the VIT websiteVIT website (http://www.vit.vic.edu.au/Pages/default.aspx) 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.

Notes:

Within the science component a maximum of six level-one science units (36 points) can be taken overall.

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

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

Students should contact the Faculty of Science before enrolling in any stage of the double degree, to ensure that the program they wish to follow will satisfy prerequisites necessary for higher stages. For information relating to course planning, science units and sequences students should refer to the Science Faculty informationFaculty information (http://www.monash.edu.au/pubs/2014handbooks/undergrad/sci.html) section of this Handbook.

Education component

Students must complete:

(a.) education major (54 points)

(b.) curriculum major (48 points)

(c.) education elective (6 points)

(d.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required for 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). Generally, to qualify for a secondary teaching discipline, a candidate requires a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines. Students should consult the VIT websiteVIT website (http://www.vit.vic.edu.au/Pages/default.aspx) in consultation with their course adviser.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-1633-bsc-bed-sec-dble.pdf) for the Bachelor of Science and Bachelor of Education (Secondary) for course progression advice.

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.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

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 AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Where the faculty has an articulation agreement with an institution, credit for prior studies as outlined in the agreement will be honoured.

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 course completion.

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.

• Education - Sport and outdoor recreation

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

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-2069-bsor-single.pdf) for the Bachelor of Sport and Outdoor Recreation for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program may be undertaken by graduates of this course who achieve a distinction average in their final two years of study.

Bachelor of Sport and Outdoor Recreation

This double degree course combines specific studies in sport and outdoor recreation with those in education and prepares students for careers as teachers in primary schools. The course develops students' understanding of child development, educational theories and practice and how to involve children from age 5 to 12 years in engaging, innovative and purposeful learning. The education and curriculum majors give students extensive understanding of teaching and learning strategies, education policy, theories and practice, and develop knowledge about teaching the primary school curriculum. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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:

• understand leading-edge theories and evidence-based research on child development and primary school education issues to inform their teaching and learning beliefs and practices
• select and creatively integrate information communication technologies to advance children's learning
• develop productive and meaningful relationships with families and the broader community to enrich the lives of learners and to develop respectful and inclusive practices
• critically consider a range of perspectives, including spatial, temporal and sociological views, and respond to diversity in primary schools
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and appropriate pedagogy for learners in the Australian and international context
• engage with the primary education profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that meet diverse learners' needs
• understand primary education (ages 5 to 12) as a complex, critical period of learning and development for school-aged children
• contribute to a multi-disciplinary, professional approach to support the development of young learners.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Where the faculty has an articulation agreement with an institution, credit for prior studies as outlined in the agreement will be honoured.

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 course completion.

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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.

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 (96 points) and studies in education (108 points), incorporating core, elective and professional experience units, and fieldwork.

• Education - Primary
• Education - Sport and outdoor recreation

Sport and outdoor recreation component

Students complete:

• 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
• 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
• EDF2618 Dance in education
• EDF3616 Camp planning and practices or one sport and outdoor recreation elective*
• EDF3619 Sport and physical activity education or EDF3615 Experiencing the Australian landscape
• EDF3622 Advanced sports coaching and development or EDF3613 Trends, controversies and issues in outdoor recreation

* The sport and outdoor recreation elective must be approved and chosen in consultation with the course adviser.

Education component

Students must complete:

(a.) education major (48 points)

(b.) curriculum major (60 points)

(c.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required for the education component, refer to the link under 'Areas of study'.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-2070-bsor-bed-prim.pdf) for the Bachelor of Sport and Outdoor Recreation and Bachelor of Education (Primary) for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years 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

This double degree course combines specific studies in sport and outdoor recreation with those in education and prepares students for careers as secondary teachers and as specialists in one or more areas within the school curriculum. Students develop knowledge of the discipline areas they intend to teach in schools through study in the sport and outdoor recreation degree. This knowledge is complemented in the education degree through education and curriculum majors which deepen students' understanding of teaching and learning strategies, education policy, theories and practice, and how to engage students in the secondary years in innovative and purposeful learning. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

These course outcomes are aligned with the Australian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate AttributesAustralian Qualifications Framework level 7, the Bologna Cycle 1 and Monash Graduate Attributes (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:

• understand and apply leading-edge education policy, theories and research on teaching and learning to their teaching practice
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and other relevant curriculums through appropriate pedagogy for learners in Australian and international contexts
• operate as independent and collaborative beginning teachers in a secondary context
• use and creatively integrate information and communication technologies in their teaching to support student learning
• develop teaching and learning strategies that encompass differentiated approaches to meet diverse learners' needs in varied contexts
• demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners who can be future leaders in the teaching profession
• engage with the teaching profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that critically respond to education priorities.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Where the faculty has an articulation agreement with an institution, credit for prior studies as outlined in the agreement will be honoured.

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 course completion.

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 (96 points) and studies in education (108 points), incorporating core, elective and professional experience units, and fieldwork. 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.

• Education - Secondary
• Education - Sport and outdoor recreation

Sport and outdoor recreation component

First year

All students must complete:

• EDF1611 Introduction to sport and outdoor recreation
• EDF1612 Foundations of outdoor recreation education
• 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 and outdoor education

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

Third year

• EDF2618 Dance in education
• EDF3614 Expeditionary learning or EDF3616 Camp planning and practices
• EDF3615 Experiencing the Australian landscape
• EDF3619 Sport and physical activity education
• EDF3613 Trends, controversies and issues in sport and outdoor recreation or EDF3622 Advanced sports coaching and development

Fourth year

• EDF3618 Research planning in sport and outdoor recreation
• EDF4885 Outdoor education in the secondary years A
• EDF4886 Outdoor education in the secondary years B
• EDF4887 Physical education in the secondary years A
• EDF4888 Physical education in the secondary years B

Physical education and alternative second method

Second year

• EDF2611 Experiencing aquatic environments
• EDF2612 Experiential education in sport and outdoor recreation
• EDF2615 Community physical activity and wellness
• EDF2616 Coaching
• two units from discipline sequence 2

Third year

• EDF2618 Dance in education
• EDF3619 Sport and physical activity education
• EDF3613 Trends, controversies and issues in sport and outdoor recreation or EDF3622 Advanced sports coaching and development
• two units from discipline sequence 2

Fourth year

• EDF3618 Research planning in sport and outdoor recreation
• EDF4887 Physical education in the secondary years A
• EDF4888 Physical education in the secondary years B
• Method unit A from discipline sequence 2
• Method unit B from discipline sequence 2

Outdoor education and alternative second method

Second year

• EDF2611 Experiencing aquatic environments
• EDF2612 Experiential education in sport and outdoor recreation
• EDF2613 Adventure education
• EDF2614 Outdoor leadership and programming
• two units from discipline sequence 2

Third year

• EDF3614 Expeditionary learning or EDF3616 Camp planning and practice
• EDF3615 Experiencing the Australian landscape
• two units from discipline sequence 2

Fourth year

• EDF3618 Research planning in sport and outdoor recreation
• EDF4885 Outdoor education in the secondary years A
• EDF4886 Outdoor education in the secondary years B
• Method unit A from discipline sequence 2
• Method unit B from discipline sequence 2

Education component

Students must complete:

(a.) education major (54 points)

(b.) curriculum major (48 points)

(c.) education elective (6 points)

(d.) professional experience units to complete 80 days of teaching practice (0 points)

