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Further develop your teaching skills and explore new teaching frameworks and methodologies.FIND OUT MORE
- Applications close 11 December 2017
Your dedicated Student Support team is available 9am to 5pm Monday to Friday AEDT to answer your enquiries, phone: +61 3 8344 0149.ENQUIRE NOW
|Full-time duration||Part-time duration||Core subjects||Elective Subjects||Capstone subjects*||Next term starts||Total course fee|
|1 year||2 years||4||2||1 or 2||29 Jan 2018||A$23,904|
* Capstone subjects vary, and may involve work placements, project-based learning, a research project, or a coursework subject outlining business best practice. Students can choose between one 25 point capstone subject or two 12.5 capstone subjects.
Certified and accredited by the International Baccalaureate Organisation®, the Master of Education (International Baccalaureate) Diploma Programme provides qualified secondary teachers with the theoretical and practical skills related to the IB Diploma Programme and IB education more broadly.
Offered by Australia’s leading university for education*, this course allows students to continue teaching while studying at a time and place that suits them.
If you want to further develop your teaching skills, explore new teaching frameworks and methodologies and graduate with an internationally recognised qualification that could take you abroad, this course is for you.
* QS World University Rankings by Subject
This course is designed to produce teachers with expertise and specialist knowledge in the International Baccalaureate Diploma Programme. Students will also gain high quality professional development that encourages critical thinking and self-reflection.
Graduates of this course are eligible to register for the IB Certificate in teaching and learning through the International Baccalaureate Organisation® which will give educators interested in teaching at IB World Schools a competitive advantage.
Who the course is for
This course is for practicing teachers who are passionate about education and interested in the IB philosophy. It is for teachers in the early stages of their career who want to expand their career opportunities or teachers who have taught for many years who are looking to up-skill and improve their teaching quality.
The IB is growing in popularity. Between February 2011 and February 2016, the number of IB programmes offered worldwide grew by 46.40%*. Consequently, demand for secondary school teachers who have this qualification in English is anticipated to climb steadily in places like India, China, Hong Kong, Malaysia, the United Arab Emirates, Qatar, Ecuador, Japan, UK and the US.
Graduates of this course will be well placed to take up new career opportunities locally and globally.
*International Baccalaureate Organisation, 2016
What you will learn
- Theories and concepts of the IB philosophy
Theories and concepts of the IB philosophy
You will develop a deep understanding of the philosophy of the IB, international education, values education, and the centrality of the Learner Profile, as well as exploring theoretical implications of international mindedness in the Diploma Programme.
- Tools and strategies for assessing student learning
Tools and strategies for assessing student learning
You will learn the tools and strategies for assessing student learning and the extent to which these encourage critical thinking and meet the diverse needs of students.
- The ability to design and critique curriculum
The ability to design and critique curriculum
You’ll obtain the skills to design and critique curriculum that incorporates DP standards and practices and addresses the objectives of subject specific and core element related learning.
Who you will learn from
Your online learning experience is enriched by interaction with lecturers and your fellow classmates. You can expect input and feedback from your lecturers and tutors as well as regular real-time sessions where you speak with the instructor and fellow students.
Find out more about the University of Melbourne online learning experience.
Contact student support
Talk with a dedicated online Student Support Consultant via the chat function at the bottom right of this page, via phone or by filling out the enquiry form to understand more about this program, including:
- Entry requirements
- Time commitment for subjects
- Fees and payment options.
Phone: + 61 3 8344 0149
Opening hours: Weekdays: 9am - 5pm AEST
To gain the Master of Education (International Baccalaureate) Diploma Programme you must complete 100 points comprised of:
- Four core subjects
- One 25 point capstone subject or two 12.5 capstone subjects, and
- Two elective subjects.
|Introduction to the IB Diploma Programme||12.5|
Introduction to the IB Diploma Programme
This subject introduces participants to the International Baccalaureate Diploma Programme (DP), as a philosophy and framework for learning and teaching. It examines the essential elements of the DP model including the IB mission statement. Participants will focus on developing understandings of international education, values education, and the centrality of the Learner Profile to an IB education as well as exploring theoretical implications of international mindedness in the Diploma Programme.
