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This course has intakes in term 1 and term 3. View Key Dates for upcoming terms, application dates and important deadlines.
|Full-time duration||Part-time duration||Core subjects||Elective Subjects||Capstone subjects*||Total course fee**|
|1 year||2 years||4||2||1 or 2||A$25,728|
* 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.
** 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.
Certified and accredited by the International Baccalaureate Organisation®, the Master of International Education (International Baccalaureate) provides qualified teachers with the theoretical and practical skills related to the International Baccalaureate (IB) 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.
This course is designed to produce teachers with expertise and specialist knowledge in the International Baccalaureate (IB) Programme. As a student of this course, you will also gain high quality professional development that encourages critical thinking and self-reflection.
Graduates who specialise in the Primary Years Programme (PYP) (ages 3–12), Middle Years Programme (MYP) or Education (IB) Diploma Programme (DP) (ages 16–18) are eligible for the IB Certificate in teaching and learning through the International Baccalaureate Organisation®.
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.
Over the past five years the number of schools offering the International Baccalaureate has grown exponentially worldwide, with almost fifty per cent more institutions adopting the teaching framework. The increased demand for skilled professionals of the IB positions graduates of this program as preferred candidates in the classroom, to bridge gaps in knowledge and guide students to find their own answers.
What you will learn
Theories and concepts of the IB philosophy
Theories and concepts of the
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 International Baccalaureate (IB) Programme.
Tools and strategies for assessing student learning
Tools and strategies for assessing
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 curricula
The ability to design and critique curricula
You’ll obtain the skills to design and critique curricula that incorporates PYP, MYP and/or 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.
- Nicky Dulfer, Course Coordinator and Lecturer
- Pip Robinson, Lecturer
- Julie Mitchell, Lecturer
Contact student support
You can talk with a dedicated online student support consultant via the chat function at the bottom right of this page or connect through by phone. Alternatively, click on the Enquire Now tab below and fill out the form to find out about key details relating to this program, including:
- Entry requirements
- Time commitment required for each subject
- Fees and payment options.
To gain the Master of International Education (International Baccalaureate) 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||12.5|
Introduction to the IB
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
|Assessment & Reporting in the IB||12.5|
Assessment & Reporting in the IB
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
|Primary Years Programme|
|Curriculum Frameworks in the IB PYP||12.5|
Curriculum Frameworks in the IB PYP
This subject investigates the role and structure of the Primary Years Programme curriculum framework. Participants will explore how learners construct meaning, including how understanding is acquired and what differentiates it from knowledge. There will be a strong theoretical component as well as a critical evaluation of the development and implementation of curriculum that is intended to support the integration of the Essential Elements. Strategies for supporting the development of higher order thinking skills, including the role of student-directed concept-driven inquiry, the art of inquiring, and building communities of learners will be investigated. There will also be a practical emphasis on the development and implementation of a concept driven transdisciplinary curriculum.
Detailed Information EDUC90261
|IB PYP Advanced||12.5|
IB PYP Advanced
In this subject, students will further develop their understanding of the theoretical and practical ideas underpinning the Primary Years Programme (PYP) gained from the previous core subjects. Students will critically explore definitions of international-mindedness, inquiry based learning and the learner profile. They will examine transdisciplinary themes and the relationships between concept-driven curriculum, skills, knowledge, attitudes and action and how the standards and practices of the PYP can be applied in different ways.
Detailed Information EDUC90260
|Middle Years Programme|
|Curriculum Frameworks in the IB MYP||12.5|
Curriculum Frameworks in the IB MYP
This subject investigates the purpose and structure of the Middle Years Programme (MYP) curriculum framework. Key issues explored will include challenges for learning and teaching in relation to: individual, community, social, global consciousness; language and inclusion; disciplinarity, interdisciplinarity, transdisciplinarity; concept-based and contextual learning and assessment. There will be a strong theoretical and critical evaluation of the development and implementation of curriculum that is intended to support both the acquisition of essential knowledge and skills, and the development of the whole person.
Detailed Information EDUC90968
|IB MYP Advanced||12.5|
IB MYP Advanced
This subject will explore the Middle Years Programme (MYP) standards and practices guidelines. The principles of instructional design and the role of collaborative working practice for learning and teaching will be explored in order to address the expectations and requirements of specific subject areas. There will be a focus on developing interdisciplinary links and reflecting the learner profile through 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 also be addressed.