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

Discipline sequence 1 and discipline sequence 2 must satisfy the requirements for the study of two secondary teaching method units in fourth year and the requirements for employment laid down by the Victorian Institute of Teaching (VIT). Generally, to qualify for a secondary teaching discipline, a candidate requires a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines. Students should consult the VIT websiteVIT website (http://www.vit.vic.edu.au/Pages/default.aspx) in consultation with their course adviser.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3718-bsor-bed-sec-dble.pdf) for the Bachelor of Sport and Outdoor Recreation and Bachelor of Education (Secondary) for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years 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 double degree course combines specific studies in visual arts with those in education and prepares students for careers as teachers in primary schools. The course develops students' understanding of child development, educational theories and practice and how to involve children from age 5 to 12 years in engaging, innovative and purposeful learning. The education and curriculum majors give students extensive understanding of teaching and learning strategies, education policy, theories and practice, and develop knowledge about teaching the primary school curriculum. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

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

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

• identify and evaluate relevant research concepts in relation to aesthetics, history, theory and cultural issues in the relevant discipline
• demonstrate knowledge and understanding of the disciplines of the visual and media arts in order to undertake sustained independent studio practice at a professional level
• critically assess contemporary discourse on visual and media arts, speculative design theory and research both locally and internationally
• evolve their own aims, interests and vision, to be expressed through their studio work within the discipline of visual and media arts with a high level of personal autonomy
• interpret, represent and respond to the aesthetic, theoretical, historical and cultural contexts of visual and media arts practice.

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

• understand leading-edge theories and evidence-based research on child development and primary school education issues to inform their teaching and learning beliefs and practices
• select and creatively integrate information communication technologies to advance children's learning
• develop productive and meaningful relationships with families and the broader community to enrich the lives of learners and to develop respectful and inclusive practices
• critically consider a range of perspectives, including spatial, temporal and sociological views, and respond to diversity in primary schools
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and appropriate pedagogy for learners in the Australian and international context
• engage with the primary education profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that meet diverse learners' needs
• understand primary education (ages 5 to 12) as a complex, critical period of learning and development for school-aged children
• contribute to a multi-disciplinary, professional approach to support the development of young learners.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 (108 points), incorporating core and professional experience units.

• Education - Primary

Visual arts component

All units are six points unless otherwise indicated.

Students must complete:

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

• AHT1101 Introduction to visual culture in Art, Design and Architecture
• AHT1102 Modernism and the avant-gardes
• OHS1000 Introduction to art and design health and safety (0 points)
• VPR1001 Visual practices 1 (12 points)
• VPR1002 Visual practices 2 (12 points)

(b.) two art history and theory units (12 points):

• AHT2102 International art 1945-2000
• one other 6-point second-year art history and theory unit

(c.) units in a major studio at second and third-year levels chosen as outlined in one of the streams below (48 points)

Major studio streams

Students must complete one of the following streams. Note: those units with an asterisk (*) will already have been completed as part of the core elements of this course.

Visual practices

• VPR1001 Visual practices 1 (12 points)*
• VPR1002 Visual practices 2 (12 points)*
• VPR2001 Visual practices 3 (12 points)
• VPR2002 Visual practices 4 (12 points)
• VPR3001 Visual practices 5 (12 points)
• VPR3002 Visual practices 6 (12 points)

Art history and theory

• AHT1101 Introduction to visual culture in Art, Design and Architecture*
• AHT1102 Modernism and the avant-gardes*
• AHT2102 International art 1945-2000*
• an additional 36 credit points of art history and theory units (units with a prefix of AHT) taken from either second or third-year
• 12 credit points of complementary studio units offered by the Department of Fine Art

Relevant units can be identified using the browse units toolbrowse units tool (http://www.monash.edu.au/pubs/handbooks/units/search) in the current edition of the Handbook and the:

• index of units by code - Aindex of units by code - A (http://www.monash.edu.au/pubs/handbooks/units/index-bycode-a.html) for art history and theory units
• index of units offered by the Department of Fine Artindex of units offered by the Department of Fine Art (http://www.monash.edu.au/pubs/handbooks/units/index-byou-department-of-fine-art.html).

The level of the unit is indicated by the first number in the unit code; undergraduate units are those that commence with the numbers 1-3.

Education component

Students must complete:

(a.) education major (48 points)

(b.) curriculum major (60 points)

(c.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required for the education component, refer to the link under 'Areas of study'.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3712-bva-bed-prim.pdf) for the Bachelor of Visual Arts and Bachelor of Education (Primary) for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years 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

This double degree course combines specific studies in visual arts with those in education and prepares students for careers as secondary teachers and as specialists in one or more areas within the school curriculum. Students develop knowledge of the discipline areas they intend to teach in schools through study in the visual arts degree. This knowledge is complemented in the education degree through education and curriculum majors which deepen students' understanding of teaching and learning strategies, education policy, theories and practice, and how to engage students in the secondary years in innovative and purposeful learning. Opportunities to learn through practical experiences in schools are provided throughout the course in urban, rural, remote and international schools. This double degree enables students to pursue professional learning opportunities in areas beyond education.

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

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

• identify and evaluate relevant research concepts in relation to aesthetics, history, theory and cultural issues in the relevant discipline
• demonstrate knowledge and understanding of the disciplines of the visual and media arts in order to undertake sustained independent studio practice at a professional level
• critically assess contemporary discourse on visual and media arts, speculative design theory and research both locally and internationally
• evolve their own aims, interests and vision, to be expressed through their studio work within the discipline of visual and media arts with a high level of personal autonomy
• interpret, represent and respond to the aesthetic, theoretical, historical and cultural contexts of visual and media arts practice.

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

• understand and apply leading-edge education policy, theories and research on teaching and learning to their teaching practice
• understand and implement the Australian CurriculumAustralian Curriculum (http://www.australiancurriculum.edu.au/) and other relevant curriculums through appropriate pedagogy for learners in Australian and international contexts
• operate as independent and collaborative beginning teachers in a secondary context
• use and creatively integrate information and communication technologies in their teaching to support student learning
• develop teaching and learning strategies that encompass differentiated approaches to meet diverse learners' needs in varied contexts
• demonstrate a high level of competence as knowledgeable, articulate and reflective practitioners who can be future leaders in the teaching profession
• engage with the teaching profession to become ethical leaders and practitioners who can develop curriculum, pedagogy and programs that critically respond to education priorities.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 core, elective and professional experience units.

• Education - Secondary

Visual arts component

All units are six points unless otherwise indicated.

Students must complete:

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

• AHT1101 Introduction to visual culture in Art, Design and Architecture
• AHT1102 Modernism and the avant-gardes
• OHS1000 Introduction to art and design health and safety (0 points)
• VPR1001 Visual practices 1 (12 points)
• VPR1002 Visual practices 2 (12 points)

(b.) two art history and theory units (12 points):

• AHT2102 International art 1945-2000
• one other 6-point second-year art history and theory unit

(c.) units in a major studio at second and third-year levels chosen as outlined in one of the streams below (48 points)

Major studio streams

Students must complete one of the following streams. Note: those units with an asterisk (*) will already have been completed as part of the core elements of this course.