Detailed Information EDUC90333
|Curriculum Frameworks in the IB Diploma||12.5|
Curriculum Frameworks in the IB Diploma
This subject investigates the role and structure of the DP curriculum framework. Key issues explored will include challenges for learning and teaching in relation to: breadth/depth/specialisation; higher order thinking; subject integrity/transdisciplinarity; individual/community/ social/global consciousness; and assessment. Participants will explore individual components of the IB framework including CAS, EE and TOK. There will be a strong theoretical and critical evaluation on the development and implementation of curriculum that is intended to support both the acquisition of essential knowledge and skills, and the search for meaning.
Detailed Information EDUC90332
|Assessment & Reporting in the IB Diploma||12.5|
Assessment & Reporting in the IB Diploma
This subject investigates the integral role of assessment and reporting for learning and teaching. Participants will develop theoretical and practical understanding of the principles of assessment, focussing on assessment as a tool to promote student achievement and experiential learning, and methods of evaluation that contribute to the ongoing effectiveness of the curriculum and support different learning needs. Topics include norm and criterion-based assessment and referencing, internal and external components of the IB Diploma Programme, the use of formative and summative assessment and reporting strategies, and the use of guiding and essential questions. The role of teacher self-evaluation and the school self-study in relation to the Learner Profile and the Diploma Programme will be addressed.
Detailed Information EDUC90331
|IB Diploma Subject Specific Content||12.5|
IB Diploma Subject Specific Content
Participants will explore principles of instructional design and the role of collaborative working practice for learning and teaching that incorporate DP standards and practices and address the expectations and requirements of specific subject areas.
Teaching strategies and learning activities for enabling subject objectives to be realised and for developing interdisciplinary links and reflecting the learner profile will be investigated including the evaluation and selection of appropriate teaching and learning materials
Issues and approaches for differentiating learning and teaching and responding to diverse learning characteristics will be addressed.
Detailed Information EDUC90330
|Negotiated Project (International)||25|
Negotiated Project (International)
This subject comprises the [AQF] Capstone experience for this course and is only available for students with a grade point average of H2A or above. Students will undertake an individually negotiated investigative study or project on issues that apply to the area of international education such as understanding learners, curriculum development and pedagogy, assessment, teacher collegiality and leadership, or international mindedness. Students must submit a proposal for consideration at the start of the semester and refine this as part of the project. Once the supervisor has accepted the proposal, the student should carry out the investigation or inquiry. During the investigation the student should have regular contact with the supervisor to report progress and receive academic advice. The project report should give clear evidence of research skills and critical judgement, and demonstrate the ability to present the outcomes in a disciplined way that conforms to normal scholarly conventions.
Detailed Information EDUC90490
|International Baccalaureate Capstone (not offered in 2017)||12.5|
International Baccalaureate Capstone (not offered in 2017)
This subject comprises the compulsory [AQF] Capstone experience for this course. Drawing on theory, knowledge and skills developed throughout the Master of Education(IBDP), students will complete a research project in which the student undertakes a theoretical study (for example, a substantial critical review of a particular body of literature), a research or workplace project, or an approved relevant educational experience. The Capstone project will culminate with students synthesizing the findings of their work in a written form such as a journal article or report.
Detailed Information EDUC90871
|Researching Education Practice (SEC)||12.5|
Researching Education Practice (SEC)
An introduction to the different approaches to teacher led research and the important role of research in enabling educators to transform educational practices. Topics to be examined include: undertaking ethical teacher research; accessing, gathering and critically analysing evidence from primary and secondary sources; writing up research, and; translating research into practice. Together these topic areas will provide you with the confidence, knowledge and skills to plan and carry out your own small-scale investigations for your Capstone project and future professional work. The subject will also introduce the research topics that you can choose from for your capstone research project.
