Courses by faculty: Faculty of Education

The Diploma of Higher Education (DoHE) provides an alternative entry pathway into a bachelor's course in science, inclusive of mathematics or related areas. If you have the drive and desire to study science at university but you don't quite meet the entry requirements for entry, have missed a prerequisite, particularly mathematics, have experienced educational disadvantage or are returning to study after some time away, DoHE can help you achieve your academic goals.

The Diploma of Higher Education lets you begin studying towards your Monash degree from day one. It is a one-year course that is equivalent to the first year of university undergraduate science. It is delivered from our Clayton campus, so you will be able to access support from the Faculty of Science and the Faculty of Education.

You will be introduced to a broad range of science fields by completing a sequence of study in two of the following areas: biological science; chemistry; computational science; earth, atmosphere and environment; and physics. This will allow you to gain a foundation in key scientific principles while determining your future major area of study.

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://monash.edu/pubs/handbooks/alignmentofoutcomes.html).

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

1. achieve success in your studies and proceed to a Monash University undergraduate degree course
2. achieve the understanding of mathematical principles required for future higher education study
3. achieve first-year equivalent standard in an area of study in which you wish to gain entry to a degree course
4. demonstrate the intellectual capabilities necessary for higher education study and scholarship
5. operate as a self-directed and independent tertiary learner through the development of positive learning habits including analytical, problem-solving, oral and writing skills.

This course consists of two parts, Part A. Foundation knowledge units and Part B. Specialist discipline knowledge units within the area of study corresponding to your chosen stream.

Part A. Foundation knowledge

These two units will provide you with the knowledge and skills necessary to be an independent learner who can succeed at university studies. You will develop enhanced writing and critical reading skills and learn how to produce essays and reports that present a critical argument and adhere to the conventions of academic presentation. You will also learn how to get the most out of lectures, tutorials and other learning materials and understand the expectations of university studies.

Part B. Specialist discipline knowledge

You will complete six specialist discipline knowledge units. These units will introduce you to foundation mathematical principles and applications, the fundamentals of your chosen stream and will ensure you have the knowledge and skills necessary to take the next step in your higher education studies.

Students must complete 48 credit points comprising Part A. 12 points of foundation knowledge for successful tertiary study and Part B. 36 points of specialist discipline knowledge in your chosen area of study.

The units required for each field are detailed below.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d0501.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are six credit points unless otherwise stated.

Part A. Foundation knowledge (12 points)

Students complete:

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

Part B. Specialist discipline knowledge (36 points)

Students complete the units listed in their chosen destination field.

Science

Students complete six level 1 science units as follows:

(a.) Two of the following mathematics units (12 points):

• MTH1010 Functions and their applications (unless the equivalent Year 12 studies have already been completed to an appropriate standard)
• MTH1020 Analysis of change
• MTH1030 Techniques for modelling
• MTH2010 Multivariable calculus
• SCI1020 Introduction to statistical reasoning
• STA1010 Statistical methods for science

Note: The mathematics units studied will depend on your mathematics background:

• MTH1010 is for students who have not studied Mathematical Methods Units 3 and 4 (or equivalent)
• SCI1020 is for students without a strong mathematics background
• STA1010 requires students to have studied VCE Mathematical Methods Units 3 and 4 (or equivalent).
• MTH1020 requires students to have studied VCE Mathematical Methods (or equivalent) or MTH1010
• MTH1030 requires students to have studied VCE Specialist Mathematics (or equivalent) or MTH1020.

(b.) Two level one approved science sequences (24 points), from the following list:

Usually, the units in a level one sequence are required for the completion of a related minor or major. The choice of level one sequences will influence your choice of level two and level three units and will lay the foundation for your major in the Bachelor of Science.

Biological sciences

One pair of:

• BIO1011 Biology I and BIO1022 Biology II
• BIO1011 Biology I and BIO1042 Environmental biology

Chemistry

One pair of:

• CHM1011 Chemistry I and CHM1022 Chemistry II
• CHM1011 Chemistry I and CHM1052 Chemistry II advanced
• CHM1051 Chemistry I advanced and CHM1022 Chemistry II
• CHM1051 Chemistry I advanced and CHM1052 Chemistry II advanced

Computational science

• FIT1045 Introduction to algorithms and programming and FIT1008 Introduction to computer science

Earth, atmosphere and environment

• EAE1011 Earth, atmosphere and environment 1 and EAE1022 Earth, atmosphere and environment 2

Physics

One pair of:

• PHS1011 Classical physics and relativity * and PHS1022 Fields and quantum physics **
• PHS1080 Foundation physics and PHS1022 Fields and quantum physics **

* MTH1020 Analysis of change is required as co-requisite.

** MTH1030 Techniques for modelling is required as co-requisite.

Upon successful completion of this course, you may be eligible to transfer into the second year of the following Monash degree courses. Progression to second year is based on your academic performance:

• S2000 Bachelor of Science
• D3005 Bachelor of Education (Honours) and Bachelor of Science (specialisations: primary education, secondary education)

The Diploma of Higher Education can also provide a pathway into other Monash degree courses that are not destination degrees. You can apply for other courses through VTAC and you will need to make sure that you have met the prerequisites for those courses.

The Diploma of Tertiary Studies (DoTS) is a pathway course to university study. If you have the drive and desire to study at university but you have experienced educational disadvantage, don't quite meet the entry requirements for entry into your desired course at Monash University, are returning to study after some time away, or would benefit from additional learning support, DoTS can help you achieve your academic goals. The course will enhance your critical and analytical thinking, and oral and writing skills. It will provide you with the skills to be an independent learner and will also provide support to you as you gain an introduction to tertiary studies in your area of interest.

When you apply for DoTS, you will select a stream from business, education or nursing. These streams provide a direct pathway into the second year of specified Monash degree courses.

You may also use your successful completion of DoTS as the basis for an application to other courses at Monash. All your study is at university level so if you progress to a bachelor's degree course you will be eligible to apply for credit for prior study. The amount of credit granted will be at the discretion of the relevant faculty and will not automatically allow for progression into the second year of your preferred course.

Specialisations

Business

In Business you will be introduced to a range of core business disciplines and the impact they have on multi-discipline decision making in organisations spanning the business, professional and public policy communities.

Education

In Education you will be introduced to studies about learning and educational inquiry and build a foundation for the skills and knowledge required to practise as a teacher/educator in a range of educational settings, from early years to secondary schools.

Nursing

In Nursing you will be introduced to nursing and healthcare as a profession. You will study foundational knowledge in human bioscience, nursing and midwifery, health assessment and professional practice.

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://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

1. achieve success in your studies and proceed to a Monash University undergraduate degree course
2. achieve first-year equivalent standard in an area of study in which you wish to gain entry to a degree course
3. demonstrate the intellectual capabilities necessary for tertiary study and scholarship
4. operate as a self-directed and independent tertiary learner through the development of positive learning habits including analytical, problem-solving, oral and writing skills.

This course consists of two parts, Part A. Foundation knowledge units and Part B. Specialist discipline knowledge units within the area of study corresponding to your chosen field.

Part A. Foundation knowledge

These two units will provide you with the knowledge and skills necessary to be an independent learner who can succeed at university studies. You will develop enhanced writing and critical reading skills and learn how to produce essays and reports that present a critical argument and adhere to the conventions of academic presentation. You will also learn how to get the most out of lectures, tutorials and other learning materials and understand the expectations of university studies.

If you do not have the mathematics prerequisites for your desired Monash course, you will have the opportunity to gain the required level of mathematics in the introductory units. If you already meet the mathematics prerequisites, you will take a unit in understanding knowledge and its contexts, which will help you to identify, compare and discuss different approaches to knowledge.

Part B. Specialist discipline knowledge

You will complete six specialist discipline knowledge units. This component of your study will be dedicated to first year units in the course you are aiming for. These units will introduce you to the fundamentals of your chosen field of Business, Education or Nursing and will ensure you have the knowledge and skills necessary to take the next step in your higher education studies.

The course requires 48 points comprising Part A. 12 points of foundation knowledge for successful tertiary study and Part B. 36 points of specialist discipline knowledge in your chosen area of Business or Education or Nursing.

The units required for each field are detailed below. The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d0502.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Students in the field of Education must be available to undertake professional experience in early years or school settings and attend your placement at times and in a format determined by the faculty, either 5 days or 10 days per semester depending upon your destination Education specialisation.

Units are six credit points unless stated otherwise.

Part A. Foundation knowledge (12 points)

Students complete:

• EDF1010 Learning in a university context

and one of:

• EDF1011 Knowledge and context for students who have already met the mathematics prerequisite for their destination course
• EDF1012 Mathematics for tertiary study for students who need to meet the mathematics prerequisite for their destination course: Business Administration (Berwick), Education, or Nursing
• ETF2700 Mathematics for business - for students who need to meet the mathematics prerequisite for their destination course: Business (Peninsula)

Part B. Specialist discipline knowledge (36 points)

Students complete the units listed in their chosen destination field.

Business

Business (Peninsula)

Students complete:

• ACP1100 Introduction to financial accounting
• BTP1010 Business law
• ECP1100 Microeconomics
• MGP1010 Introduction to management
• MKP1120 Marketing theory and practice
• MKP2701 Consumer psychology

Business administration (Berwick)

Students complete:

• ACB1000 Principles of accounting and finance
• ACB1002 Introduction to financial accounting or BFB1001 Foundations of Finance.
• BTB1010 Commercial law
• ECB1101 Introductory microeconomics
• ETB1100 Business statistics
• MKB1200 Principles of marketing

Education

Early years education (Peninsula)

Students complete:

• EDF1051 Early years professional experience 1A (5 days, 0 pts)
• EDF1052 Early years professional experience 1B (5 days, 0 pts)
• EDF1030 English and literacy learning
• EDF1031 Creative learning in childhood through music and the arts
• EDF1032 Thinking mathematically from an early age
• EDF1033 Education for environment and sustainability
• EDF1303 Learning and educational inquiry 1
• EDF1304 Learning and educational inquiry 2

Early years and primary education (Berwick, Peninsula)

Students complete:

• EDF1051 Early years professional experience 1A 5 days (0 pts)
• EDF1052 Early years professional experience 1B 5 days (0 pts)
• EDF1030 English and literacy learning
• EDF1031 Creative learning in childhood through music and the arts
• EDF1032 Thinking mathematically from an early age
• EDF1033 Education for environment and sustainability
• EDF1303 Learning and educational inquiry 1
• EDF1304 Learning and educational inquiry 2

Primary education (Peninsula)

Students complete:

• EDF1053 Primary professional experience 1A (5 days, 0 pts)
• EDF1054 Primary professional experience 1B (5 days, 0 pts)
• EDF1028 Information and communication technologies across the curriculum
• EDF1029 Learners with special needs in the primary classroom
• EDF1303 Learning and educational inquiry 1
• EDF1304 Learning and educational inquiry 2

and one of the following sequences:

• EDF1151 Fundamentals of the English language and EDF1152 Reading and writing the world
• EDF1161 Doing and learning mathematics and EDF1162 Subject knowledge for teaching: Number and algebra
• a language sequence of two level 1 units from the Faculty of Arts selected from Chinese, French, German, Indonesian, Italian, Japanese, Spanish.

Primary and secondary education (Berwick)

Students complete:

• EDF1101 Fieldwork experience 1A (5 days, 0 pts)
• EDF1102 Fieldwork experience 1B (5 days, 0 pts)
• EDF1205 English education 1
• EDF1206 Mathematics education 1
• EDF1303 Learning and educational inquiry 1
• EDF1304 Learning and educational inquiry 2
• Plus two discipline units* in sequence.

*This pair of discipline units will determine the subject area you will go on to qualify to teach in at secondary school level once you are a registered teacher. You may need to undertake your discipline sequence at the Berwick and/or Clayton and/or Caulfield and/or Peninsula campuses.

Discipline studies are available in the following areas: Accounting, Biology, Business Management, Chemistry, Drama, Economics, English as an Additional Language, English, General Science, Geography, Health and Human Development, History, Information and Communication Technology, Jewish Studies, Language Other than English, Legal Studies, Mathematics, Media Studies, Music, Physics, Psychology, Social Education and Visual Arts.

Secondary health and physical education (Peninsula)

Students complete:

• EDF1055 Secondary professional experience 1A (5 days, 0 pts)
• EDF1056 Secondary professional experience 1B (5 days, 0 pts)
• EDF1071 Introduction to health and physical education
• EDF1072 Contemporary issues in health and physical education
• EDF1171 Sociocultural foundations of health and physical education
• EDF1172 Biophysical and behavioural foundations of health and physical education
• EDF1303 Learning and educational inquiry 1
• EDF1304 Learning and educational inquiry 2

Nursing (Peninsula)

Students complete:

• BMA1901 Human structure and function 1
• BMA1912 Human bioscience in nursing
• NUR1010 Foundations of nursing and midwifery practice
• NUR1102 Health assessment in clinical practice
• NUR1105 Foundations of leadership and professional practice
• NUR1202 Legal issues and concepts

Upon successful completion of this course, you may be eligible to transfer into the second year of the following Monash degree courses. Progression to second year is based on your academic performance.

Business

• B2000 Bachelor of Business
• B2007 Bachelor of Business Administration

Education

• D3001 Bachelor of Education (Honours)

Specialisations:

• Early Years Education
• Early Years and Primary Education
• Primary Education
• Primary and Secondary Education
• Secondary Health and Physical Education

Nursing

• 0727 Bachelor of Nursing

The DoTS course can also provide a pathway into other Monash degree courses that are not destination degrees. You can apply for other courses through VTAC and you will need to make sure that you have met the prerequisites for those courses.

This course will prepare you for a career as a skilled, critical and effective educator in the early years sector, primary schools, secondary schools or a combination of these, allowing you to build a high level of expertise in one of eight specialisations:

• Early years education
• Early years and primary education
• Primary education (studied as a single degree or as part of a double degree course)
• Primary and secondary education
• Primary and secondary health and physical education
• Primary and secondary special education
• Secondary health and physical education
• Secondary education (only studied as part of a double degree course)

You will learn how to work with children and young people with varied needs to develop their creative, intellectual, physical, personal and social capabilities and how to foster their learning in diverse ways. Depending upon your specialisation, you will develop the skills and knowledge needed to teach in learning areas such as the arts and music, English, mathematics, civics and citizenship, physical education, health and wellbeing, science and humanities. Professional experience placements offered throughout the course in urban, rural, remote or international locations and educational settings will build your knowledge of teaching and learning. You will develop the skills needed to become a critical and effective educator and leader across educational settings.

Specialisations that include primary education or secondary education are accredited with the Victorian Institute of Teaching (VIT)Victorian Institute of Teaching (VIT) (http://www.vit.vic.edu.au/). Graduates are eligible for registration with VIT and qualified for employment as a teacher in Australian schools. Registration with VIT is recognised by teacher regulatory authorities in all Australian jurisdictions. Students planning to register as teachers interstate or overseas should check registration requirements with local authorities in case additional requirements apply.

