What will I study?
Through this course, you will develop specialised knowledge and skills in educational theories, policies and approaches at the graduate level. You will connect with the latest developments and research in the field, and gain the expertise to move beyond the classroom to explore system-level issues and challenges.
Course code: MC-ED
Full program – 200 points of coursework, comprising:
- Year 1: 4 x core subjects and 4 x electives
- Year 2: 4 x core specialisation subjects, 2 x core subjects and 2 x electives
Fast-tracked – 100 points of coursework with advanced standing, comprising:
- Year 2: 4 x core specialisation subjects, 2 x core subjects and 2 x electives.
To specialise in a particular area, you must successfully complete each of the four specialisation core subjects. Students in the full program may complete more than one specialisation.
If you wish to complete a general Master of Education without a specialisation, you may choose subjects from across the range of elective and specialisation subjects.
For detailed course and subject information, see the University Handbook: Master of Education.
The Master of Education may be undertaken through either:
- Full-time study, comprising four semesters over two years, or
- Part-time study, comprising up to eight semesters over four years
- On campus (evenings and weekends)
- Semester 1, Semester 2
Explore this course
Explore the subjects you could choose as part of this degree.
- The Student as Learner12.5
The Student as Learner
This subject focuses on the theoretical frameworks and evidence bases that educators use in understanding the development of their students and in planning suitable instructional sequences that are responsive to the inherent variability of learners. It covers foundational concepts related to learning environments, learning processes and child and adolescent development. It also provides opportunities to explore and discuss implications for teaching that are related to the consideration of learners’ profiles of capabilities and how teachers facilitate the quality, depth and active nature of their learning.
- Understanding Education in Context12.5
Understanding Education in Context
This subject examines education policy and practice in social and historical context. The subject will provide students with an opportunity to examine key national and international debates in education policy and practice in relation to shifting social, political, economic and political relations. Through this subject students will analyse current education reforms, and the debates that surround them, through careful examination of the relevant research literature. Students will develop key professional skills in policy critical analysis. Through studying different case studies of debates and reform students will consider the variety of issues that underpin education practice, research and policies. This will include engaging with key debates surrounding education and equity, global competitiveness, indigenous rights, sexuality, gender, notions of deficit, and disability and ability.
- Resilience and Relationships12.5
Resilience and Relationships
The subject will support participants to develop further skills in promoting student wellbeing and creating supportive and safe learning environments at a classroom and whole school level. Current research will be used to understand what teachers can do to support the social and emotional learning of their students, and how to implement school-wide approaches that foster student resilience and respectful relationships across all partners in the education process.
- Local Literacies in Global Contexts12.5
Local Literacies in Global Contexts
This subject will introduce students to the ways in which literacy supports and empowers learning and social change in global contexts, and will explore the impact of literacy practices on learning in real world and virtual communities. Students will be introduced to key theories and approaches to 21 st century literacies and have the opportunity to draw on these to explore their own understanding of literacy and the impact of their personal literacies on their learning experiences. This subject will introduce students to the role of oral language in learning in different cultural traditions and understandings of education, and support them to build on these understandings in practice. Approaches to literacy which support diversity, inclusion and acknowledgement of place will be explored, and the application of these approaches to early childhood contexts, schools, workplaces and social settings will be investigated.
- Education Capstone Research Project12.5
Education Capstone Research Project
In this subject, students will undertake a research focused project. The capstone project will culminate with students synthesising the findings of their research in the form of a research project report. Throughout this subject, participants will be supported to consider how research can inform and improve educational practice.
- Research Methods in Education12.5
Research Methods in Education
In this subject, students will develop an understanding of research in education, as part of their capstone experience. This subject aims to build the methodological literacy of students and advance their skills to understand and critically analyse complex educational problems. Students will undertake coursework focusing on: what constitutes research in education; common methodologies and methods in education research; the management and analysis of data; and the fundamentals of critical thinking and writing. Students will develop insight into common approaches to research in education and will consider how principles of research can inform professional practice. They will develop the skills to interpret educational research propositions and findings from educational research. This subject provides students with an understanding of research principles and methods applicable to a range of educational contexts and practices.