Visual practices

• VPR1001 Visual practices 1 (12 points)*
• VPR1002 Visual practices 2 (12 points)*
• VPR2001 Visual practices 3 (12 points)
• VPR2002 Visual practices 4 (12 points)
• VPR3001 Visual practices 5 (12 points)
• VPR3002 Visual practices 6 (12 points)

Art history and theory

• AHT1101 Introduction to visual culture in Art, Design and Architecture*
• AHT1102 Modernism and the avant-gardes*
• AHT2102 International art 1945-2000*
• an additional 36 credit points of art history and theory units (units with a prefix of AHT) taken from either second or third-year
• 12 credit points of complementary studio units offered by the Department of Fine Art

Relevant units can be identified using the browse units toolbrowse units tool (http://www.monash.edu.au/pubs/handbooks/units/search) in the current edition of the Handbook and the:

• index of units by code - Aindex of units by code - A (http://www.monash.edu.au/pubs/handbooks/units/index-bycode-a.html) for art history and theory units
• index of units offered by the Department of Fine Artindex of units offered by the Department of Fine Art (http://www.monash.edu.au/pubs/handbooks/units/index-byou-department-of-fine-art.html).

The level of the unit is indicated by the first number in the unit code; undergraduate units are those that commence with the numbers 1-3.

Education component

Students must complete:

(a.) education major (54 points)

(b.) curriculum major (48 points)

(c.) education elective (6 points)

(d.) professional experience units to complete 80 days of teaching practice (0 points)

For details of the units required for 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). Generally, to qualify for a secondary teaching discipline, a candidate requires a minimum of two years of full-time academic study in that discipline. There are additional requirements for some disciplines. Students should consult the VIT websiteVIT website (http://www.vit.vic.edu.au/Pages/default.aspx) in consultation with their course adviser.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3719-bva-bed-sec-dble.pdf) for the Bachelor of Visual Arts and Bachelor of Education (Secondary) for course progression advice.

An honourshonours (http://www.edu.monash.edu/courses/honours/) program in education may be undertaken by graduates of this course who achieve a distinction average in their final two years 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 (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 AttributesAustralian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes (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, e.g. Bachelor of Arts and Bachelor of Education (Secondary). 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

Graduates of this course may be eligible to proceed to a master's course by research or PhD program.

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 AttributesAustralian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes (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.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

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

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4207-gcap.pdf) for the Graduate Certificate in Academic Practice for course progression advice.

Graduate Certificate in Academic Practice

This course is designed for students with a first qualification in a discipline other than education. It orients learners to the education discipline broadly defined. It provides students with an understanding of key concepts and issues in education and of educational contexts and systems, locally and globally. It develops knowledge and understanding of the major theoretical and professional debates in specialist areas within the field of education and locates these within contemporary research. Completion of this course positions students to pursue education-related careers and/or further study in education.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate AttributesAustralian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes (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:

• acquire knowledge of foundational concepts and knowledge traditions in education
• develop understanding of recent issues and debates in policy and practice in education
• apply critical perspectives in their evaluation of substantive and contemporary issues and ideas in education
• demonstrate analytical skills in evaluating, synthesising and communicating academic concepts through learning and assessment tasks
• build confidence in academic literacy and demonstrated engagement at an advanced academic level.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

This course consists of core or elective units.

Students must complete one of the following sets of units:

• EDF4610 Interacting with research in education contexts and EDF4611 Investigating education issues in global contexts or equivalent unit/s
• 24 points of master's level units with the approval of the faculty

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4213-gc-edst.pdf) for the Graduate Certificate in Education Studies for course progression advice.

This course provides a pathway to the following master's coursework degrees:

• 4215 Master in Early Childhood Education
• 4211 Master of Education
• 4232 Master in Education for Sustainability
• 4216 Master in Inclusive and Special Education
• 4217 Master in Organisational Leadership
• 4214 Master in TESOL

Graduate Certificate in Education Studies

This course is designed for students with a first qualification in the education discipline, broadly defined, who wish to pursue learning that will allow them to generate new knowledge and understanding through educational research. It orients learners to educational research and provides them with an understanding of educational research approaches and methodologies. Students apply this understanding through the design and implementation of a research project which demonstrates capacity to undertake and communicate high level research synthesis, analysis and evaluation.

These course outcomes are aligned with the Australian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate AttributesAustralian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes (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:

• evaluate educational research with an understanding of the range of research methodologies it exemplifies
• define an issue in education as an investigable research project
• design a project demonstrating understanding of the range of research methodologies available, their relevance to the project and the ethical implications they hold
• undertake a significant research project in education
• communicate the results of the research project and demonstrate the capacity to adhere to the conventions of research
• demonstrate capacity in synthesising and communicating ideas at an advanced academic level.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

This course consists of two 12-point core units.

Students must complete:

• EDF5613 Research approaches in education
• EDF5614 Research project in education

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4221-gc-edres.pdf) for the Graduate Certificate in Educational Research for course progression advice.

Students who achieve a minimum credit average in this course are eligible for admission to the research degree 0077 Master of Education.

Students who achieve a minimum distinction average in this course are eligible for admission to 0079 Doctor of Philosophy.

Graduate Certificate in Educational Research

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 AttributesAustralian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes (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.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

This course consists of four core units.

Students complete four of:

• HED5031 Higher education project: Design and literature review
• HED5041 Postgraduate research supervision
• HED5051 Learning and teaching in higher education in South East Asia or HED5060 Principles and practices of effective teaching
• HED5052 Contemporary issues in higher education in South East Asia

Graduate Certificate in Higher Education

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 AttributesAustralian Qualifications Framework level 8, the Bologna Cycle 1 and Monash Graduate Attributes (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 be awarded for successful completion of units undertaken as part of a fourth year in psychology approved by the Australian Psychology Accreditation Council (APAC).

The Postgraduate Diploma of Psychology provides an Australian Psychology Accreditation Council (APAC) accredited fourth year qualification in Psychology. Classified as the equivalent of an honours program by the University, the content is designed for those wishing to pursue advanced postgraduate training at master's or doctoral level, and for those wishing to undertake supervised psychological practice after completing the program. Graduates qualify for associate membership of the Australian Psychological Society (Assoc MAPS).

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 are provided by staff of the Faculty of Education.

All units are six 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.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3509-pg-dip-psych-clay.pdf) for the Postgraduate Diploma of Psychology for course progression advice.

Postgraduate Diploma of Psychology

This web-based, coursework-only professional master's degree will benefit those working in formal educational settings, business and industry, activist organisations, government, non-government 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 the 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 AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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-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

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3733-madult-ed-global.pdf) for the Master in Adult Education (Global) for course progression advice.

Master in Adult Education (Global)

This course is designed to provide counselling knowledge and skills for 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 AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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.

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 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 director of psychology programs.

Clinical expenses

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

Mandatory checks and security clearances

On commencing the program and prior to commencing their placement, students must submit a satisfactory Victorian government Working with Children CheckWorking with Children Check (http://www.education.monash.edu.au/placements/clearances/).

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

Refer to the course map for the Master in Counselling for course progression advice.

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Certificate in Counselling after successful completion of 24 points of study.

Master in Counselling

This course enables early childhood educators, leaders, policy makers and others to advance their studies in young children's learning. It builds professionals' knowledge and skills to position them as leaders within the early childhood sector. The course addresses the needs and demands emerging in global economies to build the capacity of professionals in the early childhood sector so they can respond to complex issues relating to children, their families and communities and initiate inclusive teaching and learning practices among young children.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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:

• examine relationships between children, families and communities in global contexts
• consider the nature of work and leadership in early childhood contexts
• investigate approaches to develop and assess literacy and numeracy within early childhood education
• apply inclusive teaching and learning approaches to an early childhood context
• develop critical analytical skills in discussing relevant research and academic concepts
• demonstrate capacity in synthesising and communicating ideas at an advanced academic level.