Specialisations that include early years education are accredited with the Australian Children's Education and Australian Children's Education and Care Quality Authority (ACECQA)Australian Children's Education and Care Quality Authority (ACECQA) (http://www.acecqa.gov.au/). Graduates who intend to teach in a preschool or kindergarten program are required to be registered with the Victorian Institute of Teaching (VIT)Victorian Institute of Teaching (VIT) (http://www.vit.vic.edu.au/).

Mandatory checks and security clearances

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

Double degrees

The primary education specialisation of the Bachelor of Education (Honours) may be studied in a course leading to a double degree; it can also be taken in a single degree course.

The secondary education specialisation of the Bachelor of Education (Honours) must be studied in a course leading to a double degree; it cannot be taken in a single degree course. You should seek the advice of the Faculty of Education in choosing your majors and specialisations in the partner course, to ensure that you meet the requirements for registration as a specialist teacher.

Each of the above two specialisations can be taken in combination with any of the following courses:

• Bachelor of Arts
• Bachelor of Business
• Bachelor of Commerce
• Bachelor of Computer Science
• Bachelor of Fine Art (visual arts specialisation only)
• Bachelor of Information Technology
• Bachelor of Music
• Bachelor of Science

Taking a double degree combination will lead to the award of two degrees; the Bachelor of Education (Honours) in either the primary education or the secondary education specialisation and the degree awarded for the partner course.

In a double degree course, you will need to meet the course requirements for both degrees. Refer to the individual course entries for each course in your double degree.

Specialisations

Early years education

This specialisation will qualify you to teach infants and children from birth to five years of age in childcare, kindergartens and preschools. The curriculum spans birth to eight years of age and you will learn how to engage young children in meaningful learning through innovative pedagogical practice and how to effectively support children's transition to school. You will also learn how to help young children develop their creative, physical, personal, intellectual and social capabilities.

Early years and primary education

This specialisation will qualify you to teach infants and children from birth to 12 years of age in childcare, kindergartens, preschools and primary schools. You will learn how to engage young children in meaningful learning through innovative pedagogical practice and you will learn how to help them develop their creative, physical, personal, intellectual and social capabilities. You will also develop an understanding of how primary school aged children learn and how they can be effectively and creatively taught across all primary curriculum areas such as English and literacies, mathematics, arts education, humanities and social education, science, health and physical education, and studies of the environment and sustainability.

Primary education

This specialisation will qualify you to teach children aged from five to 12 years of age in primary schools from Foundation to Year 6. You will develop an understanding of how primary school aged children learn and how they can be effectively and creatively taught across all primary curriculum areas. In doing so, you will develop your personal knowledge of the curriculum areas you will teach, such as English and literacies, mathematics, arts education, humanities and social education, science, health and physical education, and studies of the environment and sustainability. In the single degree course, you will complete additional discipline studies in English and literacy, or mathematics and numeracy, or languages.

Primary and secondary education

This specialisation will qualify you to teach children and adolescents aged from five to 18 years of age in primary and secondary schools from Foundation to Year 12. At the primary level, you will develop an understanding of how primary school aged children learn and how they can be effectively and creatively taught across all primary curriculum areas. In doing so, you will develop your personal knowledge of the curriculum areas you will teach, such as English and literacies, mathematics, arts education, humanities and social education, science, health and physical education, and studies of the environment and sustainability. At the secondary level you will qualify as a specialist teacher in your specialist teaching area. Your unit choices within your discipline studies sequence will determine which area you become qualified to teach in secondary schools. You will focus on adolescent learning and the nature of secondary education including areas such as classroom teaching and practice in schools, curriculum planning, implementation and evaluation, education and its relationship to society, and discipline studies.

Primary and secondary special education

This specialisation will qualify you to teach children and adolescents from five to 18 years of age in primary and secondary schools from Foundation to Year 12 and will equip you with specialist knowledge and skills for working in inclusive and special education settings. At the primary level, you will develop an understanding of how primary school aged children learn, including those with special needs, and how they can be effectively and creatively taught across all primary curriculum areas such as English and literacies, mathematics, arts education, humanities and social education, science, health and physical education, and studies of the environment and sustainability. At the secondary level you will focus on adolescent learning and the nature of secondary education, especially for students with special needs, including areas such as classroom teaching and practice in schools, curriculum planning, implementation and evaluation, education and its relationship to society, and discipline studies.

Primary and secondary health and physical education

This specialisation will qualify you to teach children and adolescents from five to 18 years of age in primary and secondary schools from Foundation to Year 12 and enable you to work more broadly in community, recreational and sporting settings. You will qualify as a generalist primary school teacher, specialist health and physical education primary school teacher and a secondary school teacher with health and physical education as your specialist teaching areas. At the primary level, you will develop an understanding of how primary school aged children learn and how they can be effectively and creatively taught across all primary curriculum areas such as English and literacies, mathematics, arts education, humanities and social education, science, health and physical education, and studies of the environment and sustainability. At the secondary level you will focus on adolescent learning and the nature of secondary education including areas such as classroom teaching and practice in schools, curriculum planning, implementation and evaluation, and education and its relationship to society.

Secondary health and physical education

This specialisation will qualify you to teach adolescents from 12 to 18 years of age in secondary schools from Year 7 to Year 12 as a specialist teacher of health and physical education, health and human development and a third subject area of your choice, such as outdoor education and environmental studies. It will also prepare you to work more broadly in community, recreational and sporting settings. You will develop an understanding of adolescent learning and the nature of secondary education including areas such as classroom teaching and practice in schools, curriculum planning, implementation and evaluation, and education and its relationship to society.

Secondary education

This specialisation will qualify you to teach adolescents from 12 to 18 years of age in secondary schools from Year 7 to Year 12 as a specialist teacher in two specialist teaching areas. Your unit choices within the partner degree course will determine which two areas you become qualified to teach in secondary schools. You will develop an understanding of adolescent learning and the nature of secondary education including areas such as classroom teaching and practice in schools, curriculum planning, implementation and evaluation, and education and its relationship to society.

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://monash.edu/pubs/handbooks/alignmentofoutcomes.html).

Upon successful completion of this course you will be able to:

1. demonstrate advanced knowledge, skills and capabilities relevant to your specialisation and discipline(s)
2. understand education policy, theories, research principles and methods and apply these to pedagogical practice
3. understand and implement relevant curriculum and pedagogy for learners in Australian and international contexts
4. understand the ways in which environmental, social and economic conditions of learners influence their education
5. demonstrate knowledge and understanding of the educational issues associated with diversity and inclusion
6. develop teaching and learning strategies and understandings that encompass differentiated and inclusive approaches appropriate for diverse learners in varied contexts, including Aboriginal and Torres Strait Islander peoples, and their histories, languages and cultures
7. engage learners and communities in education for a more equitable and sustainable world
8. work independently and collaboratively as a professional beginning educator to solve complex problems in educational contexts
9. use and creatively integrate information and communication technologies to enhance learning
10. demonstrate a high level of competence as a knowledgeable, articulate and reflective practitioner positioned to become a future leader in education
11. engage with relevant professions and communities to become an ethical leader and practitioner who critically responds to education priorities and who can apply an understanding of legal responsibilities to your work
12. design and conduct research to develop your understanding of the field of education
13. demonstrate understanding of and commitment to continued professional learning to improve practice.

Students who have studied at the tertiary level may be eligible for credit for prior studies.credit for prior studies. (http://monash.edu/education/future-students/apply/credit/) Refer to the Early years educationEarly years education (http://www.monash.edu.au/pubs/2016handbooks/aos/early-years-education/ug-specialisation-edu-early-years-education.html) and the Early years and primary educationEarly years and primary education (http://www.monash.edu.au/pubs/2016handbooks/aos/early-years-and-primary-education/ug-specialisation-edu-early-years-and-primary-education.html) entries for specific credit information for these specialisations.

Students must satisfactorily complete supervised professional experienceprofessional experience (http://www.monash.edu.au/pubs/2016handbooks/undergrad/edu-03.html) as outlined 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 (http://monash.edu/education/current-students/policies-and-procedures/professional-experience-intervention-and-support-policy/).

The specialisations in this course are accredited by professional bodies. Refer to Professional recognitionProfessional recognition (http://www.monash.edu.au/pubs/2016handbooks/undergrad/edu-04.html) for information.

The course develops through the four themes of Part A. Education studies, Part B. Curriculum studies, Part C. Discipline studies and Part D. Professional studies. The nature and balance of units required among these themes will differ depending upon your specialisation.

Part A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of children and young people in varied education settings. You will study contemporary theories of child or adolescent development, focusing on the age range relevant to your specialisation. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

Part B. Curriculum studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in early years education, content knowledge and discipline studies are integrated within the curriculum studies theme, and the emphasis is on exploring young children's learning holistically in diverse contexts, through a range of pedagogical perspectives and practices.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part C. Discipline studies

These studies will develop your content knowledge in the subjects you will be teaching in schools or other education settings.

In early years education, discipline studies are integrated into the curriculum studies theme.

In primary education you will take discipline studies in a range of areas to complement teaching in the primary years. In the single degree course, you will choose a discipline area in English and literacy, or mathematics and numeracy, or a language. In the double degree course, you will take studies towards the partner degree in a discipline of your choice.

In secondary education you will typically take discipline studies to teach two learning areas from a range of subjects including history, visual arts, science, mathematics, English, economics, and information technology and computing. You will take these studies within the partner degree course in disciplines of your choice from the available specialist teaching areas.

In health and physical education you will take studies in a dual health and physical education discipline and another discipline of your choice from the available specialist teaching areas.

In special education you will develop approaches to meet the special needs of learners, in primary and secondary schools or other educational settings, and focus on the fields of diversity and inclusive education.

Part D. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of professional experience required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.

The course requires 204 points comprising at least 108 points in the Education studies, Curriculum studies and Professional studies themes, and up to 96 points relating to Discipline studies. For students enrolled in a double degree course, 96 points of Discipline studies are completed through the partner degree course.

The course develops through the four themes of: Part A. Education studies, Part B. Curriculum studies, Part C. Discipline studies and Part D. Professional studies. The nature and balance among these themes will differ depending upon your specialisation.

The units required for each specialisation are detailed below. The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d3001.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

You must satisfactorily complete supervised professional experience as indicated for your specialisation. Permission to complete a placement in your place of employment will only be given in exceptional circumstances and if the required level of supervision is available. Where permission is granted, you will not be permitted to undertake more than 50% of the placements in your place of employment. You must be available to undertake placement on a full-time basis and attend your placement at times determined by the faculty.

Units are six credit points unless otherwise stated.

Specialisations

• Early years education
• Early years and primary education
• Primary education
• Primary and secondary education
• Primary and secondary special education
• Primary and secondary health and physical education
• Secondary health and physical education
• Secondary education

Postgraduate coursework

As a graduate of the Bachelor of Education (Honours) you may be eligible for up to 48 points of credit in masters courses offered in the faculty including:

• Master of Counselling
• Master of Education (coursework)
• Master of Leadership
• Master of TESOL

Postgraduate research

If you achieve a minimum weighted average mark of 65 per cent over the course you meet the eligibility requirements for entry into the Master of Education by research.

If you achieve a minimum weighted average mark of 70 per cent over the course and a minimum mark of 70 per cent in EDF4100 (Researching teaching and learning) and EDF4101 (Research project in education) you are eligible to apply for admission into the Doctor of Philosophy (PhD) and will complete additional research preparation equivalent to a further 12 credit points prior to the confirmation of your PhD candidature.

You may exit the single degree course early and apply to graduate with the following, provided you have satisfied the following award requirements:

(a.) Bachelor of Education Studies after successful completion of 144 credit points of study including:

• a minimum of 96 credit points of education studies including a minimum of 48 credit points at level 3 or higher

(b.) Partner degree after successful completion of 144 credit points of study including:

• fulfilment of all partner degree course requirements

(c.) Bachelor of Education Studies and partner degree after successful completion of 192 credit points of study including:

• a minimum of 96 credit points of education studies including a minimum of 48 credit points at level 3 or higher
• fulfilment of all partner degree course requirements.

This course will prepare you for a career as a skilled, critical and effective educator in the early childhood sector. You will learn how to work with young children with varied needs to develop their creative, intellectual, physical, personal and social capabilities and how to foster their learning in diverse ways. Professional experience placements offered throughout the course will build your knowledge of early childhood teaching and learning.

You will be qualified to teach infants and children from birth to six years of age in childcare, kindergartens and preschools. The curriculum spans birth to eight years of age and you will learn how to engage young children in meaningful learning through innovative pedagogical practice and how to effectively support children's transition to school. You will also learn how to help young children develop their creative, physical, personal, intellectual and social capabilities.

Mandatory checks and security clearances

Before participating in a professional experience placement in any educational setting, students are responsible for checking and meeting any security clearancessecurity clearances (http://monash.edu/education/current-students/professional-experience/teacher-placements/clearances/) that apply within the jurisdiction where the placement is being undertaken.

These course outcomes are aligned with the Australian Qualifications Framework level 7, and Monash Graduate AttributesAustralian Qualifications Framework level 7, and Monash Graduate Attributes (http://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

Upon successful completion of this course you will be able to:

1. demonstrate sound knowledge, skills and capabilities relevant to early childhood education
2. understand the relevance of education policies and theories to pedagogical practice
3. understand and begin to implement relevant curriculum and pedagogy for young learners in local and global contexts
4. appreciate the cultural, social, environmental and economic contexts of early childhood settings and the diversity of children and families who experience these contexts
5. critically reflect upon contemporary issues in early childhood education and research to begin to engage learners and communities for a more equitable and sustainable world
6. work independently and collaboratively as a professional beginning educator to solve complex problems in educational contexts
7. use and creatively integrate information and communication technologies to enhance learning
8. engage with relevant professions and communities to become an ethical leader and practitioner who begins to critically respond to education priorities.

The course develops through the themes of education studies and integrated curriculum and discipline studies that come together in professional studies.

A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of young children in varied education settings. You will study contemporary theories of child development, focusing on the birth to six/eight years age range. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

B. Integrated curriculum and discipline studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs. You will also develop your content knowledge in the subjects you will be teaching in early childhood education settings. The emphasis is on exploring young children's learning holistically in diverse contexts, through a range of pedagogical perspectives and practices.

C. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in early childhood settings. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. You will complete the minimum number of days of professional experience required for professional registration.

This course comprises 144 points. Students admitted on the basis of an eligible prior qualification will be given credit for the level 1 units or for the level 1 and 2 units in the course, depending on the prior qualification.

The course develops through theme studies in A. Education studies, B. Integrated curriculum and discipline studies, and C. Professional studies.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d2002.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study. NOTE: Students at Singapore should refer to the Kaplan unit rotation scheduleKaplan unit rotation schedule (http://www.monash.edu/__data/assets/pdf_file/0006/366207/D2002-BEdEC-SGP.pdf) for further information.

You must satisfactorily complete supervised professional experience as indicated below. You must be available to undertake placement on a full-time basis and attend your placement at times determined by the faculty.

Units are six credit points unless otherwise stated.