- Knowledge and Learning in Professions12.5
Knowledge and Learning in Professions
This subject provides insights into professional knowledge, learning and expertise that will enhance students’ development in their chosen professions. The subject explores meta-frameworks for learning in all professions by distinguishing between different forms of knowledge, the relationships these have to practice across a broad array of fields, and the implications this has for learning. The focus is on the structures of knowledge and the way knowledge is produced in professions generally, rather than the content of knowledge in specific professions. It asks students to consider whether learning in academic disciplines and professions is the same, or whether differences in the structures of knowledge and the nature of practice require different approaches to learning. It distinguishes between professions that have emerged in the last fifty years and those that have an older lineage and queries whether they are different, and if so, how they are different. The subject considers debates about the relationship between theory and practice in the development of expertise in work by comparing and contrasting those that emphasise process and experiential accounts of learning with those that emphasise the intrinsic role knowledge plays in the development of expertise. The implications for debates about professional education are considered and students are asked to contemplate the significance of these debates for their own future career development.
- Youth and Popular Culture12.5
Youth and Popular Culture
This subject explores how children and young people construct and reconstruct their sense of selves against the backdrop of pervasive contemporary popular cultures. It examines contrasting approaches to identity (e.g. developmental, sociological, feminist, post-structuralist) and contemporary debates about the place of popular culture and the media and entertainment industries in children and young people's lives.
The subject analyses the ways in which children and young people appropriate and colonise symbols, meanings, images and styles from different popular cultural media. Popular cultures provide resources for identity construction, for meaning-making and for political uses. The subject explores the ways in which popular cultures draw on global images in local settings.
An indicative list of topics in this subject is: the uses of cultural commodities in children and young people's construction of gendered, classed and racialised identity/ies; childhoods, global capital and multinational companies; the role of the Internet; children and young people as cultural consumers and as cultural producers.
- Sport, Leadership and the Community12.5
Sport, Leadership and the Community
This subject aims to engage students in the process of designing a proposal to lead change in a ‘real world’ problem. It looks at the role sport plays within society as an agency for change at the grassroots level. Students will have an opportunity to visit a range of sporting facilities and see first-hand how community programs are adapting to change and meeting the needs of an increasingly diverse population. They will hear from a range of speakers who are experts in their respective fields, discussing the wider role of sport as a tool for change. The subject will explore sport in community settings and examine the educative role it plays dealing with issues such as disability, homophobia and social inequity. Students will investigate what community sport facilities and programs are currently doing to address these issues, and the leadership roles they have taken on in these areas.
Students will have the opportunity to give back to their local community by working creatively with their own sporting club or community group on a negotiated project, taking on a leadership role. Through a staged process starting with the development of an Action Plan, students will explore a problem and consider a range of solutions culminating in a recommendation for action and the publication of a Press Release.
Areas covered include leadership, community development, teamwork, the design process and reflective practice. Processes include planning, reflective writing, teamwork and personal development.
- Ethics, gender and the family12.5
Ethics, gender and the family
The family continues to be regarded as a private institution that should be immune to public scrutiny, despite the increasing intervention in the family by public institutions - notably, the law, education, medicine and social services. Towards the end of the 20th century, feminist thinkers challenged the view that the family is a private domain and there is now a growing tradition of using alternative perspectives, such as gender studies and childhood studies to examine the family as a site of contestation over members’ rights and responsibilities.
An indicative list of topics in this subject is as follows: the public/private divide; feminist perspectives on families; men’s contemporary roles and power in families in diverse cultural contexts; the roles and power in families of the ‘helping professions’; globalization, family diversity and the normalization of family life; the state regulation of families; the compatibility of parents’ and children’s rights.
- Personal and Interpersonal Leadership12.5
Personal and Interpersonal Leadership
This subject addresses development and understanding of self and others, interpersonal relationships, management of organisation and individual stress, assertive and non-assertive behaviour, conflict management, and negotiation skills from a leadership perspective. The course is based on the assumption that leadership is distributed so that everyone is a leader.