Students who have completed prior studies may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Students with two or more years of full-time relevant informal learning may be eligible for recognition of prior learningrecognition of prior learning (http://www.education.monash.edu.au/students/prospective/credit.html).

This course includes an independent research dimension requiring the knowledge and application of research principles and practices applicable to a field of professional work or learning; or a capstone experience comprising professional experience and scholarship in a specific area of professional practice.

This course consists of orientation units, a key constructs unit, enhanced professional learning units, and professional inquiry or research units.

Students must complete:

(a.) two core orientation education units (24 points):

• EDF4610 Interacting with research in education contexts
• EDF4611 Investigating education issues in global contexts

(b.) one or two of the following key constructs units (12 or 24 points):

• EDF5620 Leading education and work
• EDF5621 Challenging curriculum, pedagogy and assessment

(c.) three enhanced professional learning units (36 points):

• EDF5904 Children, families, communities
• EDF5905 Early years literacy and numeracy
• EDF5632 Understanding inclusion in learning communities or a level 5 elective chosen from a rotational listrotational list (http://www.education.monash.edu.au/units/postgrad-unit-rotations.html)

(d.) professional inquiry units through one of the following options (12 or 24 points):

Option 1:

One or two of the following professional inquiry units, depending on how many units are completed at (b.):

• EDF5691 Professional project
• EDF5693 Using and evaluating research evidence
• EDF5694 Taking a stand in education debates
• EDF5695 Self-study as professional inquiry
• EDF5814 Creative research approaches

Option 2:

A possible pathway to research is available to students who achieve a weighted average mark of at least 65 per cent in the units of this course. The pathway is by invitation to students who meet this criterion and is not offered at the point of entry. However, students interested in this possibility must make space to pursue two units of professional inquiry by taking only one key constructs unit in (b.) above. Students invited into this pathway take the following two units:

• EDF5613 Research approaches in education
• EDF5614 Research project in education

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4215-mece-ft%20and%20pt.pdf) for course progression advice.

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Diploma in Education Studies after successful completion of 48 points of study.

Master in Early Childhood 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 AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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 in either 'early childhood' or 'leadership, policy and change'. The units making up each specialisation are shown below. 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.

Specialisation units

Early childhood

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

Leadership, policy and change

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

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award:

• Postgraduate Certificate of Education after successful completion of 24 points
• Postgraduate Diploma of Education after successful completion of 48 points.

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.

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 educational work in the wider community, and who may be based either locally or internationally. The course offers a general stream and specialisations which indicate a particular area of focus that draws on research or practice expertise in the faculty. The course builds students' learning through broadening their knowledge of key constructs related to education contexts, deepening their professional learning in specialist areas and building their capacity as professional inquirers.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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:

• develop their knowledge and understanding of educational contexts and their issues, values and practices
• extend their understanding of key concepts related to education
• examine areas of enhanced professional learning and develop deeper understanding of professional practice
• develop critical analytical skills in discussing relevant research and academic concepts
• apply research processes to areas of professional interest and practice
• demonstrate capacity in synthesising and communicating ideas at an advanced academic level.

Students who have completed prior studies may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Students with two or more years of full-time relevant informal learning may be eligible for recognition of prior learningrecognition of prior learning (http://www.education.monash.edu.au/students/prospective/credit.html).

This course includes an independent research dimension requiring the knowledge and application of research principles and practices applicable to a field of professional work or learning, or a capstone experience comprising professional experience and scholarship in a specific area of professional practice.

This course consists of orientation units, key constructs units, enhanced professional learning units, and professional inquiry or research units.

• Education - Educational leadership and policy
• Education - Expert teaching practice
• Education - General
• Education - Learning communities and practice development

Students must complete:

(a.) two orientation units (24 points):

• EDF4610 Interacting with research in education contexts
• EDF4611 Investigating education issues in global contexts

(b.) two of the following key constructs units (24 points):

• EDF5620 Leading education and work
• EDF5621 Challenging curriculum, pedagogy and assessment
• EDF5622 Developing learners and learning
• EDF5623 Deepening education and sustainability

(c.) two or three enhanced professional learning units to satisfy the requirements of one of the 'Areas of study' above (24 or 36 points)

(d.) professional inquiry units through one of the following two options (12 or 24 points):

Option 1:

One or two of the following professional inquiry units, depending on how many units are completed at (c.):

• EDF5691 Professional project
• EDF5693 Using and evaluating research evidence
• EDF5694 Taking a stand in education debates
• EDF5695 Self-study as professional inquiry
• EDF5814 Creative research approaches

Option 2:

A possible pathway to research is available to students who achieve a weighted average mark of at least 65 per cent in the units of this course. The pathway is by invitation to students who meet this criterion and is not offered at the point of entry. However, students interested in this possibility must make space to pursue two units of professional inquiry by taking only two enhanced professional learning units in (c.) above. Students invited into this pathway take the following two units:

• EDF5613 Research approaches in education
• EDF5614 Research project in education

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4211-med-ft%20and%20pt.pdf) for the Master of Education for course progression advice.

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Diploma in Education Studies after successful completion of 48 points of study.

Master of Education
Master of Education specialising in Education, Environment and Sustainability
Master of Education specialising in Educational Leadership and Policy
Master of Education specialising in Expert Teaching Practice
Master of Education specialising in Inclusive Teaching and Learning
Master of Education specialising in Learning Communities and Practice Development

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 meets the needs of teachers located across early childhood, primary and secondary schools, educators and leaders within vocational, tertiary and community learning sites, and private and public sector professionals and policy makers whose work is oriented towards education for sustainable development. The course develops participants' theoretical knowledge, conceptual understanding, practical skills and professional practice in relation to education for sustainability. The overall goal of the course is to develop graduates' broad, advanced knowledge and experience of the principles and practices of education for sustainable development so that they can better lead, design, practise, innovate, evaluate and research education for sustainability in their contexts.

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

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

• understand theories explaining the conditions for, and emergence of strategies based on interdisciplinary learning and teaching for sustainable development
• critically engage with historical, contextual and political perspectives shaping the philosophies and practices of sustainability
• appreciate the range of education-related tasks associated with education for sustainability and evaluate models and methodologies of education across local, national and international scales
• apply innovative learning and teaching methods and evaluation in formal, informal and non-formal contexts
• lead, innovate and promote practices which engender social transformation towards sustainability through education
• synthesise and communicate ideas at an advanced academic level
• create, develop and interpret knowledge in education for sustainability applying established techniques of research and inquiry
• communicate a philosophy of practice and identify professional learning needs to guide work as educators/leaders of sustainable development.

Students who have completed prior studies may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Students with two or more years of full-time relevant informal learning may be eligible for recognition of prior learningrecognition of prior learning (http://www.education.monash.edu.au/students/prospective/credit.html).

This course includes an independent research dimension requiring the knowledge and application of research principles and practices applicable to a field of professional work or learning, or a capstone experience comprising professional experience and scholarship in a specific area of professional practice.

This course consists of four core units, eight enhanced professional learning units and four professional inquiry units.

All units are worth 6 points.