Students complete:

Part A. Education studies (60 points)

• EDF1033 Education for environment and sustainability
• EDF1039 Inclusivity and partnerships in early childhood education
• EDF1303 Learning and educational inquiry 1
• EDF1304 Learning and educational inquiry 2
• EDF2030 Contemporary child development theories and practices
• EDF2033 Learning with children, their families and communities
• EDF2039 Children and childhood across time: Policies and practices
• EDF3030 Diversity in child development
• EDF3031 Local and global perspectives in education policy
• EDF3033 Change and transition in children's education

Part B. Integrated curriculum and discipline studies (60 points)

• EDF1030 English and literacy learning
• EDF1031 Creative learning in childhood through music and the arts
• EDF1032 Thinking mathematically from an early age
• EDF2032 Learning through play pedagogies
• EDF2034 Learning about patterns, shapes and numbers through play
• EDF2035 Health and physical wellbeing in the young child
• EDF3032 Children's literature, storytelling and the arts
• EDF3034 Children's literacy development
• EDF3035 Investigating our world: Science, technology and the environment
• EDF3181 Art, environment and community

Part C. Professional studies (24 points)

Students complete 50 days of supervised professional experience in early childhood settings.

• EDF1038 Introduction to the early childhood education field
• EDF1051 Early years professional experience 1A (0 points) (5 days, 3-5 year olds)
• EDF1052 Early years professional experience 1B (0 points) (5 days, 3-5 year olds)
• EDF2038 Curriculum, assessment and documentation in education
• EDF2051 Early years professional experience 2A (0 points) (10 days, 3-5 year olds)
• EDF2052 Early years professional experience 2B (0 points) (10 days, 0-5 year olds)
• EDF3038 Professionalism, ethics and interdisciplinary work in education
• EDF3039 Leadership and management in education contexts
• EDF3051 Early years professional experience 3A (0 points) (10 days, 3-6 year olds)
• EDF3052 Early years professional experience 3B (0 points) (10 days, 0-2 year olds)

Credit for prior study

Students who are admitted to the course with block credit will complete units as follows.

Students who receive block credit for 48 points will complete 96 points comprising:

• EDF2030 Contemporary child development theories and practices
• EDF2032 Learning through play pedagogies
• EDF2033 Learning with children, their families and communities
• EDF2034 Learning about patterns, shapes and numbers through play
• EDF2035 Health and physical wellbeing in the young child
• EDF2038 Curriculum, assessment and documentation in education
• EDF2039 Children and childhood across time: Policies and practices
• EDF2051 Early years professional experience 2A (0 points) (10 days, 3-5 year olds)
• EDF2052 Early years professional experience 2B (0 points) (10 days, 0-5 year olds)
• EDF3030 Diversity in child development
• EDF3031 Local and global perspectives in education policy
• EDF3032 Children's literature, storytelling and the arts
• EDF3033 Change and transition in children's education
• EDF3034 Children's literacy development
• EDF3035 Investigating our world: Science, technology and the environment
• EDF3038 Professionalism, ethics and interdisciplinary work in education
• EDF3039 Leadership and management in education contexts
• EDF3051 Early years professional experience 3A (0 points) (10 days, 3-6 year olds)
• EDF3052 Early years professional experience 3B (0 points) (10 days, 0-2 year olds)
• EDF3181 Art, environment and community

Students who receive block credit for 96 points (Singapore one-year program) will complete 48 points comprising:

• EDF3030 Diversity in child development
• EDF3032 Children's literature, storytelling and the arts
• EDF3033 Change and transition in children's education
• EDF3034 Children's literacy development
• EDF3035 Investigating our world: Science, technology and the environment
• EDF3038 Professionalism, ethics and interdisciplinary work in education
• EDF3039 Leadership and management in educations contexts
• EDF3051 Early years professional experience 3A (0 points) (10 days, 3-6 year olds)
• EDF3052 Early years professional experience 3B (0 points) (10 days, 0-2 year olds)
• EDF3181 Art, environment and community

Arts at Monash provides a comprehensive gateway to a wide range of fascinating areas of study across the arts, humanities and social sciences. Pair this with the degree in Education and you can share that fascination with the next generation of young people - inspiring and engaging young developing minds.

This double degree will prepare you either for primary or secondary school teaching. Secondary students will qualify as specialist teachers in two secondary teaching areas, while primary students will be qualified to teach across the school curriculum but with specialist expertise in one or two fields.

Double degree courses include the features of the component degree courses, except that electives may be reduced.

Education

D3001 Bachelor of Education (Honours) is a specialist course that develops through the four themes of education studies, curriculum studies, discipline studies and professional studies. The nature and balance of units required among these themes will differ depending upon your specialisation.

Part A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of children and young people in varied education settings. You will study contemporary theories of child or adolescent development, focusing on the age range relevant to your specialisation. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

Part B. Curriculum studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part C. Discipline studies

These studies will develop your content knowledge in the subjects you will be teaching in schools or other education settings.

In primary education you will take discipline studies in a range of areas to complement teaching in the primary years. In this double degree course, you will take these studies within the partner degree course in disciplines of your choice.

In secondary education you will typically take discipline studies to teach two learning areas from a range of subjects. You will take these studies within the partner degree course in disciplines of your choice from the available specialist teaching areas.

Part D. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of professional experience required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.

Arts

A2000 Bachelor of Arts is a comprehensive course, structured in three equal parts. In the double degree course you complete:

Part A. Arts specified study

This will expose you to several Arts disciplines areas of study contributing breadth to your knowledge of the arts, humanities and social sciences. It will also give you the opportunity to learn about several areas of study before finalising your choice of major and minor.

Part B. Arts listed major

This will provide you with a focused program of study that will develop your practical and theoretical skills and knowledge in one Faculty of Arts listed major area of study. You will learn to critically analyse, apply and communicate an advanced level of understanding of the concepts and theoretical frameworks that constitute the knowledge base of the area of study.

Students must complete 204 points, of which 108 points are from the Bachelor of Education (Honours) (including all of the requirements in Part A, B and D) and 96 points from the Bachelor of Arts (including all of the requirements in Part A and B).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d3002.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are six credit points unless otherwise stated.

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

• Bachelor of Education Studies after successful completion of 144 credit points of study (a minimum of 48 credit points must be at level 3 or higher). Note: This exit award does not qualify graduates to be registered or employed as teachers.
• Bachelor of Arts after completion of at least 144 points of studies, including all of the requirements in Part A, and B for the Bachelor of Arts.

Note: Students cannot exit with a Bachelor of Education (Honours) in Primary Education or Bachelor of Education (Honours) in Secondary Education.

This double degree enables you to combine you interest in the world of business with your desire to build the future through education. It will prepare you for a rewarding career in primary or secondary schools.

Secondary students will qualify as specialists in accounting, economics or management studies, while primary students will be qualified to teach across the school curriculum but accompany that with an in-depth knowledge of business.

Either way you will have the business savvy that is increasingly important in the school sectors both as part of the school curriculum and in leading and managing schools.

Double degree courses include the features of the component degree courses, except that electives may be reduced.

Education

D3001 Bachelor of Education (Honours) is a specialist course that develops through the four themes of education studies, curriculum studies, discipline studies and professional studies. The nature and balance of units required among these themes will differ depending upon your specialisation.

Part A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of children and young people in varied education settings. You will study contemporary theories of child or adolescent development, focusing on the age range relevant to your specialisation. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

Part B. Curriculum studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part C. Discipline studies

These studies will develop your content knowledge in the subjects you will be teaching in schools or other education settings.

In primary education you will take discipline studies in a range of areas to complement teaching in the primary years. In this double degree course, you will take these studies within the partner degree course in disciplines of your choice.

In secondary education you will typically take discipline studies to teach two learning areas from a range of subjects. You will take these studies within the partner degree course in disciplines of your choice from the available specialist teaching areas.

Part D. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of professional experience required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.

Business

B2000 Bachelor of Business is a comprehensive course, structured in three equal parts. In the double degree course you complete:

Part A. Business specified study

This will provide you with a broad foundation for your study of business and expose you to several business disciplines. It will contribute breadth to your knowledge of business and develop your understanding of multi-disciplinary decision making in organisations. It will also give you the opportunity to learn more about each discipline before finalising your choice of major.

Part B. Business listed major

This will provide you with a focused program of study that will develop your expertise in one discipline area. You will develop, apply and communicate an advanced level of understanding of the concepts and theoretical frameworks that constitute the knowledge base of your major area of study.

Students must complete 204 points, of which 108 points are from the Bachelor of Education (Honours) (including all of the requirements in Part A, B and D for the single degree) and 96 points from the Bachelor of Business (including all of the requirements in Part A and B for the single degree).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d3007.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are six credit points unless otherwise stated.

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

• Bachelor of Education Studies after successful completion of 144 credit points of study (a minimum of 48 credit points must be at level 3 or higher). Note: This exit award does not qualify graduates to be registered or employed as teachers.
• Bachelor of Business after completion of at least 144 points of studies, including all of the requirements in Part A, and B for the Bachelor of Business.

Students cannot exit with a Bachelor of Education (Honours) in Primary Education or Bachelor of Education (Honours) in Secondary Education.

This double degree course gives you the option of a professional career in commerce, or of a rewarding career in primary or secondary schools.

Secondary students will qualify as specialists in Accounting, Economics or Management studies, while primary students will be qualified to teach across the school curriculum but with an in-depth knowledge of commerce related fields. Either way you will have a firm foundation in business skills that are increasingly important in the school sector.

Double degree courses include the features of the component degree courses, except that electives may be reduced.

Education

D3001 Bachelor of Education (Honours) is a specialist course that develops through the four themes of education studies, curriculum studies, discipline studies and professional studies. The nature and balance of units required among these themes will differ depending upon your specialisation.

Part A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of children and young people in varied education settings. You will study contemporary theories of child or adolescent development, focusing on the age range relevant to your specialisation. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

Part B. Curriculum studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part C. Discipline studies

These studies will develop your content knowledge in the subjects you will be teaching in schools or other education settings.

In primary education you will take discipline studies in a range of areas to complement teaching in the primary years. In this double degree course, you will take these studies within the partner degree course in disciplines of your choice.

In secondary education you will typically take discipline studies to teach two learning areas from a range of subjects. You will take these studies within the partner degree course in disciplines of your choice from the available specialist teaching areas.

Part D. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of professional experience required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.

Commerce

B2001 Bachelor of Commerce is a comprehensive course, structured in three equal parts. In the double degree course you complete:

Part A. Commerce specified study

This will provide you with a broad foundation for your study of commerce and expose you to several commerce disciplines. This will contribute breadth to your knowledge of commerce and address the graduate course outcomes. It will also give you the opportunity to learn more about each discipline before finalising your choice of major.

Part B. Commerce listed major

This will provide you with a focused program of study that will develop your expertise in one discipline area. You will develop, apply and communicate an advanced level of understanding of the concepts and theoretical frameworks that constitute the knowledge base of your major area of study.

Students must complete 204 points, of which 108 points are from the Bachelor of Education (Honours) (including all of the requirements in Part A, B and D) and 96 points from the Bachelor of Commerce (including all of the requirements in Part A and B for the single degree).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d3003.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are six credit points unless otherwise stated.

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

• Bachelor of Education Studies after successful completion of 144 credit points of study (a minimum of 48 credit points must be at level 3 or higher). Note: This exit award does not qualify graduates to be registered or employed as teachers.
• Students who wish to graduate with a Bachelor of Commerce prior to the completion of the double degree must have completed at least 144 points of studies, including all of the requirements in Part A and B for the Bachelor of Commerce degree.

Note: Students cannot exit with a Bachelor of Education (Honours) in Primary Education or Bachelor of Education (Honours) in Secondary Education.

If you are eager to inspire young people and build their understanding of how computers work, then this double degree is for you. With a shortage of qualified staff in this area, schools need expert and enthusiastic teachers, at both primary and secondary levels, who can influence Australia's future position as a player in the knowledge economy.

The course will prepare you either for primary or secondary school teaching. Secondary students will qualify as specialist teachers in ICT and mathematics, while primary students will be qualified to teach across the school curriculum but with specialist expertise in these teaching areas.

Double degree courses include the features of the component degree courses, except that electives may be reduced.

Education

D3001 Bachelor of Education (Honours) is a specialist course that develops through the four themes of education studies, curriculum studies, discipline studies and professional studies. The nature and balance of units required among these themes will differ depending upon your specialisation.

Part A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of children and young people in varied education settings. You will study contemporary theories of child or adolescent development, focusing on the age range relevant to your specialisation. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

Part B. Curriculum studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part C. Discipline studies

These studies will develop your content knowledge in the subjects you will be teaching in schools or other education settings.

In primary education you will take discipline studies in a range of areas to complement teaching in the primary years. In this double degree course, you will take these studies within the partner degree course in disciplines of your choice.

In secondary education you will typically take discipline studies to teach two learning areas from a range of subjects. You will take these studies within the partner degree course in disciplines of your choice from the available specialist teaching areas.

Part D. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of professional experience required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.

Computer Science

C2001 Bachelor of Computer Science is a specialist course that develops through the themes of computer science foundation study, professional skills study, specialist discipline knowledge, problem solving and analytic skills study, and professional skills study which come together in applied practice.

Part A. Computer science foundation study

This study will develop your understanding of the role and theoretical basis of computer science and computational methods.

Part B. Professional skills study

This study develops professional skills by providing an understanding and appreciation of the ethical and professional guidelines applicable to computer science; developing the ability to work as an effective team member; developing the ability to communicate proficiently and appropriately for professional practice; and developing formal project management skills.

Part C. Specialist discipline knowledge

This study will develop your in-depth knowledge of the specific computer science methods of your specialised field within computer science.

Part D. Problem solving and analytical skills study

This study will develop your ability to apply appropriate methodologies in computer science and develop efficient computational solutions. It develops strong problem solving skills and the ability to apply analytical thinking.

Part E. Applied practice

The above knowledge and skills are integrated and consolidated in applied practice as demonstrated in a computer or data science project, and in some cases in an industry-based learning placement.

Students must complete 204 points, of which 108 points are from the Bachelor of Education (Honours) (including all of the requirements in Part A, B and D for the single degree) and 96 points from the Bachelor of Computer Science (including all of the requirements for Parts A, B, C, D and E for the single degree).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d3008.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are six credit points unless otherwise stated.

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

• Bachelor of Education Studies after successful completion of 144 credit points of study (a minimum of 48 credit points must be at level 3 or higher). Note: This exit award does not qualify graduates to be registered or employed as teachers.
• Bachelor of Computer Science after completion of at least 144 points of studies, including all of the requirements in Part A, B, C D and E for the Bachelor of Computer Science.

Note: Students cannot exit with a Bachelor of Education (Honours) in Primary Education or Bachelor of Education (Honours) in Secondary Education.

Share your artistic passion and creativity with children and young people.

This double degree will prepare you either for primary or secondary school teaching. Secondary students will qualify as specialist teachers of art, while primary students will be qualified to teach across the school curriculum but with specialist expertise in art.

You will investigate the broader function of the visual arts in society today, learn from active visual-art practitioners and develop your own skills and creativity as you rotate through a range of workshops including painting, printmaking, photography and sculpture.

Education study complements this with the knowledge and skills of how young people learn and are taught both generally and within the visual arts. Taken together they open up a wide range of career opportunities.

Double degree courses include the features of the component degree courses, except that electives may be reduced.