- Leading a Learning Community12.5
Leading a Learning Community
This subject examines the leadership necessary for developing a learning community. Concepts such as learning organisation, learning community, professional learning community and communities of practice will be defined and explored. Students will be expected to understand, apply and critically evaluate the concept of a learning community within their own context. Students will explore processes for building personal, professional and organisational capacity to establish, enhance or maintain a learning community. Students will also understand and develop appropriate leadership skills to support the notion of learning communities.
- Curriculum Leadership and Management12.5
Curriculum Leadership and Management
The subject focuses on the leadership and management issues focused on improving teaching and learning in schools. It provides a definition of curriculum leadership, explores contemporary ideas of teaching and learning, explores the key leadership role of capacity building, and considers the contexts in which schools exist and how these impact on schools.
- Learners and Learning Difficulties12.5
Learners and Learning Difficulties
In this subject we examine the variability of human development and learning through theoretical perspectives and research evidence. We will explore the cultural, social, cognitive and emotional processes that support learning and factors that are associated with learning and learning difficulties. We will examine the implications for teaching learners experiencing learning difficulties.
- Promoting Positive Learning12.5
Promoting Positive Learning
This subject explores strategies for promoting positive learning for students, particularly those with disability, enrolled in early intervention and school settings. Structured online learning experiences, along with face-to-face sessions, focus on research-validated approaches for effective teaching and learning. Whole school curriculum approaches will be examined, alongside targeted interventions for students requiring intensive support for their learning.
Engagement in all face-to-face lectures is required.
- Promoting Positive Behaviour12.5
Promoting Positive Behaviour
This subject explores strategies for promoting positive behaviour for students, particularly those with disability, enrolled in early intervention and school settings. Structured online learning experiences, along with face-to-face sessions, focus on research-validated approaches for effective behaviour management. Whole school approaches will be examined, alongside targeted interventions for students requiring intensive interventions.
Engagement in all face-to-face lectures and online modules is required.
- Linking School and Community12.5
Linking School and Community
This subject explores theories and models of school community partnerships in relationship to student wellbeing. In this subject students will examine how to improve parental engagement and working cross-sectorally with community agencies and organisations. A visit to a community based organisation will be required.
- Curriculum Design and Evaluation12.5
Curriculum Design and Evaluation
This subject develops understandings of the intentions and principles of curriculum and investigates specifics of curriculum design and implementation to improve and refine curriculum. The subject will focus on curriculum design and evaluation principles, as well as providing the tools for students to analyse and critique curriculum principles, policies and practices. This subject also creates opportunities for students to focus on a negotiated area of curriculum. For example: curriculum structures; new learning theories about ways of knowing and implications for curriculum; transition stages within schooling; innovative learning technologies; gender; indigenous studies; multiculturalism and Australia's role in a global environment; sustainability and environmental issues and/or another curriculum dimension that is of concern to the student within their own context. Students will explore their negotiated focus through presentation and assignment work.
- Relationship Skills for Educators 212.5
Relationship Skills for Educators 2
This subject engages students in a critical reflection on the promotion of student wellbeing in educational settings and the role of teachers and school staff in that process. The focus is on the application of advanced communication skills as part of a psycho-educational model of helping with a particular emphasis on goal-setting, strategy development and implementation in a range of educational contexts. The use of cognitive behavioural and solution focused approaches in educational settings are also explored.
- Critical Thinking and Curriculum12.5
Critical Thinking and Curriculum
This subject examines the role of thinking in teaching and learning. The aim is for students to gain both a theoretical understanding of the methods and strategies, as well as the practical ability to apply them. The subject aims to examine how thinking in schools articulates with the general capabilities in the curriculum, as well as asking how such capabilities affect educational equity and social justice. The background of a variety of educational approaches will be explored to clarify what teaching and learning thinking might mean. The approaches examined will be applicable across the disciplines and in different educational contexts. Beginning with the view that we teach thinking by teaching the skills and tools from various thinking skills programs the exploration moves on to more sophisticated and complex theories and approaches. Students will have the opportunity to participate in lessons based on these approaches and to apply them to individual educational contexts and interests. Students will leave with a deeper understanding of thinking, teaching and the education of thinking.