Students must complete:

(a.) four core units (24 points)

• EDF4606 Interacting with research in education 1
• EDF4607 Interacting with research in education 2
• EDF4608 Investigating education issues 1
• EDF4609 Investigating education issues 2

(b.) eight enhanced professional learning units (48 points)

• EDF5580 Sustainability: Concepts, challenges and responses
• EDF5581 Learning for and about sustainability
• EDF5582 Education, globalisation and sustainability
• EDF5583 Developing learners and learning
• EDF5584 Designing learning for sustainability
• EDF5585 Learning to lead and change
• EDF5586 Leading change for sustainability
• EDF5587 Sustainability: Communicating a case for change

(c.) four professional inquiry units (24 points)

• EDF5590 Designing research in education for sustainability
• EDF5591 Project 1
• EDF5592 Undertaking research in education for sustainability
• EDF5593 Project 2

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Diploma in Education Studies after successful completion of 48 points of study
• Graduate Diploma in Education for Sustainability after successful completion of 48 points of study at level 5.

Master in Education for Sustainability

This course meets the needs of educators, human development and community workers, educational managers and policy makers and others interested in inclusive education approaches. It develops informed and responsive professionals who can work with learners with special needs, those with language and learning challenges, challenging behaviours and/or learners with learning difficulties. It positions participants to develop, lead and model inclusive practices and approaches amongst colleagues, within wider educational and workplace systems and communities. The course develops participants' understanding of key concepts in inclusive and special education, it advances and consolidates their practice to integrate inclusion in learning contexts and it builds their leadership capacity to effect change in the communities in which they work.

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

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

• develop knowledge and understanding of the inclusive educational contexts, principles, values and policies and their influences on practice
• recognise and evaluate the barriers to participation across learning contexts and age ranges
• examine areas of specialised practice to strengthen inclusion across learning contexts
• evaluate, apply and practise evidence-based approaches to strengthening inclusion of learners with diverse abilities
• develop strategies to lead and sustain inclusive practices in schools and/or systems and communities
• demonstrate capacity in synthesising and communicating ideas at an advanced academic level
• apply research processes to areas of professional interest and practice.

Students who have completed prior studies may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Students with two or more years of full-time relevant informal learning may be eligible for recognition of prior learningrecognition of prior learning (http://www.education.monash.edu.au/students/prospective/credit.html).

This course includes an independent research dimension requiring the knowledge and application of research principles and practices applicable to a field of professional work or learning, or a capstone experience comprising professional experience and scholarship in a specific area of professional practice.

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

The course consists of orientation units, a key constructs unit, enhanced professional learning units and professional inquiry or research units.

Students must complete:

(a.) two orientation units (24 points):

• EDF4610 Interacting with research in education contexts
• EDF4611 Investigating education issues in global contexts

(b.) one or two of the following key constructs units (12 or 24 points):

• EDF5620 Leading education and work
• EDF5622 Developing learners and learning

(c.) three enhanced professional learning units (36 points):

• EDF5632 Understanding inclusion in learning communities
• EDF5656 Practising inclusion
• EDF5667 Positive behaviour support

(d.) professional inquiry units through one of the following two options (12 or 24 points):

Option 1:

• EDF5692 Professional practice in special and inclusive education

plus, if only one unit is completed at (b.), one of the following units:

• EDF5691 Professional project
• EDF5693 Using and evaluating research evidence
• EDF5694 Taking a stand in education debates
• EDF5695 Self-study as professional inquiry
• EDF5699 Extended teaching practice (0 points)*
• EDF5814 Creative research approaches

* This unit is a co-requisite unit for EDF5692 only for students registered to teach in Australia who are seeking professional registration as special education teachers.

Option 2:

A possible pathway to research is available to students who achieve a weighted average mark of at least 65 per cent in the units of this course. The pathway is by invitation to students who meet this criterion and is not offered at the point of entry. However, students interested in this possibility must make space to pursue two units of professional inquiry by taking only one key constructs unit in (b.) above. Students invited into this pathway take the following two units:

• EDF5613 Research approaches in education
• EDF5614 Research project in education

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4216-mincsped-ft%20and%20pt.pdf) for the Master in Inclusive and Special Education for course progression advice.

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Diploma in Education Studies after successful completion of 48 points of study.

Master in Inclusive and Special Education

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) and 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 leads to a qualification in organisational learning and leadership for professionals working in a range of educational, human service and corporate sector organisations. The course provides students with knowledge of systematic and integrated responses to organisational processes and imperatives relating to new concepts of leadership, the effective functioning of knowledge management and approaches to learning, team-based approaches to work and learning, and organisational designs for the future.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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:

• examine relationships between leaders and educators and between leadership and learning within organisations
• investigate organisational processes
• evaluate a variety of leadership concepts
• understand the effective functioning of knowledge management within organisations and teams
• engage in reflective practices in dynamic, learning communities
• develop critical analytical skills in discussing relevant research and academic concepts
• demonstrate capacity in synthesising and communicating ideas at an advanced academic level.

Students who have completed prior studies may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Students with two or more years of full-time relevant informal learning may be eligible for recognition of prior learningrecognition of prior learning (http://www.education.monash.edu.au/students/prospective/credit.html).

This course consists of orientation units, a key constructs unit, enhanced professional learning units, and professional inquiry or research units.

Students must complete:

(a.) two orientation units (24 points):

• EDF4610 Interacting with research in education contexts
• EDF4611 Investigating education issues in global contexts

(b.) one or two of the following key constructs units (12 or 24 points):

• EDF5620 Leading education and work
• EDF5623 Transforming education for sustainability

(c.) three enhanced professional learning units (36 points):

• EDF5635 Leading capable organisations
• EDF5636 Leading and managing change
• EDF5637 Inner leadership: Understanding self and others

(d.) professional inquiry units through one of the following two options (12 or 24 points):

Option 1:

One or two of the following professional inquiry units, depending on how many units are completed at (b.):

• EDF5691 Professional project
• EDF5693 Using and evaluating research evidence
• EDF5694 Taking a stand in education debates
• EDF5695 Self-study as professional inquiry
• EDF5814 Creative research approaches

Option 2:

A possible pathway to research is available to students who achieve a weighted average mark of at least 65 per cent in the units of this course. The pathway is by invitation to students who meet this criterion and is not offered at the point of entry. However, students interested in this possibility must make space to pursue two units of professional inquiry by taking only one key constructs unit in (b.) above. Students invited into this pathway take the following two units:

• EDF5613 Research approaches in education
• EDF5614 Research project in education

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4217-mol-ft.pdf) for the Master in Organisational Leadership for course progression advice.

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Diploma in Education Studies after successful completion of 48 points of study.

Master in Organisational Leadership

This course trains selected psychology graduates in advanced psychotherapeutic skills required for general registration as a psychologist. It develops graduates as independent specialist professionals with a commitment to lifelong learning of the theoretical, research, assessment and therapeutic skills involved in psychology. It aims to develop the ability to think critically and analytically about the processes involved in psychology. Within the context of sound ethical principles, competencies applicable across the lifespan are developed through collaborative participation in coursework lectures and workshops and clinical placement under the supervision of experienced practitioners.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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:

• administer and interpret a comprehensive range of psychological tests and assessments
• plan, implement and evaluate evidence-based interventions with individuals, groups and in systems
• apply a range of evidence-based psychotherapies
• apply sound practice principles concerning the psychotherapeutic relationship and interventions with individuals, couples, families and groups
• liaise and collaborate with other mental health and allied health professionals in a range of organisational contexts.

Clinical practice units

This course may require students to undertake off-campus clinical placements. Attendance is mandatory for the clinical component of each unit. In the clinical setting students 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 director of psychology programs.

Clinical expenses

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

Mandatory checks and security clearances

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 CheckWorking with Children Check (http://www.education.monash.edu.au/placements/clearances/).