Detailed Information EDUC90758
|Applied Research Methodology||12.5|
Applied Research Methodology
This subject is designed to provide students with an overview of the methodologies for conducting research in evaluation. In particular, the subject provides students with an introduction to the philosophical backgrounds and influences on social research, epistemological and ontological considerations, and the basic foundations of research design, logic of inquiry, and ethics of social research. Students will work on developing research questions and operationalise them to enable data gathering, analysis and interpretation as well as evaluate existing social research.
Detailed Information EDUC90848
|Clinical Teaching and Learning||12.5|
Clinical Teaching and Learning
An introduction to clinical practice in schools as a paradigm for learning and teaching. Explore the importance of data, theory and research in informing interventionist teacher practice. This will enhance your capacity to utilise individual student data in determining the student’s zone of proximal development in order to establish the starting point for teaching.
Detailed Information EDUC90828
|Current Evaluation and Research Topics||12.5|
Current Evaluation and Research Topics
In this subject, students will focus on developing the skills and knowledge needed to effectively evaluate emerging topics, issues, and approaches throughout their evaluation careers. To this end, we will explore and evaluate a series of topics that have recently emerged in research and evaluation, and/or recent developments in existing approaches, practices, and methods. The first 4 weeks of the subject will be led by the instructor, other experts, and current Masters by Research and PhD students presenting on key topics. The final 4 weeks will be focused on student research projects, either in teams or as indivduals, to evaluate, and report on current topics of their choice.
In addition to content knowledge in the topic areas, students will gain experience conducting peer marking; reviewing, evaluating, and synthesizing literature; and using technology to disseminate information. Students who choose to do so will have the opportunity to gain experience working in teams.
Detailed Information EDUC90799
|Developing Evaluation Capacity||12.5|
Developing Evaluation Capacity
This subject is based on a growing trend of sectors and organisations asking evaluators to build and develop their capacity in evaluation thinking and practice. This subject will explore the fundamentals of evaluation capacity building, the concept of developing evaluation capacity with individuals, teams and organisations and how to apply these concepts in practice.
Detailed Information EDUC90719
|Debates in Evaluation||12.5|
Debates in Evaluation
This subject examines the origins and evolution of evaluation theories, models and approaches. Topics covered include: the nature and role of evaluation theory; pioneering figures and major debates in evaluation’s short but rich history; approaches to classifying evaluation theories; and, the relationship between evaluation theory and contemporary practice.
Detailed Information EDU90715
|Education Capstone Project (Clinical)||12.5|
Education Capstone Project (Clinical)
In this subject, students will undertake a research project based on a limited number of topics focusing on clinical teacher practice. Projects will involve either a literature review, or the analysis of existing secondary data. The focus of all topics will be on the use of research to inform and improve student learning. Throughout the semester students will receive ongoing supervision from a member of academic staff through online workshops. The capstone project will culminate with students synthesizing the findings of their research in a report.
Detailed Information EDUC90927
|Evaluation and Value for Money||12.5|
Evaluation and Value for Money
Analysing and comparing costs with results involves a particular set of thinking and tasks – including economic methods of evaluation as well as wider considerations. In this subject, students will focus on developing the basic skills and knowledge needed to engage with evaluation in this area appropriately and effectively in their own practice.
Detailed Information EDU90851
|Evaluation in Education||12.5|
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).
Detailed Information EDUC90933
The major focus of this course is the exploration of research evidence that informs and supports the implementation of Clinical Teaching in classroom contexts. You will use the clinical judgement decision-making model to examine the current evidence base about what works best, what criteria can be developed to make decisions about student success, and how to select, implement, review and communicate research-supported teaching strategies that address identified student needs.
Detailed Information EDUC90862
This subject analyses design options for establishing the impact of social interventions. Topics include: causation; dealing with issues of attribution; conceptual and technical considerations associated with experimental and quasi-experimental design; and alternative strategies for causal analysis.
Detailed Information EDU90849
|Implementing Clinical Teaching||12.5|
Implementing Clinical Teaching
Learn how to use clinical models to target teaching for students’ needs while exploring examples of clinical praxis and case studies of student learning. Get access to tools that will help you improve your teaching and integrate a clinical model into day-to-day teaching practice.
