Monash University

Postgraduate - Course

Students who commenced study in 2015 should refer to this course entry for direction on the requirements; to check which units are currently available for enrolment, refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course.

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This course entry applies to students commencing this course in 2015 and should be read in conjunction with information provided in the 'Faculty information' section of this Handbook by the Faculty of Education.

Course codeD6001
Managing facultyEducation
Abbreviated titleMTeach
CRICOS code083045M
Total credit points required96
Standard duration of study (years)2 years FT

This course of study must be completed in a minimum of 2 years and a maximum of 6 years, and enrolment must be continuous.

Study mode and locationOn-campus (Berwick, Clayton, Peninsula)
Off-campus (Clayton, Peninsula)
Admission, fee and application details
Contact details

Monash Connect: 1800 MONASH (1800 666 274)

Faculty of EducationFaculty of Education (

Course coordinator

Student advisersStudent advisers (


  • Unit codes that are not linked to their entry in the Handbook are not available for study in the current year.


This is a graduate entry course that prepares students for careers as school teachers or early years educators.

The course prepares students for leadership in education by building their:

  • professional knowledge of education systems, curriculum content and the theories of learning and teaching
  • professional skills and abilities to teach, organise and manage classrooms, to assess and report on learning and to reflect on and develop evidence-based practice
  • professional values to be compassionate, collaborative, ethical leaders committed to inclusion, social justice and lifelong learning.

Students engage with contemporary ideas and practices, and learn how to foster the learning of children and young people with varied needs. They gain an understanding of how to develop the creative, intellectual, physical, personal and social capabilities of young learners. While learning to handle the complex nature of teaching, students develop professional knowledge and skills to be able to teach in learning areas including the arts and humanities, English and other languages, mathematics, health and physical education, science, sustainability and technology. Students undertake professional experience throughout the course in urban, rural, remote or international settings and schools. They become aware of current education priorities and policies and how to respond to these in practice to develop a set of professional values and commitments that position them as research-informed future educational leaders.


The course offers accredited specialisations in:


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 (

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

(1.) demonstrate advanced skills, knowledge and capabilities relevant to their specialisation and disciplines

(2.) understand and engage with education policy, theories, legislation and research, and apply these to their pedagogical practice

(3.) understand, design and implement relevant curriculum and pedagogy that responds to learners in Australian and international contexts

(4.) understand the diversity of learners and demonstrate responsive relationships and pedagogical practices

(5.) develop teaching and learning strategies that widen participation and inclusion of learners to enhance their individual and social prospects

(6.) use and creatively integrate information and communication technologies to enhance learning

(7.) work independently and collaboratively within an educational workplace and participate in and lead complex problem-solving

(8.) demonstrate advanced capacity as knowledgeable, articulate and reflective practitioners who can be future leaders in education

(9.) engage with local and professional communities to inform responses to education priorities

(10.) demonstrate scholarly practice to extend professional understanding through inquiry and research

(11.) design and implement effective assessment and apply data-based and research-led decision-making to report on and improve student learning outcomes

(12.) demonstrate commitment to lifelong learning and leadership as core aspects of collaborative professional practice

(13.) articulate their professional values and commitment to education to secure socially just and sustainable futures for learners.

Credit for prior studies

Students who have previously completed postgraduate study may be eligible for credit for prior studiescredit for prior studies (

Mandatory checks and security clearances

Before participating in a professional placement in any educational setting students must meet specific security clearancessecurity clearances ( that apply to the state or territory where the placement is being undertaken.


Students must satisfactorily complete supervised professional experienceprofessional experience ( as required for their specialisation. For advice on professional experience intervention, support and unsatisfactory progress refer to the Professional experience intervention and support policyProfessional experience intervention and support policy (

Professional recognition

The specialisations in this course are accredited by professional bodies. Refer to Professional registration and accreditationProfessional registration and accreditation ( for information.


This course consists of advanced education units (including professional experience). Students enrolled in a single specialisation also complete an extended professional learning unit.

The course addresses research in theory and practice, and allows students to develop skills in, and apply the practice of research through extended professional inquiry or extended professional learning.

The Early years education, Primary education, and Secondary education specialisations include a capstone unit which extends students' learning.* This capstone comprises two options:

(a.) Extended professional inquiry is a research pathway in which students gain knowledge of research principles and practices and apply them to a field of professional work or learning. Eligibility to pursue this research pathway is not chosen at point of entry but is only available by invitation, dependent on the results achieved in the course. Students who complete EDF5099 (Education research project) and achieve the minimum results required will be eligible for admission into research degrees.

(b.) Extended professional learning provides the choice of a unit to deepen or extend understanding and skills in relation to teaching, schools as workplaces and the wider communities in which learners are situated. Students choose from a range of units that extend their learning.

*The Early years and primary education and Primary and secondary education specialisations are extended by combining two specialisations.


For the units required in each specialisation, refer to the links under 'Specialisations' above.

Refer to the course mapscourse maps ( for guidance on how to plan your unit enrolment for each semester of study.

Progression to further studies

Master of Education

Students who have completed EDF5099 (Education research project) with a minimum mark of 65 per cent (high credit) and who have received a minimum weighted average mark of 65 per cent (high credit) in all other units may be eligible to apply for 0077 Master of Education, which is a research degree by thesis. Students choosing 3204 Master of Education, a research degree by thesis and coursework, may receive credit of up to 24 points towards the coursework requirement.

Doctor of Philosophy

Students who have completed EDF5099 (Education research project) with a minimum mark of 70 per cent (distinction) and who have received a minimum weighted average mark of 70 per cent (distinction) in all other units may be eligible to apply for admission to the Doctor of Philosophy (PhD). Within the PhD course, an additional 40 hours of research program design to support independent research development is mandatory, to be completed within the first six months of candidature.

Alternative exit(s)

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

  • Graduate Certificate of Education Studies after successful completion of 24 points of study at level 4 and above
  • Graduate Diploma of Education Studies after successful completion of 48 points of study at level 4 and above
  • Master of Education after successful completion of 96 points of study with a minimum of 48 credit points at level 5.

Note: These exit awards do not qualify graduates to be registered or employed as teachers.


Master of Teaching in Early Years Education
Master of Teaching in Early Years and Primary Education
Master of Teaching in Primary Education
Master of Teaching in Primary and Secondary Education
Master of Teaching in Secondary Education

The award conferred depends on the specialisation completed.