Education

D3001 Bachelor of Education (Honours) is a specialist course that develops through the four themes of education studies, curriculum studies, discipline studies and professional studies. The nature and balance of units required among these themes will differ depending upon your specialisation.

Part A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of children and young people in varied education settings. You will study contemporary theories of child or adolescent development, focusing on the age range relevant to your specialisation. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

Part B. Curriculum studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part C. Discipline studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part D. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of professional experience required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.

Fine Art

F2003 Bachelor of Fine Art is a specialist course that develops through theme studies in history and theory, drawing, and fine art knowledge and practice. In the visual arts specialisations these will come together in the form of a graduand exhibition normally developed during the final two studio units in the third year of the course.

Part A. History and theory studies

History and theory units will equip you with the skills necessary to research fine arts issues and provide the research methods relevant to your studio or workshop practice. They will enable you to contextualise your own practice and communicate ideas and strategies. Through the prism of history, as well as reference to bodies of knowledge relevant to cultural production, you will begin to situate the place of Fine art in society.

Part B. Drawing foundation

This will assist you to develop the perceptual, practical and intellectual skills required by art, design and architecture students in the discipline of drawing.

Part C. Fine art knowledge and practice

Through this component of the course you will develop key skills and concepts particular to your fine art specialisation. Through lectures and seminars, studios or practice driven workshops, you will develop the capacity for independent cultural production within fine art and related fields. Interdisciplinary skills and understanding will be explored, as well as critical thinking. Students specialising in art history and curating will have the opportunity to interact with topics and students from a range of relevant fields in the Arts. Students specialising in visual arts will engage with and integrate specific professional fields from related areas into their practice.

Students must complete 204 points, of which 108 points are from the Bachelor of Education (Honours) (including all of the requirements in Part A, B and D) and 96 points from the Bachelor of Fine Art (including all of the requirements in Part A, B and C for the single degree).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d3006.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are six credit points unless otherwise stated.

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

• Bachelor of Education Studies after successful completion of 144 credit points of study (a minimum of 48 credit points must be at level 3 or higher). Note: This exit award does not qualify graduates to be registered or employed as teachers.
• Bachelor of Visual Arts after successful completion of at least 144 points of studies, including all of the requirements in Part A, B and C for the specialisation.

Note: Students cannot exit with a Bachelor of Education (Honours) in Primary Education or Bachelor of Education (Honours) in Secondary Education.

This double degree will prepare you either for primary or secondary school teaching. Secondary students will major in business information systems or software development and qualify as specialist teachers in ICT and mathematics. You will have the tools to embrace the computing curriculum and teach students how to apply their knowledge and skills to emerging technologies.

Primary students will be qualified to teach across the school curriculum. They may choose any of the IT majors including multimedia development and games development, any of which will provide tools for innovation and excellence in teaching across the curriculum.

Double degree courses include the features of the component degree courses, except that electives may be reduced.

Education

D3001 Bachelor of Education (Honours) is a specialist course that develops through the four themes of education studies, curriculum studies, discipline studies and professional studies. The nature and balance of units required among these themes will differ depending upon your specialisation.

Part A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of children and young people in varied education settings. You will study contemporary theories of child or adolescent development, focusing on the age range relevant to your specialisation. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

Part B. Curriculum studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part C. Discipline studies

These studies will develop your content knowledge in the subjects you will be teaching in schools or other education settings.

In primary education you will take discipline studies in a range of areas to complement teaching in the primary years. In this double degree course, you will take these studies within the partner degree course in disciplines of your choice.

In secondary education you will typically take discipline studies to teach two learning areas from a range of subjects. You will take these studies within the partner degree course in disciplines of your choice from the available specialist teaching areas.

Part D. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of professional experience required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.

Information Technology

C2000 Bachelor of Information Technology is a comprehensive course, structured in three equal parts. In the double degree course you complete:

Part A. Information technology specified study

This will provide you with foundation skills and knowledge for your IT education and ensure a breadth of understanding of IT and its applications in organizations and society.

Part B. Information technology listed major

This will provide you with a focused program of study that will develop your expertise in one area of Information technology. You will develop the practical and theoretical skills and knowledge in your chosen major needed to successfully plan, develop, implement and evaluate information products and systems.

Students must complete 204 points, of which 108 points are from the Bachelor of Education (Honours) (including all of the requirements in Part A, B and D for the single degree) and 96 points from the Bachelor of Information Technology (including all of the requirements in Part A and B for the single degree).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d3009.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are six credit points unless otherwise stated.

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

• Bachelor of Education Studies after successful completion of 144 credit points of study (a minimum of 48 credit points must be at level 3 or higher). Note: This exit award does not qualify graduates to be registered or employed as teachers.
• Bachelor of Information Technology after completion of at least 144 points of studies, including all of the requirements in Part A, and B for the Bachelor of Information Technology.

Students cannot exit with a Bachelor of Education (Honours) in Primary Education or Bachelor of Education (Honours) in Secondary Education.

In this double degree course you will advance your music skills, engage with the historical, creative, technical and cultural aspects of music, broaden your perspectives on music in the world, and lay the foundations for a highly rewarding career sharing all of this with children and young people as they in turn engage with music.

The course will prepare you to teach in primary or secondary schools and beyond. Secondary students will qualify as specialist music teachers, while primary students will be qualified to teach across the school curriculum and will also have invaluable specialist expertise in music, making them in great demand.

In music you will develop broad knowledge and will also specialise in one of performance, composition, ethnomusicology and musicology, or creative music technology. You will have a high quality music education, coached to capitalise on your creative potential and to excel, and you will learn how to provide the same for your future students. Your education studies will provide knowledge of how children and young people learn and are taught both generally and in music, and also the skills needed to develop and implement effective learning experiences in music.

Double degree courses include the features of the component degree courses, except that electives may be reduced.

Education

D3001 Bachelor of Education (Honours) is a specialist course that develops through the four themes of education studies, curriculum studies, discipline studies and professional studies. The nature and balance of units required among these themes will differ depending upon your specialisation.

Part A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of children and young people in varied education settings. You will study contemporary theories of child or adolescent development, focusing on the age range relevant to your specialisation. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

Part B. Curriculum studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part C. Discipline studies

These studies will develop your content knowledge in the subjects you will be teaching in schools or other education settings.

In primary education you will take discipline studies in a range of areas to complement teaching in the primary years. In this double degree course, you will take these studies within the partner degree course in disciplines of your choice.

In secondary education you will typically take discipline studies to teach two learning areas from a range of subjects. You will take these studies within the partner degree course in disciplines of your choice from the available specialist teaching areas.

Part D. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of professional experience required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.

Music

A2003 Bachelor of Music is a specialist course that develops through the themes of music specialist study, music theory and ear training, and music context study.

Part A. Music specialist study

This sequence of units will provide you with specialist skills to undertake a final examination either through performance with your chief instrument or voice, or through a folio of compositions, creative music technology media or written work. Performance and other applied electives are also available.

Part B. Music theory and ear training

This will integrate the development of aural skills with the theoretical understanding of music through listening, analysis, performance, notation and composition.

Part C. Music context studies

These studies will expose you to the study of music and music making in various cultural, historical, social and professional settings through introductory units and a capstone experience.

Students must complete 204 points, of which 108 points are from the Bachelor of Education (Honours) (including all of the requirements in Part A, B and D) and 96 points from the Bachelor of Music (including all of the requirements in Part A, B and C for the single degree).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d3004.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are six credit points unless otherwise stated.

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

• Bachelor of Education Studies after successful completion of 144 credit points of study (a minimum of 48 credit points must be at level 3 or higher). Note: This exit award does not qualify graduates to be registered or employed as teachers.
• Bachelor of Music after completion of at least 144 points of studies, including all of the requirements in Part A, B and C for the Bachelor of Music degree.

Note: Students cannot exit with a Bachelor of Education (Honours) in Primary Education or Bachelor of Education (Honours) in Secondary Education.

This double degree course offers you the possibility of a career in science or science education. It will provide you with a high quality education in science and prepare you to offer your students the same in primary or secondary schools.

Secondary students will qualify as specialist science or mathematics teachers, while primary students will be qualified to teach across the school curriculum with highly valued specialist expertise in science related areas. In each case, you might also turn your skills to broader science education contexts such as science communication, museums and publishing.

Double degree courses include the features of the component degree courses, except that electives may be reduced.

Education

D3001 Bachelor of Education (Honours) is a specialist course that develops through the four themes of education studies, curriculum studies, discipline studies and professional studies. The nature and balance of units required among these themes will differ depending upon your specialisation.

Part A. Education studies

These studies provide the theoretical foundations of education that underpin the teaching and learning of children and young people in varied education settings. You will study contemporary theories of child or adolescent development, focusing on the age range relevant to your specialisation. You will also study sociology, psychology, diversity and inclusion, the broad principles of curriculum, pedagogy and assessment, and develop an understanding of the relationship between education and society at local, national and global levels. These studies emphasise educational inquiry and will ensure that your teaching is informed by current research and practice. You will acquire the foundation to move into leadership roles as your career progresses.

Part B. Curriculum studies

These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners' needs.

For students specialising in primary education, the focus of curriculum studies is on how primary school aged children learn and how you can effectively and creatively teach them in the key learning areas including English and literacies, mathematics, creative arts, technology, science, health and physical education, social education and studies of the environment and sustainability.

For students specialising in secondary education, the focus is on deepening your understanding of teaching and learning strategies, theories and practice related to your discipline, preparing you to engage secondary students in purposeful learning.

Part C. Discipline studies

These studies will develop your content knowledge in the subjects you will be teaching in schools or other education settings.

In primary education you will take discipline studies in a range of areas to complement teaching in the primary years. In this double degree course, you will take these studies within the partner degree course in disciplines of your choice.

In secondary education you will typically take discipline studies to teach two learning areas from a range of subjects. You will take these studies within the partner degree course in disciplines of your choice from the available specialist teaching areas.

Part D. Professional studies

These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Professional experience connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of professional experience required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.

Science

S2000 Bachelor of Science is a comprehensive course, structured in three equal parts. In the double degree course you complete:

Part A. Science specified study

This will provide you with the mathematical or statistical foundation for your study of science and address the nature of science and its communication. It will also expose you to several science disciplines contributing breadth to your understanding of science and giving you the opportunity to learn about several disciplines before finalising your choice of major.

Part B. Science listed major

This will provide you with a focused program of study that will develop your expertise in one discipline area. You will learn to develop, apply and communicate an advanced level of understanding of the concepts and theoretical frameworks that constitute the knowledge base of the discipline.

Students must complete 204 points, of which 108 points are from the Bachelor of Education (Honours) (including all of the requirements in Part A, B and D) and 96 points from the Bachelor of Science (including all of the requirements in Part A and B for the single degree).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d3005.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are six credit points unless otherwise stated.

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

• Bachelor of Education Studies after successful completion of 144 credit points of study (a minimum of 48 credit points must be at level 3 or higher). Note: This exit award does not qualify graduates to be registered or employed as teachers.
• Bachelor of Science after completion of at least 144 points of studies, including all of the requirements in Part A and B for the Bachelor of Science degree.

Note: Students cannot exit with a Bachelor of Education (Honours) in Primary Education or Bachelor of Education (Honours) in Secondary Education.

This is a prestigious program of coursework and research in the discipline of education for high achieving students who have completed a relevant undergraduate degree. You will undertake research methodology training and carry out an independent research project on your selected topic, working closely with a supervisor who will provide you with individual guidance and academic counselling. This course offers a pathway to higher degree research 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://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

1. understand various research approaches in education and related fields of inquiry
2. display a high level of content mastery in a substantive issue or problem domain within education
3. demonstrate the capacity to design, frame, conduct and report a small-scale inquiry in education.

This course consists of a combination of coursework and research. In the coursework component you will develop advanced theoretical and/or technical knowledge of your field within Education and research methodologies appropriate to your field. In the research component you will plan and execute a research project under the individual guidance of an academic supervisor.

This course comprises 48 points: Part A: Coursework (24 points) and Part B: Research (24 points)

All units are 12 points unless otherwise indicated.

PART A. Coursework (24 points)

Students complete:

• EDF5613 Research approaches in education

and one of:

• EDF5635 Leading capable organisations
• EDF5636 Leading organisational decision making
• EDF5637 Inner leadership: Understanding self and others
• EDF5645 Educating the gifted
• EDF5646 Talent development and diversity
• EDF5647 Technology and education key issues and debates
• EDF5648 Instructional design: Harnessing digital technologies for learning
• EDF5649 Language and literacies across educational contexts
• EDF5650 Literacy leadership in schools, workplaces and communities
• EDF5651 Developing expertise in mathematics education
• EDF5653 Research perspectives in music education
• EDF5654 Teaching music: Theory and practice
• EDF5655 Expertise in teaching
• EDF5657 Indigenous perspectives in professional practice
• EDF5658 Young people: Culture, communities and education
• EDF5659 Building partnerships with families and communities
• EDF5661 Designing learning for adults
• EDF5662 Leading local, rural and regional learning and participation
• EDF5663 Education and globalisation in the Asian century
• EDF5664 Learning through participation
• EDF5665 Environmental education, design and learning for sustainability
• EDF5666 Education, development and ecological sustainability
• EDF5674 Engaging with practices of contemporary science
• EDF5810 VCAL and VET at school

PART B. Research (24 points)

Students complete:

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

Graduates of this course who achieve a weighted average mark of at least 65 per cent (high credit) and a mark of at least 65 per cent (high credit) in the thesis are eligible to apply for admission to a masters course by research.

Graduates of this course who achieve a weighted average mark of at least 70 per cent (distinction) and a mark of at least 70 per cent (distinction) in the thesis are eligible to apply for admission to a Doctor of Philosophy (PhD) course.

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 concepts and contemporary 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://monash.edu/pubs/handbooks/alignmentofoutcomes.html).

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

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

The course consists of two units. The first, EDF4610 (Interacting with research in education contexts), develops your understanding of concepts and contemporary issues in education and of educational contexts and systems, locally and globally. The second unit EDF4611 (Investigating education issues in global contexts), develops your knowledge and understanding of the major theoretical and professional debates in specialist areas within the field of education and locates these within contemporary research.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d4001.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

This course comprises 24 credit points structured into two units, each of 12 points.

Students complete:*

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

* Note: Where circumstances necessitate, alternative units may be taken with the approval of the faculty.

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

• D6002 Master of Education
• D6004 Master of Leadership
• D6005 Master of TESOL

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 students to educational research and provides them with an understanding of educational research methodologies and research design. Students apply this understanding through the design and implementation of a research project which demonstrates capacity to undertake and communicate 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://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

1. evaluate educational research with an understanding of the range of research methodologies it exemplifies
2. define an issue in education and plan an investigable research project
3. design a project demonstrating understanding of the range of research methodologies available, their relevance to the project and the ethical implications they hold
4. undertake a significant research project in education
5. communicate the results of the research project and demonstrate the capacity to adhere to the conventions of research
6. demonstrate a capacity to synthesise and communicate ideas at an advanced academic level.

The course consists of two units. The first, EDF5613 (Research approaches in education), will orient you to educational research and provide you with an understanding of educational research approaches and methodologies.