This course has been designed to meet the Australian Psychology Accreditation Council (APAC) and the Australian Health Practitioner Regulation Agency (AHPRA) requirements for a generalist fifth year in psychology. On completion of the course graduates will be eligible to undertake one year of supervised generalist practice in the field for general registration under the 5+1 internship model for registration. APAC accreditation is currently being sought for this new program. Graduates qualify for associate membership of the Australian Psychological Society (Assoc MAPS). From 1 July 2014 the Psychology Board of Australia requires applicants for general registration to sit the National Psychology Examination.

This course consists of four core 12-point units of professional coursework covering a broad range of practice and a clinical placement of 300 hours.

Students complete:

• EDF5513 Counselling research and approaches
• EDF5514 Applied psychological assessment and psychopathology
• EDF5515 Applied ethics and research practice
• EDF5516 Clinical and therapeutic interventions
• EDF5517 Clinical placement in psychology

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4231-mprofpsych.pdf) for the Master of Professional Psychology for course progression advice.

Master of Professional Psychology

This course is accredited by the Australian Psychology Accreditation Council (APAC) as a fifth and sixth-year sequence in psychology. It 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 increase their ability to function as scientist-practitioners, using quantitative, qualitative or mixed methods to investigate an applied topic relevant to counselling psychology. For information regarding the role and employment prospects of counselling psychologists, students should consult the College of Counselling Psychologists of the Australian Psychological SocietyCollege of Counselling Psychologists of the Australian Psychological Society (http://www.groups.psychology.org.au/ccoun/).

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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 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 Director of Psychology Programs.

Clinical expenses

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

Mandatory checks and security clearances

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 CheckWorking with Children Check (http://www.education.monash.edu.au/placements/clearances/).

Graduates qualify for membership of the Australian Psychological Society (MAPS)Australian Psychological Society (MAPS) (http://www.psychology.org.au/community/about/), meet the academic requirements for general registration as a psychologist with the Psychology Board of AustraliaPsychology Board of Australia (http://www.psychologyboard.gov.au/) and meet most requirements for membership of the College of Counselling Psychologists of the Australian Psychological SocietyCollege of Counselling Psychologists of the Australian Psychological Society (http://www.groups.psychology.org.au/ccoun/). This program is accredited by the Australian Psychology Accreditation Council (APAC). From 1 July 2014 the Psychology Board of Australia requires applicants for general registration to sit the National Psychology Examination. Applicants for general registration who have completed an APAC-accredited master's, doctorate or combined master's/PhD are exempt from sitting the examination until 30 June 2016.

The course comprises advanced coursework, supervised practica and a minor 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

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3231-mpsych-couns.pdf) for the Master of Psychology (Counselling) for course progression advice.

To satisfy entry requirements for doctoral 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 to be eligible for doctoral candidature. 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 develops 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 are 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 develop as scientist-practitioners, carrying out reviews and scientific investigations relevant to the theory and practice of educational and developmental psychology. For 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 SocietyCollege of Educational and Developmental Psychologists of the Australian Psychological Society (http://www.groups.psychology.org.au/cedp/).

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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 therepeutic 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 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 Director of Psychology Programs.

Clinical expenses

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

Mandatory checks and security clearances

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 CheckWorking with Children Check (http://www.education.monash.edu.au/placements/clearances/).

Graduates qualify for membership of the Australian Psychological Society (MAPS)Australian Psychological Society (MAPS) (http://www.psychology.org.au/community/about/), meet the academic requirements for general registration as a psychologist with the Psychology Board of AustraliaPsychology Board of Australia (http://www.psychologyboard.gov.au/) and meet most requirements for membership of the College of Educational and Developmental Psychologists of the Australian Psychological SocietyCollege of Educational and Developmental Psychologists of the Australian Psychological Society (http://www.groups.psychology.org.au/cedp/). This program is accredited by the Australian Psychology Accreditation Council (APAC). From 1 July 2014 the Psychology Board of Australia requires applicants for general registration to sit the National Psychology Examination. Applicants for general registration who have completed an APAC-accredited master's, doctorate or combined master's/PhD are exempt from sitting the examination until 30 June 2016.

The course comprises advanced coursework, supervised practica and a minor 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

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-3232-mpsych-ed-dev.pdf) for the Master of Psychology (Educational and Developmental) for course progression advice.

To satisfy entry requirements for doctoral 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 to be eligible for doctoral candidature. 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)/Doctor of Philosophy program.

Master of Psychology (Educational and Developmental)

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 AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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

Refer to the relevant course map for the Master in School Leadership for course progression advice.

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 high distinction (80 per cent) average for all other units.

Students may be permitted to transfer into one of the following courses prior to completing EDF6904, EDF6010 or EDF6020:

• 4211 Master of Education (by coursework)
• 3204 Master of Education (by coursework and research).

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 prepares students theoretically and practically to be at the forefront of early childhood education (birth to eight years). Throughout the course students form a broad conceptual understanding of the national and international field of education as they actively engage in theoretical discussions on child development and apply these theories during teaching placements. The course highlights the range of early childhood services and social/cultural contexts of early childhood provision for children aged birth to eight, as well as the need for flexibility and responsiveness to the needs of young children, families and communities. An understanding of the ethics and values of professional practice and curriculum pedagogies prepares graduates of this course to become leaders who influence international and local policy and practice.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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 proficiency as teachers who are adaptable to change and able to engage with teaching at the local and international level
• demonstrate cross-cultural competence in working with children, families and communities
• implement ethical practices and values in their engagement with all aspects of their professional practice
• articulate contemporary theories of child development and use them to transform teaching and learning through research-led practices
• apply research skills to a range of challenges in order to develop innovative teaching and learning practices
• design, evaluate and implement research-led curriculum
• demonstrate cross-cultural communication abilities in working with children, families and communities
• lead in their field of practice using a range of technologies for young children's learning
• promote theoretical and practical understandings of legislation, policy, human rights, childhood, diversity and difference
• demonstrate discipline knowledge and competency in literacy and numeracy related to the education of children in the early years.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

This course includes the option of an independent research dimension requiring the knowledge and application of research principles and practices applicable to a field of professional work or learning, or a capstone experience comprising professional experience.

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates will be qualified for employment 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 core units, depth study units and professional experience units.

Students must complete:

(a). six core units (72 points):

• EDF5901 Contemporary perspectives in early childhood education
• EDF5902 Birth to eight: Culture of play, learning and pedagogy
• EDF5903 Early years curriculum studies and assessment
• EDF5904 Children, families, communities
• EDF5905 Early years literacy and numeracy
• EDF5907 Contemporary child development theories

(b.) two depth study units (24 points)

(c.) four professional experience units to complete 60 days of early childhood professional experience (0 points):

• EDF5921 Early years professional experience 1
• EDF5922 Early years professional experience 2
• EDF5923 Early years professional experience 3
• EDF5924 Early years professional experience 4

Depth study units

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

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

(1.) Advanced professional learning: Students select units in an area 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, TESOL, inclusive and special education, and gifted education.

(2.) Professional inquiry: Students engage in a school-based professional inquiry. This stream enables engagement with schools at a professional level, with students working in partnership with a school to investigate an educational issue that is of mutual interest.

(3.) Research*: Students develop their understanding of research and their experience in undertaking a research project that may lead them to doctoral (PhD) studies. Students expand their understanding and appreciation of educational research perspectives, methods and research ethics and conduct a supervised piece of rigorous academic research around a topic of interest which demonstrates capacity for doctoral study.