Detailed Information EDUC90969
|Curriculum Frameworks in the IB DP||12.5|
Curriculum Frameworks in the IB DP
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
|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 and is compulsory for students who are seeking recognition for the IB Advanced Certificate in Teaching and Learning by the International Baccalaureate®. Students will undertake an individually negotiated 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. This project can take the format of a literature review, Document Analysis or Action research project. 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 project. During the investigation the student should have regular contact with the supervisor to report progress and receive academic advice. The project report should demonstrate 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||12.5|
International Baccalaureate Capstone
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||12.5|
Researching Education Practice
In this subject, students will develop an understanding of research in education, as the first part of their capstone experience, and advanced skills to analyse complex educational problems and the bodies of knowledge associated with them. Students will undertake coursework focusing on: what constitutes research in education; the function of a literature review; common methodologies and methods in education research; key issues in research ethics; the management and analysis of data; and the fundamentals of research 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 research skills to justify and interpret educational research propositions and the findings from educational research. This subject provides students with an understanding of research principles and methods applicable to education practice or policy, and focusses on the use of research to inform and improve education practice.
Detailed Information EDUC90926
|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
This subject will consider how professionals can better understand ways in which people with autism and those identifying as Autistic interact with and experience the world, and how that impacts on engagement and learning. The subject unifies research from neuroscience, psychology and pedagogy to create a multidisciplinary evidence-base that reflects the science of learning. This will be used by students in conjunction with an intervention model of tiered response supported by the MGSE’s clinical teaching cycle. Educators will combine this foundation with their expertise to develop a sustainable intervention framework tailored to a community of learners that is both responsive and rigorous.
Detailed Information EDUC90859
|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
|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
|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
|Foundations of Evaluation||12.5|
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.
Detailed Information EDUC90850
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
|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
|Neuroscience of Human Learning||12.5|
Neuroscience of Human Learning
This subject examines the foundations of human learning through a neurological lens, ranging from the sensory detection, encoding, storage, retrieval, storage, and behavioural outputs, to social constructs of learned information. A neuroscience of learning lens will also be used as a framework for critiquing educational practices, policies and products. The subject will provide opportunities for students to analyse ways in which findings derived from neurological research can be used to inform their professional practice.
Detailed Information EDUC90975
|Practice of Evaluation||12.5|
Practice of Evaluation
This subject focuses on connecting theory to evaluation practice. Topics include: evaluation-specific tools and methods; planning, conducting and managing evaluations; stakeholder engagement strategies; and evaluation reporting.
Detailed Information EDUC90847
|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
|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.
You are expected to attend the scheduled weekly live tutorials. These are designed to enhance your learning experience through participation with the rest of the online learning community.
Discuss your subjects
Talk with a dedicated online student support consultant to find out more about:
- Content and learning outcomes
- Assessment requirements
- Time commitment required for each subject
- Possible recognition of prior learning
- Exit pathways.
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 at 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
Speak with a dedicated online student support consultant to clarify any questions about entry requirements, including prior academic performance and professional experience.
Fees and scholarships
Master of International Education (International Baccalaureate)
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 2018. 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 assess the best way to fund your study.
Term Applications close Term dates Term 1, 2019 14 Jan 28 Jan - 31 Mar Term 3, 2019 1 Jul 15 Jul - 15 Sep
View Key Dates for further important dates and deadlines.
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.
Admissions for this course are not capped per intake, so you do not need to apply for multiple intakes. If you are unsure which intake you wish to apply for, please note that you can change your application later by contacting the student support team.
To complete your application you will require:
- Course code MC-INTEDIB
- Evidence of meeting the English Language Requirements as determined by the University
- Transcripts for ALL courses completed including an explanation of the grading system. Transcripts for previous studies undertaken at the University of Melbourne are not required. An academic transcript is an official record of your studies that lists all subjects you have undertaken, and all of the results that you obtained.
- 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.
Online graduate courses
- Business and Management
- Workplace Leadership
- Ageing in Society
- Information Systems - Executive
- Education courses
- Clinical Teaching
- International Baccalaureate (IB) Program
- Tertiary Education Management
- Language Assessment
- Information Technology
- Law courses
- Medicine and Health Sciences
- Ageing in Society
- Advanced Social Work
- Cancer Sciences
- Health and Human Services
- International Psychiatry
- Nursing Practice
- Rehabilitation Science
- Sports Medicine
- Sports Rehabilitation
- Public Administration
- Current students
- Administration and enrolment
- Online systems support
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- Key dates
- Professional Development Subjects