You will apply this understanding in the second unit, EDF5614 (Research project in education), when you design and implement a research project. It is through this project, leading to a thesis of 10,000 words, that you will demonstrate your capacity to undertake and communicate high level research synthesis, analysis and evaluation.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d4004.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

The course comprises 24 points structured into two units, each of 12 points.

Students complete:

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

Students who achieve a minimum mark of 65 per cent (high credit) in each unit are eligible to apply for admission to 0077 Master of Education, which is a research degree by thesis, or 3204 Master of Education, a research degree by thesis and coursework. Students who achieve a minimum mark of 70 per cent (distinction) in each unit are eligible to apply for admission to the Doctor of Philosophy (PhD).

Additionally, this course also provides a pathway to the master's coursework degree, D6002 Master of Education.

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://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

1. demonstrate approaches to the support of learning and teaching that influence, motivate and inspire students to learn
2. develop curricula, resources and services that reflect a command of the field of study
3. implement approaches to assessment, feedback and learning support that foster independent learning
4. employ strategies that demonstrate respect and support for the development of students as individuals
5. design scholarly activities or service innovations that influence and enhance learning and teaching.

Students who have studied at the tertiary level 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

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 course is designed both for students 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.

Acknowledged as the equivalent of an honours degree course, the content is recognised as the fourth year of preparation for those wanting to pursue advanced postgraduate training at masters or doctoral level, and for those seeking to undertake supervised psychological practice after completing the program.

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://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

1. 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
2. understand, describe and discuss the purpose of legislation relating to the 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
3. demonstrate an understanding of the scientist practitioner model across a range of areas of psychological practice
4. critically evaluate, appraise and discuss contemporary issues in psychology and understand the importance of maintaining competence in the field through ongoing professional development.

Credit may 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 requirements for registration as a psychologist are determined by the Psychology Board of AustraliaPsychology Board of Australia (http://www.psychologyboard.gov.au/) (PsyBA) under the National Registration and Accreditation Scheme. A minimum six-year sequence of education and training in psychology is required for an individual to become eligible for general registration as a psychologist in Australia. You can read more about the various pathways to registration on the Australian Psychological SocietyAustralian Psychological Society (https://www.psychology.org.au/Default.aspx) (APS) website.

The Graduate Diploma of Professional Psychology provides an Australian Psychology Accreditation CouncilAustralian Psychology Accreditation Council (https://www.psychologycouncil.org.au/) APAC-accredited fourth-year qualification in psychology and is an approved program of study in psychology by the Psychology Board of Australia.

Graduates qualify for associate membership of the Australian Psychological Society (Assoc. MAPS).

The course is structured in two parts, Part A. Professional studies in psychology and Part B. Research program in psychology.

Part A. Professional studies in psychology (24 points)

These studies are based on a scientist practitioner model and provide the advanced psychology studies needed in order to progress to postgraduate training in psychology. You will learn about individual differences and their assessment and the ethical, legal and social issues involved in psychological practice. You also advance your understanding of developmental psychology and have the opportunity to focus on an area of interest such as applied behaviour analysis or counselling psychology.

Part B. Research program in psychology (24 points)

You undertake a study program in statistics and research design and, under the guidance of a staff member, plan an independent research project. This project involves designing, gaining ethical approval for data collection or use of data, data gathering, data entry and analysis using appropriate statistical techniques or methodologies, the preparation of a research report and a literature review according to the specifications of the Publication Manual of the American Psychological Association (APA).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d5002.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

The course comprises 48 points structured into two parts: Part A. Professional studies in psychology (24 points) and Part B. Research program in psychology (24 points).

Units are 6 credit points unless otherwise stated.

Part A. Professional studies in psychology (24 points)

Students complete:

• EDF4601 Ethics and professional issues
• EDF4602 Psychological assessment
• EDF4605 Introduction to counselling psychology

and one of

• EDF4600 Developmental psychology and wellbeing
• EDF4603 Behaviour change interventions for practitioners

Part B. Research program in psychology (24 points)

Students complete:

• EDF4604 Research project (24 points)

Eligible graduates may proceed to the further training and study required for professional qualifications in psychology.

This course provides advanced counselling knowledge and skills for professionals working in a range of education, community and service-related industries, including human resources, health, social welfare and education.

It provides a professional qualification and offers authentic counselling experience, taught by academics with extensive experience working as professional counsellors/psychologists.

An integral component of the course is 300 hours of professional placement, where you have an opportunity to apply theory to practice under supervision in clinical settings. The placement includes 200 contact hours (e.g. face-to-face, telephone, group and online counselling) and 100 non-contact hours (e.g. observation, case notes, meetings, administration). You will also complete 50 hours of supervision (which are included in the non-contact hours) and participate in weekly online discussion groups and postings throughout the duration of the placement.

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://monash.edu/pubs/handbooks/alignmentofoutcomes.html).

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

1. demonstrate an advanced level of knowledge of evidence-based theories and frameworks related to the major schools of counselling and psychotherapy
2. relate appropriate therapeutic approaches and strategies to the corresponding developmental stages across childhood, adolescence, adulthood and old age
3. demonstrate capacity to synthesise and communicate ideas at an advanced academic level
4. demonstrate cultural awareness and sensitivity in all aspects of counselling
5. develop a deeper understanding of self, personal values and preferred styles of counselling
6. assess clients both formally and informally
7. apply the knowledge and skills developed in counselling practice in a workplace setting
8. recognise the ethical and professional issues in counselling
9. write reports and case notes and make appropriate specialist and agency referrals.

Students who have studied at the tertiary level may be eligible for credit for prior studies.credit for prior studies. (http://monash.edu/education/future-students/apply/credit/)

On-campus study requirement for off-campus students

For students enrolled at Clayton via off-campus mode, the unit EDF5530 (Counselling skills for individuals, couples and groups) requires compulsory attendance at a 3-day (20-hour) residential school on the Clayton campus.

Students enrolled at Singapore and Hong Kong are required to attend an intensive 20-hour study block for each unit, except for EDF5534 (Supervised professional counselling practice) which requires attendance for one 4-hour block.

Clinical practice

This course requires students to undertake 300 hours of clinical placements, including a minimum of 200 hours of client contact. Through these mandatory placements, students have an opportunity to apply theory to practice under supervision in clinical settings. For advice on professional experience intervention, support and unsatisfactory progress refer to the Professional experience intervention and support policyProfessional experience intervention and support policy (http://monash.edu/education/current-students/policies-and-procedures/professional-experience-intervention-and-support-policy/).

Clinical expenses

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

Mandatory checks and security clearances

Upon commencing the course and before commencing their placement, students enrolled at Clayton must submit a satisfactory Victorian government Working with Children CheckWorking with Children Check (http://monash.edu/education/current-students/professional-experience/placements/security-checks-required/).

For relevant checks and security clearances for Hong Kong and Singapore, it is the student's responsibility to ensure they meet that country's requirements.

This course is accredited in Australia by the Australian Counselling Association (ACA)Australian Counselling Association (ACA) (http://www.theaca.net.au/) and Psychotherapy and Counselling Federation of Australia (PACFA)Psychotherapy and Counselling Federation of Australia (PACFA) (http://www.pacfa.org.au/).

This course is registered for delivery in Singapore with the Singapore Council for Private EducationCouncil for Private Education (https://www.cpe.gov.sg/) (CPE), and is recognised by the Singapore Association for Counselling (SAC)Singapore Association for Counselling (SAC) (http://www.sac-counsel.org.sg/).

This course has registration in Hong Kong with the Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ)Hong Kong Council for Accreditation of Academic and Vocational Qualifications (HKCAAVQ) (http://www.hkcaavq.edu.hk/).

The course is structured in three parts. Part A. Orientation to counselling, Part B. Advanced foundations for counselling and Part C. Specialist counselling practice. All students complete Part C. Depending upon your prior qualifications you may receive credit for Part A or Part A and Part B.

Part A. Orientation to Counselling (24 points)

These studies will provide an orientation to the field of counselling at advanced undergraduate level. They examine the major lifespan theories and counselling approaches and familiarise you with the professional side of counselling including the many different ways in which counselling is offered. These studies are intended for students whose previous qualification is not in a cognate field.

Part B. Advanced foundations for counselling (24 points)

These studies will extend your foundational knowledge for the field of counselling. They focus on counselling practice in the areas of mental health and working with young people.

Part C. Specialist counselling practice (48 points)

These studies will advance your knowledge and skill development for counselling. They cover major approaches to counselling, provide training in counselling practice and address the ethical and professional issues in undertaking counselling as a profession.

As part of this core study you will complete 300 hours of clinical placements, including a minimum of 200 hours of client contact.

The course comprises 96 points structured into three parts: Part A. Orientation to counselling (24 points), Part B. Advanced foundations for counselling (24 points) and Part C. Specialist counselling practice (48 points).

Students admitted at:

• Entry level 1 complete 96 points, comprising Part A, Part B and Part C
• Entry level 2 complete 72 points, comprising Part B and Part C
• Entry level 3 complete 48 points, comprising Part C.

Note: If you are eligible for credit for prior studies you may elect not to receive the credit and complete one of the higher credit-point options.

Units are 12 credit points unless otherwise stated.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d6003.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

PART A. Orientation to counselling (24 points)

Students complete:

• EDF4530 Lifespan development and counsellor identity
• EDF4531 Professional practice in counselling

PART B. Advanced foundations for counselling (24 points)

Students complete:

• EDF4532 Introduction to mental health issues
• EDF4533 Counselling children and adolescents

PART C. Specialist counselling practice (48 points)

Students complete:

• EDF5530 Counselling skills for individuals, couples and groups
• EDF5531 Cognitive behaviour therapies
• EDF5532 Ethics for counsellors
• EDF5533 Advanced counselling practice
• EDF5534 Supervised professional counselling practice (0 points)

Students may exit this course early and apply to graduate with the following awards, provided they have satisfied the requirements for that award during their enrolment in this master's course:

• Graduate Certificate of Counselling after successful completion of 24 points of study
• Graduate Diploma of Counselling after successful completion of 48 points of study.

This course addresses learning in schools, workplaces and community. It connects research and practice in order to make you a stronger thinker, an engaged practitioner and an advanced specialist in a field of education.

The course addresses the professional learning needs of educators, educational administrators, managers, policy makers and others interested or involved in learning and education or educational work in the wider community, whether based locally or internationally. You will broaden your knowledge of key learning constructs, deepen your professional learning in specialist areas and advance your capacity as a professional inquirer.

A research pathway is available for students who achieve a weighted average mark of at least 65 per cent (high credit) in units of this course. This is not available at the point of entry, but students interested in this pathway should consult the student adviser.

Note: This course does not provide a recognised initial teaching qualification. If you are seeking an initial teaching qualification refer to the information on the Faculty of Education's Master of TeachingMaster of Teaching (http://www.study.monash/courses/find-a-course/2016/teaching-d6001?&domestic=true) course.

Specialisations

Students can complete general education studies or one of the following specialisations:

• Adult learning
• Digital learning
• Early childhood education
• Educational leadership and policy
• Expert teaching practice
• Inclusive and special education.

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://monash.edu/pubs/handbooks/alignmentofoutcomes.html).

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

1. develop knowledge and understanding of educational contexts and their issues, values and practices
2. extend your understanding of key concepts relating to education
3. examine areas of enhanced professional learning and develop a deeper understanding of professional practice
4. develop critical analytical skills in discussing relevant research and academic concepts
5. apply research processes to areas of professional interest and practice
6. synthesise and communicate ideas at an advanced academic level
7. demonstrate advanced capacity as knowledgeable, evidence-informed and reflective practitioners.

Students who have completed previous postgraduate study may be eligible for credit up to a maximum of 50 per cent of the course. Block credit up to a maximum of 24 credit points is available for a bachelor's degree qualification (or equivalent) in a related discipline and a further 24 credit points are available for an honours degree qualification in a related discipline. Students with two or more years of full-time relevant informal learning may be eligible for recognition of prior learningrecognition of prior learning (http://monash.edu.au/education/future-students/apply/credit/).

The inclusive and special education specialisation in this course is endorsed by the Victorian Institute of TeachingVictorian Institute of Teaching (http://www.vit.vic.edu.au/) (VIT).

The course is structured in four parts. Part A. Orientation to education, Part B. Key constructs in education, Part C. Enhanced professional learning and Part D. Professional inquiry. Depending upon prior qualifications, you may receive credit for Part A and some units from other parts.

Note: If you are eligible for credit for prior studies you may elect not to receive the credit and complete one of the higher credit-point options.

Part A. Orientation to education

These studies will introduce you to contemporary issues in the study of education. They are intended for students who come into the course without previous qualifications in education or work experience in education-related fields. You will engage with academic traditions and scholarly practices in the field of education at the postgraduate level, become acquainted with a broad range of debates across education contexts and develop an understanding of the complexities in the field.

Part B. Key constructs in education

These studies present key theoretical frames to understand ideas and research conducted across a broad theme of significance in the study of education. The themes offered include learners and learning, curriculum, pedagogy and assessment, education and work, sustainability and inclusion, from which you will choose one or two. You will engage with research that responds to the themes you choose and, as a result, advance your capacity to apply scholarly concepts in education more broadly.

Part C. Enhanced professional learning

These studies will deepen your knowledge of particular ideas and practices around your specialisation, build your skills and address professional issues. Taken together these develop your expertise in the area of your specialisation to be applied across your learning and work contexts.

Part D. Professional inquiry

The focus of these studies is professional inquiry. You will address the challenges and opportunities of using and evaluating research evidence in professional practice. This could include engagement in practice in a field of professional work relevant to your specialisation. This may include an independent research dimension requiring the knowledge and application of research principles.

The course comprises 96 points structured into four parts: Part A. Orientation to education (24 points), Part B. Key constructs in education (12 or 24 points), Part C. Enhanced professional learning (24 or 36 points) and Part D. Professional inquiry (12 or 24 points).

Students admitted at:

• Entry level 1 complete 96 points (8 units), comprising Part A (2 units), Part B (1 or 2 units), Part C (2 or 3 units) and Part D (1 or 2 units*).
• Entry level 2 complete 72 points (6 units), comprising units from Part B (1 or 2 units), Part C (2 or 3 units) and Part D (1 or 2 units*).
• Entry level 3 complete 48 points (4 units), comprising units from Part B (1 unit), Part C (2 units)and Part D (1 unit*).

* Two units are required in Part D. for students taking the research pathway.

Note: Students eligible for credit for prior studies may elect not to receive the credit and complete one of the higher credit-point options.

Units are 12 credit points unless otherwise stated.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d6002.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Part A. Orientation to education (24 points)

Students complete:

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

Part B. Key constructs in education (12 or 24 points)

Students complete one or two units from the following:

• EDF5620 Leading education and work
• EDF5621 Challenging curriculum, pedagogy and assessment
• EDF5622 Developing learners and learning
• EDF5623 Deepening education and sustainability
• EDF5632 Understanding inclusion in learning communities*

* Students in the Inclusive and special education specialisation must complete this unit in their Part B studies. All other students may select this unit in their Part C studies.

