| AQF Level |
Level 9 Masters by Coursework Degree |
| CRICOS Code |
058390B |
| Overview and Aims of the Program |
The aim of the Master of Teaching (Birth to five Years) is to provide an accredited program of study and professional experience to prepare students for the role of a university-qualified early childhood teacher/leader working in a prior to school setting. In keeping with Macquarie University’s vision to promote research-intensive learning and teaching, critical, analytical and integrative thinking skills are incorporated into all units in this degree. Course content draws on contemporary research-based expertise in child development, curriculum and pedagogy, and leadership and management. Students apply their understandings, skills and specialist early childhood knowledge through engagement with children across the birth to five years range in a variety of early childhood environments. As a postgraduate degree, upon successful completion of this degree, it is expected that graduates will be ready to work as ethical, autonomous and critically reflective teacher leaders, capable of working effectively with children, parents and other professionals in their local communities. |
| 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. critically review and analyse specialist knowledge of children’s development and learning during birth to five years at an advanced level (K, T)
2. appraise and critically reflect on advanced theory and practice in child development, health and well-being, curriculum, pedagogy, leadership and management (K, T)
3. systematically document and critically analyse pedagogy and practice in designing early childhood programs (K, T, C, J)
4. critically examine ideas, issues and principles connected with professional decision-making as a teacher/leader in early childhood settings (K, T, P, J)
5. communicate effectively as ethical, reflective and informed practitioners when working with colleagues, children, families, and other early childhood stakeholders (K, C, E, J)
6. use a range of communication media and technologies effectively in designing, evaluating and implementing innovative early childhood programs and research projects (K, C, J)
7. articulate a personal philosophy of professional practice which reflects advocacy for children’s rights (K, C, E, J)
8. identify abilities, interests and needs of children and families to develop inclusive programs which reflect an understanding of the diversity of Australian society (K, T, C, E, J)
9. apply knowledge of educational research principles and methods to critically evaluate early childhood programs and policies (K, T, P, C)
10. investigate complex information, problems, concepts and theories when working in diverse early childhood contexts by applying high order analytical and integrative thinking skills (K, T, P, C, E, J). |
| Learning and Teaching Methods |
In this program, learning and teaching activities are designed to support students in achieving each unit and program learning outcomes. Most units can be completed fully online. Day or evening face-to-face classes at the Ryde campus are also available in a number of units. A variety of methods are used to facilitate learning by actively engaging students with the unit content. These methods include:
• recorded lectures with video capture content
• weekly readings based on local and international research
• audio-visual resources of children’s play and inquiry
• variety of assignments
• reflective learning activities, including online discussion forums and reading journals
• individual and small group learning activities, including online discussion forums.
In units involving a Professional Experience (practicum) component, students complete a placement in an early childhood program for a set number of days. During their practicum, an early childhood practitioner at the centre and a university advisor who visits the student provide mentoring and support, and also assess the student’s understanding of relevant teaching skills and knowledge of working with young children, staff and families within the setting. |
| Assessment |
Assessment in all units is designed to support learning and equip you with the skills, knowledge and values that characterize teachers of young children. Across the program, assessment includes a variety of tasks. When taken together, these tasks provide students opportunities to achieve the capabilities postgraduates are expected to apply at the completion of Macquarie University’s Master of Teaching (Birth to Five Years) degree.
A variety of assessment tasks are presented in all units to achieve the learning outcomes in different ways, and include :
• development of research proposals, including practitioner inquiry projects involving literature reviews and identification of research questions and methodologies for data collection and analysis.
• essays and case studies analysing issues and trends in early childhood matters
• individual and group presentations involving collaborative team work and peer assessments
• online discussions, blogs, and social media engagement through individual postings and reflections to create learning communities online
• online quizzes comprising short answer and multiple choice questions to assess and monitor your understanding and progress in the units
• professional experience placements and portfolios, comprising observation records, programme plans, teaching resources and documentation of children’s learning, growth and development.
• reading journals and teaching practice journals to document thinking and learning both for the purposes of self reflection and engagement with peers
• use of pedagogical documentation to provide insights into children’s interactions, dispositions, and behaviour for the purposes of monitoring children’s learning as a shared experience with families.
We provide formative and/or summative feedback on individual and group work. These assessment tasks have been designed to scaffold learning and support you in achieving a high standard of academic writing appropriate for a master teacher in the early childhood sector. |
| 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 and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the relevant RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.
For undergraduate RPL plans visit www.goto.mq.edu.au/nonschoolrpl
For postgraduate RPL plans visit www.goto.mq.edu.au/pgrpl |
| 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 www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| 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 Master of Teaching (Birth to Five years) degree is designed to enable graduates from diverse disciplines or professions to obtain an approved early childhood teacher qualification. This degree aligns well with the increasing professionalisation of the early childhood sector and the growing demand for early childhood educators with university qualifications. It will support students to develop practical teaching skills underpinned by a sound multidisciplinary knowledge base of early childhood studies, essential for employment and career growth as an early childhood specialist. All students complete three practicum placements in early childhood settings covering the birth to five years age range. In particular, during ECED829 – the internship unit, students are scaffolded to demonstrate their capacity to work at an advanced level expected of early childhood teachers with a masters degree qualification.
Upon successful completion, graduates from this degree can seek employment with a range of government agencies, non-government organisations as well as private and community owned early childhood settings, based within Australia or overseas. High performing graduates can also gain access to higher degree research training programs at Macquarie University through the Master of Research degree. |
| 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 www.mq.edu.au/policy. |
| External Benchmarks |
This Master of Teaching (Birth to Five Years) satisfies the requirements of the Australian Qualifications Framework for a coursework Masters degree (Level 9). The design of the program has also been informed by the Australian Children’s Education and Care Quality Authority (ACECQA) standards for a four-year university qualified early childhood graduate teacher. The Institute of Early Childhood, who coordinates this degree, also has an advisory board comprising major employers of early childhood graduates, and they provide advice to the department on program content and quality. |
| Accreditation |
This is an Australian Qualifications Framework (AQF) accredited qualification.
The Australian Children’s Education and Care Quality Authority (ACECQA), the government agency, has approved the Master of Teaching (Birth to Five Years) degree as a Early Childhood Teacher qualification. To see the list of approved courses visit: www.acecqa.gov.au |