*Eligibility for the research pathway is not determined at point of entry but can only be completed by invitation.

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4222-mteach-ey.pdf) for the Master of Teaching (Early Years) for course progression advice.

Master of Teaching (Early Years)

This course is open to graduates of any discipline 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 spend time teaching in diverse educational contexts during the course of their enrolment and 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 AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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 who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

This course includes the option of an independent research dimension requiring the knowledge and application of research principles and practices applicable to a field of professional work or learning, or a capstone experience comprising professional experience.

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 core units, depth study units and professional experience units.

Students must complete:

(a.) eight core units (72 points):

• 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

(b.) two depth study units (24 points)

(c.) five professional experience units to complete 60 days of supervised school experience (0 points):

• EDF5071 Professional experience 1
• EDF5072 Professional experience 2
• EDF5073 Professional experience 3
• EDF5074 Professional experience 4
• EDF5075 Professional experience 5

Depth study units

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

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

(1.) Advanced professional learning: Students select units in an area 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, TESOL, inclusive and special education, and gifted education.

(2.) Professional inquiry: Students engage in a school-based professional inquiry. This stream enables engagement with schools at a professional level, with students working in partnership with a school to investigate an educational issue that is of mutual interest.

(3.) Research*: Students develop their understanding of research and their experience in undertaking a research project that may lead them to doctoral (PhD) studies. Students expand their understanding and appreciation of educational research perspectives, methods and research ethics and conduct a supervised piece of rigorous academic research around a topic of interest which demonstrates capacity for doctoral study.

*Eligibility for the research pathway is not determined at point of entry but can only be completed by invitation.

Refer to the course mapcourse map (http://education.monash.edu.au/students/current/coursemaps/2014/2014-map-4203-mteach-prim-ft.pdf) for the Master of Teaching (Primary) for course progression advice.

Students may exit this course early and 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 and required professional experience units.

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 experience placements.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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 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 students' understanding and development
• utilise a range of technologies to inform and develop practice.

Students who have studied before may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html).

This course includes the option of an independent research dimension requiring the knowledge and application of research principles and practices applicable to a field of professional work or learning, or a capstone experience comprising professional experience.

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances (http://www.education.monash.edu.au/placements/clearances/) that apply to the state or territory where the placement is being undertaken.

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 at times determined by the faculty.

Graduates are eligible for registrationregistration (http://www.vit.vic.edu.au/Pages/default.aspx) 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 units, teaching method units and depth study units, and professional experience units.

Students must complete:

(a.) four core units (48 points):

• 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

(b.) four teaching methods units (24 points):

• method study 1 (Part A)
• method study 1 (Part B)
• method study 2 (Part A)
• method study 2 (Part B)

(c.) two depth study units (24 points)

(d.) six professional experience units to complete 60 days of supervised school experience (0 points):

• EDF5010 Professional experience 1A
• EDF5011 Professional experience 1B
• EDF5012 Professional experience 2A
• EDF5013 Professional experience 2B
• EDF5014 Professional experience 3A
• EDF5015 Professional experience 3B

Teaching method units

Students select teaching method unitsteaching method units (http://www.education.monash.edu.au/units/secondary-specialisms.html) in the two teaching specialisms of their choice.

Depth study units

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

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

(1.) Advanced professional learning: Students select units in an area 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, TESOL, inclusive and special education, and gifted education.

(2.) Professional inquiry: Students engage in a school-based professional inquiry. This stream enables engagement with schools at a professional level, with students working in partnership with a school to investigate an educational issue that is of mutual interest.

(3.) Research*: Students develop their understanding of research and their experience in undertaking a research project that may lead them to doctoral (PhD) studies. Students expand their understanding and appreciation of educational research perspectives, methods and research ethics and conduct a supervised piece of rigorous academic research around a topic of interest which demonstrates capacity for doctoral study.

*Eligibility for the research pathway is not determined at point of entry but can only be completed by invitation.

Refer to the relevant course mapcourse map (http://education.monash.edu.au/courses/) for the Master of Teaching (Secondary) for course progression advice.

Students may exit this course early and 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 and required professional experience units.

Master of Teaching (Secondary)

This course is suitable for a wide range of professionals, educators or prospective educators working in English language teaching in international or local contexts and leads to a graduate qualification in TESOL (Teaching English to Speakers of Other Languages). It prepares students as language teachers in different global educational settings. It caters for those who wish to gain specialised learning in English language teaching and learning.

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

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

• develop their understanding of core principles of language teaching and learning for TESOL classrooms
• engage with current theory and practice for second language acquisition and pedagogy
• examine the role of social and cultural contexts in language learning and use
• develop competence in a range of key areas in second language acquisition, including content-based learning, curriculum development and assessment
• develop critical and analytical skills in discussing relevant and substantive research in the field
• extend disciplinary learning and applied research skills in a professional project
• demonstrate competence in communicating ideas in an academic context.

Students who have completed prior studies may be eligible for credit for prior studiescredit for prior studies (http://www.education.monash.edu.au/students/prospective/credit.html). Students with two or more years of full-time relevant informal learning may be eligible for recognition of prior learningrecognition of prior learning (http://www.education.monash.edu.au/students/prospective/credit.html).

This course includes an independent research dimension requiring the knowledge and application of research principles and practices applicable to a field of professional work or learning, or a capstone experience comprising professional experience and scholarship in a specific area of professional practice.

This course consists of orientation units, key constructs units, enhanced professional learning units, and professional inquiry or research units.

Students must complete:

(a.) two orientation units (24 points):

• EDF4610 Interacting with research in education contexts
• EDF4611 Investigating education issues in global contexts

(b.) one or two of the following key constructs units (12 or 24 points):

• EDF5621 Challenging curriculum, pedagogy and assessment
• EDF5622 Developing learners and learning

(c.) three enhanced professional learning units (36 points):

• EDF5640 Language, culture and curriculum
• EDF5641 Pedagogy and assessment in TESOL
• EDF5642 Bilingualism and content-based programs

(d.) professional inquiry units through one of the following two options (12 or 24 points):

Option 1:

• EDF5696 Professional practice for teachers of TESOL

plus, if only one unit is completed at (b.), one of the following units:

• EDF5691 Professional project
• EDF5693 Using and evaluating research evidence
• EDF5694 Taking a stand in education debates
• EDF5695 Self-study as professional inquiry
• EDF5814 Creative research approaches

Option 2:

A possible pathway to research is available to students who achieve a weighted average mark of at least 65 per cent in the units of this course. The pathway is by invitation to students who meet this criterion and is not offered at the point of entry. However, students interested in this possibility must make space to pursue two units of professional inquiry by taking only one key constructs unit in (b.) above. Students invited into this pathway take the following two units:

• EDF5613 Research approaches in education
• EDF5614 Research project in education

Refer to the course mapcourse map (http://monash.edu/education/current-students/courses/maps/2014/2014-map-4214-mtesol-ft.pdf) for the Master in TESOL for course progression advice.

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award:

• Graduate Diploma in Education Studies after successful completion of 48 points of study.

Master in TESOL

This course is a thesis-only research degree which requires candidates to carry out an independent study which is reported in a thesis. The program is designed to enable candidates to conceptualise and implement a major research project on a topic of interest to them. Candidates work with a supervisor to help them clarify the nature and scope of their research proposal. In the course of their research, they may draw on a range of research methodologies, both qualitative and quantitative. By embarking on research of this kind they will join a research community and have the opportunity to participate in staff and student forums, and conferences.