Part C. Enhanced professional learning (24 or 36 points)

Students complete two or three units, from those listed under their specialisation, or as detailed for general education studies:

• Adult learning
• Digital learning
• Early childhood education
• Educational leadership and policy
• Expert teaching practice
• Inclusive and special education

General education studies

Students complete two or three units from those listed under any of the above specialisations.

Part D. Professional inquiry (12 or 24 points)

Students in the inclusive and special education specialisation complete the following 12 point unit with the option to complete the 0 point professional experience unit for eligible students:

• EDF5692 Professional practice in special and inclusive education
• EDF5699 Extended teaching practice (0 points)*

* This unit is only available for students registered to teach in Australia.

Students in all other specialisations complete one or two of the following units or the research pathway below:

• 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

An alternative research pathway is available for students* who achieve a weighted average mark of at least 65 per cent (high credit) in the units of this course. This is not available at the point of entry, however students commencing at Entry level 1 or 2 and interested in this possibility must make space to pursue two units of professional inquiry by restricting the number of units across Part B and Part C accordingly. Students commencing at Entry level 3 who are interested in a research pathway should contact the student adviser to discuss options immediately after completing their first two units (with at least a 65 per cent average).

Students invited into this pathway take the following two units:

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

* Due to professional accreditation requirements, the research pathway is not available to students undertaking the inclusive and special education specialisation.

Students invited to complete the required two research units (24 points) will be eligible to apply for progression to a higher degree by research if they meet the following requirements

Master of Education

Students who have completed the following two units with a minimum mark of 65 per cent (high credit) in each unit are 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 for 24 points towards the following coursework units:

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

Doctor of Philosophy

Students may be eligible for admission to the Doctor of Philosophy (PhD) if they meet Monash University Institute of Graduate ResearchMonash University Institute of Graduate Research (http://www.monash.edu/migr) eligibility requirements of a weighted average mark of 70 per cent (distinction) for all units, and have achieved a minimum mark of 70 per cent (distinction) in each of the following two units:

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

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements indicated for that award during their enrolment in this master's course:

• Graduate Certificate of Education Studies after successful completion of 24 points of study
• Graduate Diploma of Education Studies after successful completion of 48 points of study.

This course is accredited by the Australian Psychology Accreditation CouncilAustralian Psychology Accreditation Council (https://www.psychologycouncil.org.au/) (APAC) as a fifth and sixth year sequence in psychology. It will prepare you to practise as an educational and developmental psychologist in a range of settings including primary and secondary schools, health and welfare services, hospitals, care facilities, clinics and private practice and within business and corporate environments.

The course will develop you as an evidence-based practitioner and an independent specialist professional who has the theoretical, research, assessment and therapeutic skills required in educational and developmental psychology. You will develop an advanced ability to think critically and analytically about the processes involved in educational and developmental psychology and to apply them in clinical practice and in research.

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://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

1. think critically and analytically about the processes involved in educational and developmental psychology
2. administer and interpret a wide range of psychological, educational and developmental tests and assessments
3. plan, implement and evaluate evidence-based interventions with individuals, groups and systemically
4. effectively consult and collaborate across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate
5. behave in ethically appropriate ways in your psychological practice according to the requirements of the profession
6. demonstrate high level skills in mandatory competencies associated with a specialist educational and developmental psychology practitioner
7. reflect on your own personal functioning within a therapeutic relationship
8. demonstrate knowledge of appropriate research methodologies for the study of human behaviour and of psychological practice.

Special requirements

The Psychology Board of Australia requires that any applicant, whether domestic or international, who has completed secondary or tertiary studies in a language other than English must supply an IELTS and gain test results that meet English language requirements for provisional registration as a psychologist before commencing the course.

Clinical placements

This course requires students to undertake off-campus clinical placement activities. Attendance is mandatory for the clinical component of each applicable unit. In the clinical setting students have an opportunity to develop their practice under supervision.

Clinical expenses

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

Mandatory checks and security clearances

Upon commencing the course and before commencing their placement, students must submit proof of provisional registration with the Psychology Board of Australia and a satisfactory Victorian government Working with Children Check.

A minimum six-year sequence of education and training in psychology is required for an individual to become eligible for general registration as a psychologist in Australia. Registration requirements are determined by the Psychology Board of Australia (PsyBA)Psychology Board of Australia (PsyBA) (http://www.psychologyboard.gov.au/) consistent with the National Registration and Accreditation Scheme. You can read more about the pathways to registration on the Australian Psychological Society (APS)Australian Psychological Society (APS) (https://www.psychology.org.au/) website.

This course is accredited by the Australian Psychology Accreditation Council (APAC)Australian Psychology Accreditation Council (APAC) (https://www.psychologycouncil.org.au/) and meets the Australian Health Practitioner Regulation Agency (AHPRA)Australian Health Practitioner Regulation Agency (AHPRA) (https://www.ahpra.gov.au/) requirements for a fifth and sixth year in psychology.

If your application for the course is successful, you must then apply for and obtain provisional registration with the Psychology Board of Australia before commencing your study, and maintain such registration throughout your period of enrolment.

With a further two years of supervised practice in educational and developmental psychology, graduates are currently eligible for endorsement as Educational and Developmental Psychologists with the Psychology Board of Australia. Graduates also qualify for membership of the Australian Psychological Society, and meet most requirements for membership of the College of Educational and Developmental Psychologists of the Australian Psychological Society.

From 30 June 2016, the Psychology Board of Australia requires applicants for general registration who have completed an APAC-accredited master's, doctorate or combined master's/PhD to sit the National Psychology examination.

The course is structured in two parts, Part A. Applied academic studies in psychology and Part B. Clinical placement in psychology.

Part A. Applied academic studies in psychology (72 points)

These studies will advance your knowledge and skill development for psychology practice. Guided by sound ethical principles, and through collaborative participation in coursework lectures and workshops, you will develop both expert knowledge of psychology across the lifespan and your critical thinking skills for professional practice.

You will also undertake research, developing as a scientist-practitioner, as you carry out reviews and scientific investigations relevant to the theory and practice of educational and developmental psychology. This will culminate in a 12,000-16,000 word research thesis, involving an independent empirical investigation of a high scientific standard.

Part B. Clinical placement in psychology (24 points)

These studies are practicum placements across a variety of settings where you have the opportunity to apply theory to practice under the supervision of experienced specialist practitioners. You will complete three supervised placements totalling 1000 recorded hours of practical experience.

The course comprises 96 points of study, structured into two parts, Part A. Applied academic studies in psychology and Part B. Clinical placement in psychology. Attendance is mandatory for the clinical component of each applicable unit.

You must successfully maintain and complete a practice log and e-journal as part of your course requirements. Both must be submitted to be eligible for course completion.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d6007.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are 12 credit points unless otherwise stated.

Part A. Applied academic studies in psychology (72 points)

Students complete:

• EDF5720 Developmental psychology and counselling and research
• EDF5721 Clinical interventions in educational and developmental psychology
• EDF5722 Cognitive, personality and educational assessment
• EDF5723 Exceptionality: Assessment and intervention
• EDF5741 Psychology thesis part 1
• EDF5742 Psychology thesis part 2

Part B. Clinical placement in psychology (24 points)

Students complete:

• EDF5731 Clinical placement in psychology 1 (0 points)
• EDF5732 Clinical placement in psychology 2
• EDF5733 Clinical placement in psychology 3

Doctor of Philosophy

Students may be eligible for admission to the Doctor of Philosophy (PhD) if they meet Monash University Institute of Graduate Research eligibility requirements of a weighted average mark of 70 per cent (distinction) for all units, and have achieved a minimum mark of 70 per cent (distinction) in each of the following two units:

• EDF5741 Psychology thesis part 1
• EDF5742 Psychology thesis part 2

Master of Educational and Developmental Psychology/Doctor of Philosophy

To satisfy entry requirements for doctoral studies (PhD), applicants need to have completed research at either master's or honours level. After successful completion of the first year of the Master of Educational and Developmental Psychology, students may be invited for admission to the combined course 3736 Master of Educational and Developmental Psychology and Doctor of Philosophy. To be eligible students must have achieved (a.) and (b.) as below:

(a.) a minimum overall weighted average mark of 70 per cent (distinction) over the following four units:

• EDF5720 Developmental psychology and counselling and research
• EDF5721 Clinical interventions in educational and developmental psychology
• EDF5722 Cognitive, personality and educational assessment
• EDF5723 Exceptionality: Assessment and intervention

(b.) a weighted average mark of 80 per cent (high distinction) in two units including:

• EDF5720 Developmental psychology and counselling and research

and one of the following units:

• EDF5721 Clinical interventions in educational and developmental psychology
• EDF5722 Cognitive, personality and educational assessment
• EDF5723 Exceptionality: Assessment and intervention

This course is designed for aspiring leaders across a broad range of learning contexts, from schools, to organisations and other workplaces, and to communities more broadly. You will develop the professional knowledge and skills to lead in learning communities, whatever their form. You will enhance your own capacity to learn and adapt to changing circumstances and to innovate your way into the future. In turn, you will lead and inspire others to do the same and as a result contribute to building individuals and communities that are productive and resilient.

Specialisations

• Community learning*
• Curriculum and pedagogy
• Language education*
• Organisational learning**
• Principal preparation

* Not available to students commencing in 2016.

** Only this specialisation is available to students at Singapore.

General leadership studies

This specialisation enables you to tailor your unit choices to suit your own interests or needs while maintaining a strong focus on leadership. You select two specialist units from across the other specialisations. You may for example, choose a blend of organisational learning and science curriculum and pedagogy, or combine community learning and organisational learning. Or you may prefer to combine units from two of the streams in curriculum and pedagogy.

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://monash.edu/pubs/handbooks/alignmentofoutcomes.html).

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

1. examine relationships between leaders and educators and between leadership and learning within organisations
2. evaluate a variety of leadership concepts and various models of leading professional and community learning areas of specialist knowledge
3. articulate theoretical and systematic understanding regarding the conditions that promote leadership in learning contexts, and strategies for leading learning and teaching in these contexts
4. demonstrate advanced skills in specialist knowledge areas
5. demonstrate comprehensive and critical appreciation of historical, contextual and political perspectives that influence the purposes and practices associated with specialist knowledge areas
6. appreciate the breadth and complexity of leadership-related tasks associated with developing learning across local, national and international contexts
7. apply innovative learning and teaching methods and evaluation in formal, informal and non-formal contexts
8. synthesise and communicate ideas at an advanced academic level
9. articulate a philosophy and orientation practice and identify professional learning needs as learning leaders
10. lead, innovate and promote practices which engender change and social transformation around learning.

The course is structured in two parts, Part A. Leadership studies and Part B. Leading specialist practice. All students complete Part A and Part B, but Part B is differentiated by specialisation.

Part A. Leadership studies (24 points)

You will consider the leadership dimensions of your work in leading change among people and within organisations, whatever your context - schools, public or private sector workplaces or communities. Various models of leadership will be considered including emerging views of leadership to address complexity and sustainability. You will gain an appreciation of leadership development, identities, ethics and values, and emotions. The course will culminate in a project focusing on an issue or challenge encountered in the process of leadership.

Part B. Leading specialist practice (24 points)

In these studies you will focus on your chosen specialisation. Regardless of your particular choice, you will develop a sound knowledge base and acquire a thorough understanding of the nature of evidence to inform your leadership choices. You will also develop your understanding of the complex relationships and inter-relationships involved in leading productive and resilient learning communities, whatever their particular form or context.

Requirements

The course comprises 48 points structured into two parts, Part A. Leadership studies (24 points) and Part B. Leading specialist practice (24 points).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d6004.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are 12 credit points unless otherwise stated.

Part A. Leadership studies (24 points)

All students complete:

• EDF5670 Leadership studies
• EDF5671 Leadership challenge project

Part B. Leading specialist practice (24 points)

Students complete general studies by selecting any two units available under any specialisation from those listed below, or two units appropriate to a single specialisation.

Note: Community learning and Language and education are not available to students commencing in 2016. Students at Singapore can only complete the organisational learning specialisation

• Community learning
• Curriculum and pedagogy
• Language education
• Organisational learning
• Principal preparation

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award during their enrolment in this master's course:

• Graduate Certificate of Education Studies after successful completion of 24 points of study.

This course provides advanced counselling knowledge and skills for professionals working in a range of education, community, industrial and service-related settings. It covers major approaches to counselling, provides training in counselling practice and research, and introduces the study of ethical and professional issues in undertaking counselling as a profession.

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://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

1. demonstrate an advanced level of knowledge of evidence-based theories and frameworks related to the major schools of counselling and psychotherapy
2. relate appropriate therapeutic approaches and strategies to the corresponding developmental stages across childhood, adolescence, adulthood and ageing
3. demonstrate capacity in synthesising and communicating ideas at an advanced academic level
4. demonstrate cultural awareness and sensitivity in all aspects of professional counselling
5. develop a deeper understanding of self, personal values and preferred styles of counselling
6. assess clients both formally and informally through individual, family, group and career counselling
7. apply the knowledge and skills developed in counselling practice in a workplace setting
8. recognise the ethical and professional issues in counselling and psychology
9. demonstrate knowledge of appropriate research approaches and apply research and evaluation skills in the contexts of research, report writing, case notes and referrals.

Clinical practice

This course requires students to undertake 504 hours of clinical placements, including a minimum of 192 hours of client contact. Through these mandatory placements, students have an opportunity to apply theory to practice under supervision in clinical settings. For advice on professional experience intervention, support and unsatisfactory progress refer to the Professional experience intervention and support policyProfessional experience intervention and support policy (http://www.monash.edu/education/current-students/policies-and-procedures/professional-experience-intervention-and-support-policy).

Clinical expenses

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

This course will be submitted for accreditation by the Malaysian Board of Counsellors (Lembaga Kaunselor Malaysia).

The course is structured in three parts. Part A. Advanced preparatory units, Part B. Core units and Part C. Application units.

Part A. Advanced preparatory units

These studies will provide an orientation to the field of counselling at advanced undergraduate level. They examine the major lifespan theories and counselling approaches and familiarise students with the professional side of counselling including the many different ways in which counselling is offered.

Part B. Core units

These studies will extend your foundational knowledge for the field of counselling. They focus on counselling practice in the areas of mental health and working with young people.

Part C. Application units

These studies will advance your knowledge and skill development for counselling. They cover major approaches to counselling, provide training in counselling practice and address the ethical and professional issues in undertaking counselling as a profession.

As part of this core study you will complete 504 hours of clinical placements, including a minimum of 192 hours of client contact.

The course comprises 96 points structured into three parts: Part A. Advanced preparatory units (24 points), Part B. Core units (48 points) and Part C. Application units (24 points).

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d6006.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are 6 credit points unless otherwise stated.