Detailed Information EDUC90829
|Learning from Evidence||12.5|
Learning from Evidence
This subject will help you use class- and team-level achievement data to evaluate your own teaching practice and the patterns of achievement among different student groups. It will also build your knowledge and understanding of the strengths and limitations of commonly available student achievement data.
Detailed Information EDUC90832
|Literacy Across the School Years||12.5|
Literacy Across the School Years
This subject will examine changing definitions and conceptualisations of literacy, and map the development of literacy from the early years through to post-compulsory years of schooling. Topics will include areas such as: relationships between language and literacy; social practices of literacy; language and cognitive development; oral and written languages; comprehension; literacy across the curriculum; and in-school and out-of-school literacy practices.
This subject will highlight the importance of planning effective evidenced-based literacy approaches and strategies to meet the needs of diverse learners on a developmental curriculum. It will illustrate how teachers, planners and policymakers can cater for diversity in policy and practice, such as: through 'crafting a mix' of pedagogic approaches in reading, writing, listening and speaking; through authentic and focused assessment practices, including profiling students; and through the use of a wide range of texts and practices in the classroom, multilingual and multidialectal understandings of literacy, and of the context that shapes literacy practice.
Detailed Information EDUC90831
|Mixed Methods Research and Evaluation||12.5|
Mixed Methods Research and Evaluation
This course provides an introduction to the theory and practice of mixed methods research and evaluation. Topics that will be covered include: the emergence of mixed methods approaches; nature and purposes of mixed methods studies; choosing mixed methods designs; synthesis of mixed methods data; strengths and limitations of mixed methods research and evaluation projects. Practical aspects of the course will involve the design of a mixed methods study incorporating qualitative and quantitative data sources.
Detailed Information EDUC90717
|Qualitative Methods for Evaluation||12.5|
Qualitative Methods for Evaluation
This subject provides students with an introduction to the theory and application of qualitative inquiry. Topics that will be examined include: orientations to, and debates surrounding, qualitative approaches; the collection, display and analysis of qualitative data; the use of systematic methods of data reduction, display and analysis and how qualitative research methods are commonly used in evaluation studies.
Detailed Information EDUC90716
|Quantitative Methods for Evaluation||12.5|
Quantitative Methods for Evaluation
This course provides students with an introduction to the collection, analysis and reporting of quantitative data in research and evaluation studies. Topics will include: Philosophy of quantitative methodology; types of data; samples and populations; descriptive and inferential statistics; exploratory and confirmatory data analysis; survey design and questionnaire construction; and displaying data using SPSS.
Detailed Information MAST90078
|Researching Education Practice||12.5|
Researching Education Practice
In this subject, students will undertake a research project based on a limited number of topics focusing on clinical teacher practice. Projects will involve either a literature review, or the analysis of existing secondary data. The focus of all topics will be on the use of research to inform and improve student learning. Throughout the term students will receive ongoing supervision from a member of academic staff through online workshops. The capstone project will culminate with students synthesizing the findings of their research in a report.
Detailed Information EDUC90926
|Resilience and Relationships||12.5|
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.
Detailed Information EDUC90900
|The Student as Learner||12.5|
The Student as Learner
This subject will explore the student as learner and provide a conceptual framework for understanding learning that is compatible with Clinical Teaching. Developmental trends in knowledge acquisition and the processes that facilitate learning will be identified and evaluated.
Detailed Information EDUC90830
The estimated hours required for each subject is between 15 -19 hours per week, but this varies for each student and depends on your task management and planning, familiarity with the material, reading style and speed.
Discuss your subjects
Talk with a dedicated online Student Support Consultant to understand:
- Subject learning outcomes
- Assessment requirements
- Time commitment for subjects.
Phone: + 61 3 8344 0149
Opening hours: Weekdays: 9am - 5pm AEST/AEDT
In order to be considered for entry, applicants must have completed:
- A four-year education degree, or equivalent; or
- an undergraduate degree in any discipline and least 50 credit points, or equivalent, of graduate study in education.
Meeting these entry requirements does not guarantee selection.
In ranking applications, the Selection Committee will consider:
- Prior academic performance.