- Literacy Practices and Diverse Learners12.5
Literacy Practices and Diverse Learners
This subject focuses on the importance of planning effective literacy approaches and strategies to meet the needs of diverse learners. It will highlight how teachers cater for diversity through drawing on clinical approaches to meeting the literacy learning needs of diverse learners. Informing this subject will be an examination of the interface between literacy and social context, taking into account considerations of gender, EAL/D, socio-economic status, Indigenous status. Attention will be given to interventionist approaches that address the needs of exceptional learners. Turn around pedagogies and the need to counter deficit discourses in relation to diverse learners will be addressed in this subject.
- Foundations of Evaluation12.5
Foundations of Evaluation
This subject provides students with an introduction to evaluation fundamentals, including: the nature and purposes of evaluation, the logic of evaluation, types of evaluations, values, and professional standards.
- Evaluation in Education12.5
Evaluation in Education
This subject will introduce students entering, or already in, the education sector to the many ways that evaluation is used in education. The subject will begin with an introduction to the origins and the political and social contexts of evaluation as well as the nature and logic of evaluation. Subsequent weeks will focus on the applied fields of evaluation set in the context of education. There are six applied fields of evaluation that will be covered: 1) performance evaluation (student assessment; teacher reflective practice); 2) product evaluation (curriculum effectiveness); 3) program evaluation (school accreditation; organisational/systems-level evaluation); 4) personnel evaluation (teacher performance appraisal; principal performance appraisal); 5) policy evaluation (policy to practice and practice to policy studies); 6) proposal evaluation (assessing grant-making applications for funding). The subject will culminate with a look at meta-evaluation (evaluating evaluations).
- International Issues in Arts Education12.5
International Issues in Arts Education
International Issues in Arts Education is an online community based subject that provides an introduction and foundation to current issues in arts education. As a researcher, and collaborative and multidisciplinary educator, you will explore and examine contemporary issues that are explored to inform and develop a foundation for research in arts practice, learning and perception. The subject provides flexibility for students to investigate more deeply their areas of interest, including issues pertaining to art forms and disciplinary based learning. This online community is positioned in the arts pathway to allow flexibility to pursue your areas of professional interest and self-direct creative independent research.
- Marketing and Innovation in Education12.5
Marketing and Innovation in Education
This subject examines how leaders in education are required take a broader view of their constituents to include not only students, teachers, parents, but also members of the educational community and other groups, agencies and organisations who may also have in interest in education or particular educational institutions. Educational leaders are required to respond to the changing needs and contexts by being strategic, innovative and providing appropriate programs through relevant and productive partnerships. The subject offers various lenses that leaders can use in order to respond effectively to context and people, and provide the appropriate curriculum and additional offerings necessary to achieve appropriate student outcomes. Types of innovation such as incremental and disruptive innovation are explored in meeting the needs of educators and their communities.
- Multilingual Practices in Global Times12.5
Multilingual Practices in Global Times
The subject examines the international debate on the nature and role of English in the world over the past 25 years. Issues of naming and variety are considered and the politics and economics of the spread of English is examined, as well as charges of linguistic imperialism, hegemony, and its impact on languages education more broadly including the teaching of other languages. Students need to demonstrate understanding of the issues presented and be able to assess a given context of English teaching with respect to the issues and propose ethical, linguistically and interculturally sound procedures for policy development and teaching practices.
- Arts Education(TBC)
- Assessment and Pedagogy(TBC)
Assessment and Pedagogy
- Equity, Diversity and Social Change(TBC)
Equity, Diversity and Social Change
- Leadership and Management(TBC)
Leadership and Management
- Literacy Education(TBC)
- Mathematics Education(TBC)
- Literacy Education(TBC)
- Mathematics Education(TBC)
- Science Education(TBC)