Part A. Advanced preparatory units (24 points)

Students complete:

• EDF4536 Counselling practice and theory
• EDF4537 Human growth and lifespan development
• EDF4538 Mental health issues: Grief, trauma and substance abuse
• EDF4539 Counselling in a multicultural context

Part B. Core units (48 points)

Students complete:

• EDF5540 Children and adolescents counselling
• EDF5541 Personnel and career development counselling
• EDF5542 Counselling skills: individuals and couples
• EDF5543 Ethics and professional issues in counselling and psychology
• EDF5544 Group counselling skills and psychotherapy
• EDF5545 Cognitive behaviour therapy
• EDF5546 Advanced personnel and career development counselling
• EDF5547 Counselling research design, statistics and program evaluation

Part C. Application units (24 points)

Students complete:

• EDF5551 Psychological assessment and measurement
• EDF5552 Counselling practicum
• EDF5553 Research project in counselling (12 points)
• EDF5554 Counselling internship (0 points)

This course is accredited by the Australian Psychology Accreditation Council (APAC)Australian Psychology Accreditation Council (APAC) (https://www.psychologycouncil.org.au/) as a generalist fifth year of study and prepares selected psychology graduates in advanced psychotherapeutic skills required for general registration as a psychologist. On completion of the course you will have acquired the necessary skills to prepare for a final year of supervised practice in the field for general registration under the '5+1 internship model' for registration.

The course develops graduates as independent specialist professionals with a professional commitment to applying the theoretical, research, assessment and therapeutic skills involved in psychology. It develops the ability to think critically and analytically about the processes involved in psychology. Guided by sound ethical principles, your competencies develop through your collaborative participation in coursework, workshops and clinical placement activities 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://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

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

Special English requirements

The Psychology Board of Australia (PsyBA)Psychology Board of Australia (PsyBA) (http://www.psychologyboard.gov.au/) requires that any applicant, whether domestic or international, who has completed secondary or tertiary studies in a language other than English must supply an IELTS and gain test results that meet English language requirements for provisional registration as a psychologist before commencing the course.

Clinical placements

This course requires students to undertake off-campus clinical placement activities. Attendance is mandatory for the clinical component of each applicable unit. In the clinical setting students have an opportunity to develop their practice under supervision.

Clinical expenses

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

Mandatory checks and security clearances

Upon commencing the course and before 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.monash.edu/education/current-students/professional-experience/clinical-placements).

A minimum six-year sequence of education and training in psychology is required for an individual to become eligible for general registration as a psychologist in Australia. Registration requirements are determined by the Psychology Board of Australia (PsyBA)Psychology Board of Australia (PsyBA) (http://www.psychologyboard.gov.au/), consistent with the National Registration and Accreditation Scheme. You can read more about the pathways to registration on the Australian Psychological Society (APS)Australian Psychological Society (APS) (https://www.psychology.org.au/) website.

This course is accredited by the Australian Psychology Accreditation Council (APAC)Australian Psychology Accreditation Council (APAC) (https://www.psychologycouncil.org.au/) and meets the Australian Health Practitioner Regulation Agency (AHPRA)Australian Health Practitioner Regulation Agency (AHPRA) (https://www.ahpra.gov.au/) requirements for a generalist fifth year in psychology.

If your application for the course is successful, you must then apply for and obtain provisional registration with the Psychology Board of Australia before commencing your study, and maintain such registration throughout your period of enrolment.

Graduates of the course are eligible to undertake a Psychology Board of Australia approved one-year internship in a setting of their choice.

The Psychology Board of Australia requires applicants for general registration who have completed the 5+1 internship pathway to sit the National Psychology examination.

On successful completion of a Psychology Board of Australia approved one-year internship and successful completion of the National Psychology examination graduates will be eligible for full membership of the Australian Psychological Society.

The course is structured in two parts, Part A. Applied academic studies in psychology and Part B. Clinical placement in psychology.

Part A. Applied academic studies in psychology (48 points)

These studies will advance your knowledge and skill development for psychology practice. Guided by sound ethical principles, and through collaborative participation in coursework lectures and workshops, you develop both expert knowledge of psychology across the lifespan and advance your critical thinking skills for professional practice.

Part B. Clinical placement in psychology (0 points)

These studies involve 300 hours of clinical placements where you have the opportunity to develop your practice under supervision. This experience will occur partly through clinical activities in the Faculty's onsite clinic. Some off-campus clinical placement activities may also be required.

The course comprises 48 points of study, structured into two parts, Part A. Applied academic studies in psychology and Part B. Clinical placement in psychology. The latter includes 300 hours of supervised clinical placement. Attendance is mandatory for the clinical component of each applicable unit.

You must successfully maintain and complete a practice log and e-journal as part of your course requirements. Both must be submitted to be eligible for course completion.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d6008.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Part A. Applied academic studies in psychology (48 points)

Students complete:

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

Part B. Clinical placement in psychology (0 points)

Students complete:

• EDF5517 Clinical placement in psychology (0 points)

Eligible graduates may proceed to further training and study required for professional qualifications in psychology.

This course prepares graduates for careers as educators in the early childhood sector, primary schools or secondary schools, or a combination of these. The course is designed for those with an undergraduate degree in any discipline who want to gain a teaching qualification.

You will build a high level of expertise in one of five specialisations:

• Early years education
• Early years and primary education
• Primary education
• Primary and secondary education
• Secondary education.

The course will prepare you for teaching in an increasingly diverse, complex and changing world. You will engage with contemporary ideas and practices and learn how to foster the learning of children and young people with varied needs. This will enable you to develop your students' creative, intellectual, physical, personal and social capabilities.

While learning to handle the complex nature of teaching, you will develop the specific professional knowledge and teaching skills needed to engage students of various ages and developmental stages with particular school subjects. As a result, you will become a thoughtful, effective and inclusive educator, able to design learning experiences that ensure your future students have the right balance of challenge and support to progress in areas such as the arts and music, English, mathematics, civics and citizenship, physical education, health and wellbeing, science and humanities.

You will build on your practical knowledge of teaching and learning through a minimum of 60 days of professional experience throughout the course in urban, rural, remote or international settings and schools. This includes opportunities to gain first-hand teaching experience in locations such as the China, Cook Islands, Hong Kong, India, Italy, Malaysia, South Africa and Unit Arab Emirates (UAE).

The Master of Teaching prepares professional educators for the global workforce. As a graduate of the course you will have a strong base for decision making about your practice and be in a position to establish yourself as a leader of 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://monash.edu/pubs/handbooks/alignmentofoutcomes.html).

Upon successful completion of this course you will be able to:

1. demonstrate advanced skills, knowledge and capabilities relevant to your specialisation and disciplines
2. understand and engage with education policy, theories, legislation and research, and apply these to your 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 professional values and commitment to education to secure socially just and sustainable futures for learners.

Students who have previously completed postgraduate study may be eligible for credit for prior studiescredit for prior studies (http://monash.edu/education/future-students/apply/credit/).

Mandatory checks and security clearances

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

Students must satisfactorily complete supervised professional experienceprofessional experience (http://www.monash.edu.au/pubs/2016handbooks/postgrad/edu-04.html) 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 (http://monash.edu/education/current-students/policies-and-procedures/professional-experience-intervention-and-support-policy/).

The specialisations in this course are accredited by professional bodies. Refer to the faculty's Professional recognition page in this Handbook for information.

The course is structured in three parts. All students complete Part A. Orientation studies, while Part B. Specialist education studies and Part C. Applied professional practice are differentiated by specialisation.

Part A: Orientation studies

These studies provide an orientation to the field of education. You will consider the nature of learning and the influences upon it, and the nature of teaching and teachers' work within the broader family and community context within which children's and young people's learning takes place. You will also develop your understanding of literacy as the basis of how we learn, both formally and informally, across the age span.

Part B: Specialist education studies

These studies will provide you with advanced knowledge and skills relevant to thoughtful, innovative and evidence-based practice within your chosen specialisation. You will acquire both the broad principles of curriculum, pedagogy and assessment that underpin the teaching and learning of children and young people in varied education settings, and the specific knowledge required to apply these principles in particular school learning areas.

Part C: Applied professional practice

Professional experience placements in educational settings relevant to your teaching specialisation will enable you to connect the theoretical components of your course with practical aspects of teaching and learning under the valuable guidance of practitioners. You will also study the complex and powerful role that teachers have as leaders in classroom, school and community settings, with the power to change, and develop strategies to enable you to take your place as an active contributor to shaping education locally and globally. If you are in a single sector specialisation, you will also have the opportunity to undertake an extended professional project.

Requirements

The course requires the completion of 96 points including Part A. Orientation studies, Part B. Specialist education studies and Part C. Applied professional practice.

All students complete Part A. but Parts B. and C. are differentiated by specialisation. The units required for Part A are detailed below. For the units required for Parts B. and C. in each specialisation, refer to the links under 'Specialisations' below.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d6001.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

You must be available to undertake professional experience on a full-time basis and attend your placement at times determined by the faculty, typically 15 days per semester for the two-year course. The dual specialisation in early years and primary education requires an additional 10 days in one semester.

You must satisfactorily complete the supervised professional experience as indicated for your specialisation in order to graduate with the Master of Teaching. For advice on professional experience intervention, support and unsatisfactory progress refer to the Professional experience intervention and support policyProfessional experience intervention and support policy (http://www.monash.edu/education/current-students/policies-and-procedures/professional-experience-intervention-and-support-policy).

Permission to complete a placement in your place of employment will only be given in exceptional circumstances and if the required level of supervision is available. Where permission is granted, you will not be permitted to undertake more than 50 per cent of the placements in your place of employment.

Units are 6 credit points unless otherwise stated.

Part A. Orientation studies (24 points)

Students complete:

• EDF4120 Learning at the heart of teaching
• EDF4121 Teaching: The power to change
• EDF4122 Teaching partnerships: Working with families and communities
• EDF4123 Literacy across the years

Parts B./C. Specialist studies and professional studies (72 points)

Specialisations

Students complete specialist and professional studies in one of the following specialisations:

• Early years education
• Early years and primary education
• Primary education
• Primary and secondary education
• Secondary education

Master of Education

Students who have achieved a high credit average (65 per cent) in all units in the Master of Teaching and completed EDF5099 (Education research project) with a high credit (65 per cent) will be eligible to apply for admission to 0077 Master of Education, which is a research degree by thesis or 3204 Master of Education, a research degree by thesis and coursework. For the latter course, students may receive up to 24 points of credit towards the coursework requirement.

Doctor of Philosophy

Students who have achieved a distinction average (70 per cent) in all units in the Master of Teaching and completed EDF5099 (Education research project) with a distinction (70 per cent) will be eligible to apply for admission to the Doctor of Philosophy (PhD). Students admitted to the PhD directly from the Master of Teaching who have not completed an honours thesis, will undertake within the first six months of candidature a mandatory 40 hours of research program design to support independent research development.

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

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 postgraduate qualification in TESOL (Teaching English to Speakers of Other Languages). It prepares you as a language teacher, for a wide range of professional contexts in Australia and internationally who is able to operate with confidence in a changing and increasingly 'internationalised' world.

This course helps you understand the connections between theory and practice and the importance of developing strong principles of practice in English language teaching and learning. The research excellence and innovative practice-base of our academics inform their teaching in language learning.

Note: This course does not provide a recognised initial teaching qualification. If you are seeking an initial teaching qualification, refer to the information on the Faculty of Education's Master of TeachingMaster of Teaching (http://www.study.monash/courses/find-a-course/2016/teaching-d6001?domestic=true) 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://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

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

Students who have completed previous postgraduate study may be eligible for credit up to a maximum of 50 per cent of the course. Block credit up to a maximum of 24 credit points is available for a bachelor's degree qualification (or equivalent) in a related discipline and a further 24 credit points are available for an honours degree qualification in a related discipline. Students with two or more years of full-time relevant informal learning may be eligible for recognition of prior learningrecognition of prior learning (http://monash.edu.au/education/future-students/apply/credit/).

The course is structured in four part, Part A. Orientation to education, Part B. Key constructs in education, Part C. Enhanced professional learning and Part D. Professional inquiry. Depending upon prior qualifications, you may receive credit for Part A. and some units from other parts.

Part A. Orientation to education

These studies will introduce you to contemporary issues in the study of education. They are intended for students who come into the course without previous qualifications in education or work experience in education-related fields. You will engage with academic traditions and scholarly practices in the field of education at the postgraduate level, become acquainted with a broad range of debates across education contexts and develop an understanding of the complexities in the field.

Part B. Key constructs in education

These studies present key theoretical frames to understand ideas and research conducted across a broad theme of significance in the study of education. The themes offered include learners and learning, curriculum, pedagogy and assessment, education and work, sustainability and inclusion, from which you will choose one or two. You will engage with research that responds to the themes you choose and as a result, advance your capacity to apply scholarly concepts in education more broadly.

Part C. Enhanced professional learning

These studies will deepen your knowledge of particular ideas and practices in TESOL, build your skills and address professional issues. They include consideration of language culture and curriculum, bilingualism, and the development of pedagogy and monitoring of learning in TESOL. Taken together these develop expertise to be applied across your learning and work contexts.

Part D. Professional inquiry

The focus of these studies is professional inquiry. You will address the challenges and opportunities of using and evaluating research evidence in professional practice. This will include engagement in professional practice to develop and upgrade the practical skills you needed to function as effective teachers of TESOL in a variety of contexts. This may include an independent research dimension requiring the knowledge and application of research principles.

The course comprises 96 points structured into four parts: Part A. Orientation to education (24 points), Part B. Key constructs in education (12 or 24 points), Part C. Enhanced professional learning (24 or 36 points) and Part D. Professional inquiry (12 or 24 points).

Students admitted at:

• Entry level 1 complete 96 points (8 units), comprising Part A (2 units), Part B (1 or 2 units), Part C (2 or 3 units) and Part D (1 or 2 units*).
• Entry level 2 complete 72 points (6 units), comprising units from Part B (1 or 2 units), Part C (2 or 3 units) and Part D (1 or 2 units*).
• Entry level 3 complete 48 points (4 units), comprising units from Part B (1 unit), Part C (2 units)and Part D (1 unit*).

* Two units are required in Part D, for students taking the research pathway.

Note: If you are eligible for credit for prior studies you may elect not to receive the credit and complete one of the higher credit-point options.

The course progression mapcourse progression map (http://www.monash.edu.au/pubs/2016handbooks/maps/map-d6005.pdf) will assist you to plan to meet the course requirements, and guidance on unit enrolment for each semester of study.

Units are 12 credit points unless otherwise stated.

Part A. Orientation to education (24 points)

Students complete:

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

Part B. Key constructs in education (12 or 24 points)

Students complete one or two units from the following:

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

Part C. Enhanced professional learning (24 or 36 points)

Students complete:

• EDF5641 Pedagogy and assessment in TESOL

and one or two units from the following:

• EDF5640 Language, culture and curriculum
• EDF5642 Bilingualism and content-based programs

Part D. Professional inquiry (12 or 24 points)

Students complete (a.) or (b.) below.

(a.) Complete:

• EDF5696 Professional practice for teachers of TESOL

and, if only one unit is completed in Part 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

(b.) An alternative research pathway is available for students who achieve a weighted average mark of at least 65 per cent (high credit) in the units of this course. This is not available at the point of entry, however students commencing at Entry level 1 or 2 and interested in this possibility must make space to pursue two units of professional inquiry by only taking one unit in Part B. Students commencing at Entry level 3 who are interested in a research pathway should contact the student adviser to discuss options immediately after completing their first two units (with at least a 65 per cent average).

