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Specialisation: School Education

Award(s) to which this specialisation belongs:

School Education


Department of Educational Studies
Faculty of Human Sciences

Admission Requirements:
Admission to Master of Educational Leadership
Study Mode:
Attendance Mode:
Internal, External
North Ryde — Session 1 (February)
North Ryde — Session 2 (July)
External — Session 1 (February)
External — Session 2 (July)
Off-Shore — Session 1 (February)
Off-Shore — Session 2 (July)

This specialisation must be completed as part of an award. The general requirements for the award must be satisfied in order to graduate.

Requirements for the Specialisation:

Completion of a minimum of 16 credit points including the following prescribed units:

Credit points

800 level

16cp from
Individual Education Project (4)
Curriculum Studies (4)
Leading the Learning of New Teachers (4)
Educational Institutions as Organisations (4)
Human Resource Management in Education (4)


Overview and Aims of the Program In Macquarie's Educational Leadership Program, educational leaders, or those who aspire to lead, begin by closely examining the nature of educational systems and organisations and the factors which shape the learning and teaching that occurs within them. Upon this foundation they develop specialist skills and knowledge, based on the most up to date research, theory, principles and practices of leadership, which can be applied to enhance the effectiveness of their own organisations.

Learning and teaching activities are structured such that students continually refine and enhance their developing knowledge and skills by applying them to authentic problems, tasks, and scenarios. A capstone unit provides students with the opportunity to integrate the knowledge and skills they have acquired, and a research unit enables them to apply this to address a substantive educational issue of their choosing in a rigorous and scholarly way.

These critical thinking, knowledge management and communicative capacities can serve to not only enhance our graduates' contribution to the agility of the educational institutions in which they work, but also to build the capacities of their professional communities and the foundation for lifelong learning about educational leadership.
Graduate Capabilities

The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:

Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative

Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible

Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning

Program Learning Outcomes By the end of this program it is anticipated you should be able to:

1. Demonstrate an advanced, specialised and integrated knowledge and scholarly understanding of the theory, policy and practice of educational leadership in school settings (K)
2. Synthesise, review and analyse a specialist body of knowledge covering contemporary developments in school education at an advanced level relevant to educational leadership (K, T, J)
3. Investigate complex ideas, concepts, problems and theories when working in diverse school contexts by applying high-order analytical and integrative thinking skills (K, T, P, J)
4. Demonstrate capability in creative questioning, problem finding and problem solving in relation to the practice of educational leadership (T, P, E)
5. Design, implement and evaluate innovations in educational leadership in diverse school settings and related community contexts (T, P, C, E, J)
6. Demonstrate an understanding of research methodologies in education settings (K, P, E)
7. Apply educational expertise with a high level of personal autonomy, accountability and initiative in undertaking research, policy or program development in a wide variety of school contexts (T, P, C, E, J)
8. Use a range of communication strategies, media and technologies effectively in designing, implementing or evaluating innovations within school community contexts (C, E, J)
9. Apply knowledge, skills, expert judgment, adaptability and responsibility as an educational leader to develop confident, transformative action in relation to professional responsibilities for justice, inclusion and connectedness to the wider community (E, J).
Learning and Teaching Methods Students will be encouraged and supported in this program to develop their knowledge, skills and understandings of educational leadership through a variety of collaborative and individual activities:
• The formation of learning communities within the teaching and learning program enables students to draw on the expertise of both course leaders and practicising professionals in identifying key issues and working towards evidence-based solutions relevant to a diversity of contexts.
• We explore the international educational research and literature utilising the Macquarie University library's state-of-the-art electronic databases and other resources to inform and improve students' local practice. Discussion groups explore the significant issues in education today.
• The learning and teaching activities are also designed to assist students in addressing professional standards for leadership that are made available in Australian education and in other jurisdictions.
• Students' learning in the program will take place through acquisition of new knowledge, inquiry, collaboration and discussion and their application to self-identified workplace challenges.
Assessment Assessment is on the basis of submission of individual or group work in a number of formats that may include:
o contributions to the learning of others in discussion groups and seminars
o development of reflective journals and papers
o individual projects integrated with workplace initiatives
o literature reviews to identify research trends and focus
o the development of individual or group presentations
o online discussions, blogs and twitter
o peer-assessed work in progress reports
o essays and case studies
o independent investigations supported by an academic
o professional or research conference attendance and presentation
o preparation of papers for a professional publication.

Learning activities are designed to scaffold assessment tasks. The program incorporates both formative and summative feedback on the assessment tasks which are designed to support students in achieving a high standard of professional writing appropriate to the educational leader's role. A capstone unit enables students to draw their learning together across the program.
Recognition of Prior Learning

Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. 

Domestic Students
For undergraduate RPL information visit
For domestic postgraduate RPL information visit

International Students
For RPL information visit

Support for Learning

Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.

Further information can be found at

Campus Wellbeing contact details:
Phone: +61 2 9850 7497

Program Standards and Quality

The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders.

Graduate Destinations and Employability The School Education Specialisation caters to local and international students who are, or aspire to be, in leadership positions in school settings, and the advocacy, professional and regulatory bodies associated with them. The program develops students' understanding of the body of research, theory and practice which underpins effective leadership in order to enhance their professional practice and to prepare for, or develop within, leadership roles.
Assessment Regulations

This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit

Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.

Inherent requirements for Macquarie University programs fall under the following categories:

Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.

Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.

Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

For more information see

2018 Unit Information

When offered:
S1 Day
Permission of Executive Dean of Faculty
HSC Chinese, CHN113, CHN148