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.