Students invited into this pathway take the following two units:

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

Students invited to complete the required two research units (24 points) will be eligible to apply for progression to a higher degree by research if htey meet the following requirements.

Master of Education

Students who have completed the following two units with a minimum mark of 65 per cent (high credit) in each unit 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 for 24 points towards the following coursework requirements:

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

Doctor of Philosophy

Students may be eligible for admission to 0079 Doctor of Philosophy (PhD) if they meet Monash University Institute of Graduate ResearchMonash University Institute of Graduate Research (http://www.monash.edu.au/migr/) eligibility requirements of a minimum weighted average mark of 70 per cent (distinction) for all units, and have achieved a minimum mark of 70 per cent (distinction) in each of the following two units:

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

Students may exit this course early and apply to graduate with the following, provided they have satisfied the requirements for that award during their enrolment in this master's course:

• Graduate Certificate of Education Studies after successful completion of 24 points of study
• Graduate Diploma of Education Studies after successful completion of 48 points of study.

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

Enrolment in a master's degree by research involves the independent investigation of a research problem that has been formulated by the student. It is expected that the research undertaken will make a contribution to the discipline in which the student is enrolled by applying, clarifying, critiquing or interpreting that knowledge. Students are supported by a minimum of two supervisors throughout their enrolment.

The coursework component in this course comprises a research methods unit and an elective unit which consolidates the students' familiarity with research in education and develops 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.

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://monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

Successful completion of the course will signify that the student 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 student's capacity to carry out independent research.

Conditions of enrolment

Students are to refer to the Handbook for Research Master's DegreesHandbook for Research Master's Degrees (http://www.monash.edu/migr/research-degrees/handbook/masters) for all policies and procedures relating to their enrolment.

This course consists of a:

• research and thesis component
• coursework component.

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

(a.) complete two postgraduate-level coursework units chosen in consultation with their supervisor/s

Students are strongly encouraged to complete:

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

Alternatively students can complete:

• at least one appropriate 12-point research unit from the faculty suite of research unitsresearch units (http://www.monash.edu.au/education/current-students/courses/units/research-methods/)
• one other unit related to the field of proposed research from those listed on the faculty's Postgraduate unitsPostgraduate units (http://www.monash.edu.au/education/current-students/courses/units/postgrad-unit-rotations/) webpage

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

(c.) submit for assessment a thesis of 20,000 - 25,000 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.

Students are required to undertake regular progress milestones to support them in conducting research of an appropriate quality, originality and depth as required by their course of study, in accordance with the Graduate Research Progress Management policyGraduate Research Progress Management policy (http://policy.monash.edu/policy-bank/academic/research/mrgs/grad-research-progress-mgmt-policy.html) and supporting procedures.

Research topics are available in most of the faculty's areas of research strength, depending on supervision and resource availability. For more detail refer to the Faculty of Education Research websiteFaculty of Education Research website (http://www.monash.edu.au/education/research/degrees/apply/#step1).

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

Students may exit this course early and apply to graduate with either of 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 Certificate in Educational Research after successful completion of EDF5613 (Research approaches in education) and EDF5614 (Research project in education).

Enrolment in a master's degree by research involves the independent investigation of a research problem that has been formulated by the student. It is expected that the research undertaken will make a contribution to the discipline in which the student is enrolled by applying, clarifying, critiquing or interpreting that knowledge. Students are supported by a minimum of two supervisors throughout their enrolment.

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://monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

Successful completion of the course will signify that the student 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 student's capacity to carry out independent research.

Conditions of enrolment

Students are to refer to the Handbook for Research Master's DegreesHandbook for Research Master's Degrees (http://www.monash.edu/migr/research-degrees/handbook/masters) for all policies and procedures relating to their enrolment.

This course consists of a research and thesis component.

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

(a.) engage in a research induction program in consultation with their supervisor

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

(c.) submit for assessment a thesis of 30,000 - 40,000 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.

Students are required to undertake regular progress milestones to support them in conducting research of an appropriate quality, originality and depth as required by their course of study, in accordance with the Graduate Research Progress Management policyGraduate Research Progress Management policy (http://policy.monash.edu/policy-bank/academic/research/mrgs/grad-research-progress-mgmt-policy.html) and supporting procedures.

Research topics are available in most of the faculty's areas of research strength, depending on supervision and resource availability. For more detail refer to the Faculty of Education Research websiteFaculty of Education Research website (http://www.monash.edu.au/education/research/degrees/apply/#step1).

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

This course combines the coursework and placement requirements of the Australian Psychology Accreditation Council (APAC) accredited Master of Educational and Developmental Psychology course with the thesis requirements of the PhD course, with research undertaken in one of the areas listed below. Enrolment will be probationary with full admission to the course 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 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 develops the ability to think critically and analytically about the processes involved in educational and developmental psychology. Within the context of sound ethical principles, competencies 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 10, the Bologna Cycle 2 and Monash Graduate Attributes (http://monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

1. think critically and analytically about the processes involved in educational and developmental psychology
2. administer and interpret a wide range of psychological, educational and developmental tests and assessments
3. plan, implement and evaluate evidence-based interventions with individuals, groups and systemically
4. effectively consult and collaborate across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate
5. conduct psychological practice ethically according to the requirements of the profession
6. demonstrate high level skills in mandatory competencies associated with a specialist educational and developmental psychology practitioner
7. reflect on their own personal functioning within a therapeutic relationship
8. demonstrate knowledge of appropriate research methodologies for the study of human behaviour and of psychological practice
9. perform appropriately designed research studies of aspects of human behaviour and of psychological practice.

Students who have studied psychology at an equivalent level may be eligible for credit for prior studies.credit for prior studies. (http://monash.edu/education/future-students/apply/credit/)

Clinical placements in psychology

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

Clinical expenses

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

Mandatory checks and security clearances

Upon commencing the course and before 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/).

Australia

Graduates qualify for membership of the Australian Psychological SocietyAustralian Psychological Society (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 course is accredited by the Australian Psychology Accreditation Council (APAC). From 30 June 2016, applicants for general registration who have completed an APAC-accredited master's, doctorate or combined master's/PhD will be required to sit the National Psychology examination.

This course consists of:

a. applied academic studies in psychology

b. clinical placements in psychology

c. a research thesis.

Students enrol for year one in the Master of Educational and Developmental Psychology. This requires completion of the initial 48 points of the combined degree consisting of four advanced coursework units 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 Educational and Developmental Psychology and Doctor of Philosophy. In year two candidates complete the practicum units, further develop and present their research proposal, finalise ethical clearance and progress the research proposal towards 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.

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

Units are 12 credit points unless otherwise stated.

Coursework component

Advanced coursework units

• EDF5720 Developmental psychology and counselling and research
• EDF5721 Clinical interventions in educational and developmental psychology
• EDF5722 Cognitive, personality and educational assessment
• EDF5723 Exceptionality: Assessment and intervention

Practicum units

• EDF5731 Clinical placement in psychology 1 (0 points)
• EDF5732 Clinical placement in psychology 2
• EDF5733 Clinical placement in psychology 3

Research component

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

(1.) carry out a program of research on an agreed topic approved by the faculty for a specified period, including attending and/or presenting at seminars and other related activities as indicated by the relevant department/school.

(2.) submit for assessment a thesis of not more than 80,000 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 workconjointly published or unpublished work (http://www.monash.edu.au/migr/examiners/publication/) may be permitted.

(3.) complete a minimum of 120 hours of additional coursework study and training as directed by their supervisor/s.

In addition to the coursework grades required for admission to the Master of Educational and Developmental Psychology/PhD, students must pass all coursework units, the assessment of which is conducted in accordance with the University's Assessment in Coursework Units PolicyAssessment in Coursework Units Policy (http://policy.monash.edu.au/policy-bank/academic/education/assessment/assessment-in-coursework-units-policy.html) and supporting procedures. If a student fails a coursework component of their degree, they can repeat the relevant unit once in a later semester. Students who fail to pass the repeat attempt of the unit may be subject to a termination process under the Graduate Research Termination ProceduresGraduate Research Termination Procedures (http://policy.monash.edu/policy-bank/academic/research/mrgs/grad-research-termination-procedures.html).

Students are required to undertake regular progress milestones to support them in conducting research of an appropriate quality, originality and depth as required by their course of study, in accordance with the Graduate Research Progress Management policyGraduate Research Progress Management policy (http://policy.monash.edu/policy-bank/academic/research/mrgs/grad-research-progress-mgmt-policy.html) and supporting procedures.

Research areas

A wide variety of thesis topics related to educational and developmental psychology across the lifespan are possible, subject to available supervision. Contact the faculty's Research Degrees OfficeResearch Degrees Office (http://www.monash.edu.au/education/research/degrees/contact/) for further information. Topics include:

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

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

• Master of Educational and Developmental Psychology.

This course combines the coursework and placement requirements of the Australian Psychology Accreditation Council (APAC) accredited Master of Educational and Developmental Psychology course with the thesis requirements of the PhD course, with research undertaken in one of the areas listed below. Enrolment will be probationary with full admission to the course 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 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 develops the ability to think critically and analytically about the processes involved in educational and developmental psychology. Within the context of sound ethical principles, competencies 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 10, the Bologna Cycle 2 and Monash Graduate Attributes (http://monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

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

1. think critically and analytically about the processes involved in educational and developmental psychology
2. administer and interpret a wide range of psychological, educational and developmental tests and assessments
3. plan, implement and evaluate evidence-based interventions with individuals, groups and systemically
4. effectively consult and collaborate across a diverse range of organisational contexts including educational, health and welfare, care facilities, business and corporate
5. conduct psychological practice ethically according to the requirements of the profession
6. demonstrate high level skills in mandatory competencies associated with a specialist educational and developmental psychology practitioner
7. reflect on their own personal functioning within a therapeutic relationship
8. demonstrate knowledge of appropriate research methodologies for the study of human behaviour and of psychological practice
9. perform appropriately designed research studies of aspects of human behaviour and of psychological practice.

Students who have studied psychology at an equivalent level may be eligible for credit for prior studies.credit for prior studies. (http://monash.edu/education/future-students/apply/credit/)

Clinical placements in psychology

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

Clinical expenses

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

Mandatory checks and security clearances

Upon commencing the course and before 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/).

Australia

Graduates qualify for membership of the Australian Psychological SocietyAustralian Psychological Society (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 course is accredited by the Australian Psychology Accreditation Council (APAC). From 30 June 2016, applicants for general registration who have completed an APAC-accredited master's, doctorate or combined master's/PhD will be required to sit the National Psychology examination.

This course consists of:

a. applied academic studies in psychology

b. clinical placements in psychology

c. a research thesis.

Students enrol for year one in the Master of Educational and Developmental Psychology. This requires completion of the initial 48 points of the combined degree consisting of four advanced coursework units 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 Educational and Developmental Psychology and Doctor of Philosophy. In year two candidates complete the practicum units, further develop and present their research proposal, finalise ethical clearance and progress the research proposal towards 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.

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

Units are 12 credit points unless otherwise stated.

Coursework component

Advanced coursework units

• EDF5720 Developmental psychology and counselling and research
• EDF5721 Clinical interventions in educational and developmental psychology
• EDF5722 Cognitive, personality and educational assessment
• EDF5723 Exceptionality: Assessment and intervention

Practicum units

• EDF5731 Clinical placement in psychology 1 (0 points)
• EDF5732 Clinical placement in psychology 2
• EDF5733 Clinical placement in psychology 3

Research component

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

(1.) carry out a program of research on an agreed topic approved by the faculty for a specified period, including attending and/or presenting at seminars and other related activities as indicated by the relevant department/school.

(2.) submit for assessment a thesis of not more than 80,000 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 workconjointly published or unpublished work (http://www.monash.edu.au/migr/examiners/publication/) may be permitted.

(3.) complete a minimum of 120 hours of additional coursework study and training as directed by their supervisor/s.

In addition to the coursework grades required for admission to the Master of Educational and Developmental Psychology/PhD, students must pass all coursework units, the assessment of which is conducted in accordance with the University's Assessment in Coursework Units PolicyAssessment in Coursework Units Policy (http://policy.monash.edu.au/policy-bank/academic/education/assessment/assessment-in-coursework-units-policy.html) and supporting procedures. If a student fails a coursework component of their degree, they can repeat the relevant unit once in a later semester. Students who fail to pass the repeat attempt of the unit may be subject to a termination process under the Graduate Research Termination ProceduresGraduate Research Termination Procedures (http://policy.monash.edu/policy-bank/academic/research/mrgs/grad-research-termination-procedures.html).

Students are required to undertake regular progress milestones to support them in conducting research of an appropriate quality, originality and depth as required by their course of study, in accordance with the Graduate Research Progress Management policyGraduate Research Progress Management policy (http://policy.monash.edu/policy-bank/academic/research/mrgs/grad-research-progress-mgmt-policy.html) and supporting procedures.

Research areas

A wide variety of thesis topics related to educational and developmental psychology across the lifespan are possible, subject to available supervision. Contact the faculty's Research Degrees OfficeResearch Degrees Office (http://www.monash.edu.au/education/research/degrees/contact/) for further information. Topics include:

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

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

• Master of Educational and Developmental Psychology.

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

Students are also required to complete compulsory training activities as part of the Monash doctoral programMonash doctoral program (http://www.monash.edu/migr/future-students/phd). These discipline-specific and professional development activities are designed to impart skills and knowledge that will assist students to conduct their research.

These course outcomes are aligned with the Australian Qualifications Framework level 9, the Bologna Cycle 3 and Monash Graduate AttributesAustralian Qualifications Framework level 10, the Bologna Cycle 3 and Monash Graduate Attributes (http://monash.edu.au/pubs/handbooks/alignmentofoutcomes.html).

Successful completion of the course signifies that the student has completed a course of postgraduate training in research under appropriate academic supervision and has submitted a thesis that the examiners have declared to be a significant contribution to knowledge and which demonstrates the student's capacity to carry out independent original research.

Conditions of enrolment

Students are to refer to the Handbook for Doctoral DegreesHandbook for Doctoral Degrees (http://www.monash.edu/migr/faqs-and-resources/content) for all policies and procedures relating to their enrolment.

This course consists of:

• a research and thesis component
• a professional development training program.

Areas of research

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

• curriculum and pedagogy
• early childhood education
• educational psychology and inclusive education
• mathematics, science and technology
• teacher education, language, arts and professional learning
• work, learning and leadership.

For further information on research topics refer to How to apply for a research degreeHow to apply for a research degree (http://www.monash.edu.au/education/research/degrees/apply/).

Students must, in consultation with and under the direct supervision of academic staff:

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

(2.) submit for assessment a thesis of not more than 80,000 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 workconjointly published or unpublished work (http://www.monash.edu.au/migr/examiners/publication/) may be permitted.

(3.) satisfactorily complete a program of professional development training as outlined under 'PhD programs' below.

Students are required to undertake regular progress milestones to support them in conducting research of an appropriate quality, originality and depth as required by their course of study, in accordance with the Graduate Research Progress Management policyGraduate Research Progress Management policy (http://policy.monash.edu/policy-bank/academic/research/mrgs/grad-research-progress-mgmt-policy.html) and supporting procedures.

PhD programs

• Education PhD program