The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
Applicants are required to satisfy the University’s English language requirements for graduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.
Students taking the course from overseas are not required to have an international student visa.
Most courses have multiple intakes per year. Check the dates of upcoming terms.
Discuss your eligibility
Talk with a dedicated online Student Support Consultant to clarify any questions about entry requirements including the academic performance and work experience expected.
Phone: + 61 3 8344 0149
Opening hours: Weekdays: 9am - 5pm AEST/AEDT
Fees and scholarships
Master of Education (IB)
100 point program
Course fees are the same for both domestic and international students.
Your course is equivalent in quality and accreditation to an on-campus qualification. Each subject is designed by academics, subject coordinators and learning designers to deliver an interactive and enriching experience, with regular contact from lecturers, tutors and a dedicated online Student Support team.
The fee is based on the study load that the student is taking. Fees are paid on a per subject basis each term, and total course fees are not required to be paid up-front.
The fees listed are the indicative costs for 2017. The University reviews fees annually. The indicative total course fee is based on typical subject enrolments, and includes an indexation of 5 per cent per annum.
Learn more about tuition fees.
Financial assistance and scholarships
The fees you pay for graduate study will vary depending on the type of enrolment or place you are offered.
If you are an Australian Citizen or Permanent Humanitarian Visa holder, you may be eligible for financial assistance from the Australian Government.
There are many subsidies and scholarships awarded by the University and specific faculties, based on a variety of criteria. Online students are encouraged to apply.
- Commonwealth supported places
This course does have Commonwealth supported places (CSP) available for Australian Permanent Residents and New Zealand citizens. This means you pay a contribution amount rather than the full fee. The amount is determined each year by the Australian Government and the subjects in which you enrol. The exact cost of your student contribution depends on the subjects you take, not the overall course you are studying. Payment of the student contribution amount can be made at enrolment (upfront), or can be deferred through HECS-HELP for eligible students. For more information, please click here.
FEE-HELP is a loan available to eligible students in domestic fee-paying places to help pay for all or part of their tuition fees. The Commonwealth Government sets limits on how much you can borrow. FEE-HELP loans are repaid through the taxation system. No loan fee applies to loans for postgraduate studies. Detailed information about eligibility for FEE-HELP is available from the Study Assist website.
- Domestic scholarships
The Melbourne Scholarships Program is one of the most generous and comprehensive in Australia – supporting approximately 3000 students at the University. The scholarships program serves to both reward outstanding academic achievement and provide access for students who might otherwise be prevented from undertaking further study. For full details of all domestic graduate scholarships, visit the Future Students website.
Further information regarding financial aid options for current students is available on the Student Services website.
- International scholarships
There are no scholarships available for overseas online students from the University of Melbourne. Companies, home universities, professional organisations and charities may provide scholarships.
Discuss your payment options
Talk with a dedicated online Student Support Consultant to clarify the best way to finance your study.
Phone: + 61 3 8344 0149
Opening hours: Weekdays: 9am - 5pm AEST/AEDT
View Key Dates for further important dates and deadlines.
|Term||Applications close||Teaching period|
|Term 1, 2018||11 Dec||5 Feb - 1 Apr|
|Term 3, 2018||4 Jun||23 Jul - 16 Sep|
It takes about 20 minutes to complete the form using the online application system.
You can save your work in progress and complete the application at a later date.
To complete your application you will require:
- Course code MC-EDIBDPO
- Evidence of meeting the English Language Requirements as determined by the University
- Transcripts for ALL courses completed including an explanation of the grading system used. Students who have studied at the University of Melbourne do not need to provide this information
- Digital files of these documents. Limit of 6MB per document. Supported file types: TXT, DOC, DOCX, PDF, JPG, JPEG, XLS, XLSX, TIFF).
Help with application preparation and submission
A dedicated online Student Support Consultant can help you prepare and submit your application.
Contact one of our friendly consultants to talk through:
- The selection process
- Preparing your documentation
- Using the online application system.
Phone: + 61 3 8344 0149
Opening hours: Weekdays: 9am - 5pm AEST/AEDT
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