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.

The first six to nine months' full-time (or equivalent) is a period of probationary candidature. After the first six to nine months' 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 coursework and thesis is a research degree which requires candidates to complete a coursework component of two units and a thesis. The coursework component of the degree comprising two units is designed to consolidate students' familiarity with research in education and to develop their understanding of core concepts that may be incorporated into their research. In the research unit, students deepen their appreciation of research and the ethical implications of research decisions and consider how the elements of research design work together for robust outcomes. In the elective unit, students engage with key ideas and concepts in a particular area that may be incorporated into their research project. The research component is designed to enable candidates to conceptualise and implement a major research project on a topic of interest to them. Candidates work with a supervisor to help them clarify the nature and scope of their research proposal. In the course of their research they may draw on a range of research methodologies, both qualitative and quantitative.

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 two coursework units and a research thesis.

Candidates complete:

• two units including at least one appropriate 12-point research unit, to be selected from the faculty suite of research unitsresearch units (http://www.education.monash.edu.au/units/research-methods.html)
• a thesis of 20,000 to 25,000 words

The first six to nine months' full-time (or equivalent) is a period of probationary candidature. After the first six to nine months' 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.

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

Master of Education

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 Doctor of Philosophy (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 part-time equivalent, 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 use quantitative, qualitative or mixed methods to develop and carry out research which make an original and substantive contribution to counselling psychology.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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.

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 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 Director of Psychology Programs.

Clinical expenses

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

Provisional registration and mandatory checks and security clearances

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 CheckWorking with Children Check (http://www.education.monash.edu.au/placements/clearances/).

Graduates qualify for membership of the Australian Psychological Society (MAPS)Australian Psychological Society (MAPS) (http://www.psychology.org.au/community/about/), meet the academic requirements for registration as a psychologist with the Psychology Board of AustraliaPsychology Board of Australia (http://www.psychologyboard.gov.au/) and meet most requirements for membership of the College of Counselling Psychologists of the Australian Psychological SocietyCollege of Counselling Psychologists of the Australian Psychological Society (http://www.groups.psychology.org.au/ccoun/). This program is accredited by the Australian Psychology Accreditation Council (APAC). From 1 July 2014 the Psychology Board of Australia requires applicants for general registration to sit the National Psychology Examination. Applicants for general registration who have completed an APAC-accredited master's, doctorate or combined master's/PhD are exempt from sitting the examination until 30 June 2016.

This course consists of advanced coursework, supervised practica and a research thesis. Students enrol for year one in the Master of Psychology (Counselling). This requires completion of the initial 48 points of the combined degree, consisting of the three coursework 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 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 University Institute of Graduate ResearchMonash University Institute of Graduate Research (http://www.monash.edu.au/migr) requirements for PhD studies.

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 OfficeResearch Degrees Office (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 AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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.

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 Director of Psychology Programs.

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.

Provisional registration and mandatory checks and security clearances

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 CheckWorking with Children Check (http://www.education.monash.edu.au/placements/clearances/).

Graduates qualify for membership of the Australian Psychological Society (MAPS)Australian Psychological Society (MAPS) (http://www.psychology.org.au/community/about/), meet the academic requirements for registration as a psychologist with the Psychology Board of AustraliaPsychology Board of Australia (http://www.psychologyboard.gov.au/) and meet most requirements for membership of the College of Educational and Developmental Psychologists of the Australian Psychological SocietyCollege of Educational and Developmental Psychologists of the Australian Psychological Society (http://www.groups.psychology.org.au/cedp/). This program is accredited by the Australian Psychology Accreditation Council (APAC). From 1 July 2014 the Psychology Board of Australia requires applicants for general registration to sit the National Psychology Examination. Applicants for general registration who have completed an APAC-accredited master's, doctorate or combined master's/PhD are exempt from sitting the examination until 30 June 2016.

This course consists of advanced coursework, supervised practica and a research thesis. Students enrol for year one in the Master of Psychology (Educational and Developmental). This requires 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 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 Institute of Graduate ResearchMonash Institute of Graduate Research (http://www.monash.edu.au/migr/) requirements for PhD studies.

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 OfficeResearch Degrees Office (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

The first nine to twelve months' full-time (or equivalent) is a period of probationary candidature. After the first nine to twelve months' 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.

For all candidature rules and other important information for PhD candidates refer to the Handbook for Doctoral degreesHandbook for Doctoral degrees (http://www.monash.edu.au/migr/research-degrees/handbook/content/).

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

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 Doctor of Philosophy (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 part-time equivalent, 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 use quantitative, qualitative or mixed methods to develop and carry out research which make an original and substantive contribution to counselling psychology.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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.

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 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 Director of Psychology Programs.

Clinical expenses

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

Provisional registration and mandatory checks and security clearances

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 CheckWorking with Children Check (http://www.education.monash.edu.au/placements/clearances/).

Graduates qualify for membership of the Australian Psychological Society (MAPS)Australian Psychological Society (MAPS) (http://www.psychology.org.au/community/about/), meet the academic requirements for registration as a psychologist with the Psychology Board of AustraliaPsychology Board of Australia (http://www.psychologyboard.gov.au/) and meet most requirements for membership of the College of Counselling Psychologists of the Australian Psychological SocietyCollege of Counselling Psychologists of the Australian Psychological Society (http://www.groups.psychology.org.au/ccoun/). This program is accredited by the Australian Psychology Accreditation Council (APAC). From 1 July 2014 the Psychology Board of Australia requires applicants for general registration to sit the National Psychology Examination. Applicants for general registration who have completed an APAC-accredited master's, doctorate or combined master's/PhD are exempt from sitting the examination until 30 June 2016.

This course consists of advanced coursework, supervised practica and a research thesis. Students enrol for year one in the Master of Psychology (Counselling). This requires completion of the initial 48 points of the combined degree, consisting of the three coursework 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 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 University Institute of Graduate ResearchMonash University Institute of Graduate Research (http://www.monash.edu.au/migr) requirements for PhD studies.

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 OfficeResearch Degrees Office (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 AttributesAustralian Qualifications Framework level 9, the Bologna Cycle 2 and Monash Graduate Attributes (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.

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 Director of Psychology Programs.

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.

Provisional registration and mandatory checks and security clearances

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 CheckWorking with Children Check (http://www.education.monash.edu.au/placements/clearances/).

Graduates qualify for membership of the Australian Psychological Society (MAPS)Australian Psychological Society (MAPS) (http://www.psychology.org.au/community/about/), meet the academic requirements for registration as a psychologist with the Psychology Board of AustraliaPsychology Board of Australia (http://www.psychologyboard.gov.au/) and meet most requirements for membership of the College of Educational and Developmental Psychologists of the Australian Psychological SocietyCollege of Educational and Developmental Psychologists of the Australian Psychological Society (http://www.groups.psychology.org.au/cedp/). This program is accredited by the Australian Psychology Accreditation Council (APAC). From 1 July 2014 the Psychology Board of Australia requires applicants for general registration to sit the National Psychology Examination. Applicants for general registration who have completed an APAC-accredited master's, doctorate or combined master's/PhD are exempt from sitting the examination until 30 June 2016.

This course consists of advanced coursework, supervised practica and a research thesis. Students enrol for year one in the Master of Psychology (Educational and Developmental). This requires 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 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 Institute of Graduate ResearchMonash Institute of Graduate Research (http://www.monash.edu.au/migr/) requirements for PhD studies.

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 OfficeResearch Degrees Office (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