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Graduate Diploma of Children's Literature


Faculty of Arts
Graduate Diploma of Children's Literature (GradDipChildLit)
Admission Requirement:
• Australian level 7 bachelor's qualification or recognised equivalent in literature, cultural studies, media studies, education, librarianship, creative arts, or a related discipline; or Australian level 7 bachelor's qualification or recognised equivalent with significant equivalent relevant work experience
• GPA of 5.00 (out of 7.00)
English Language Proficiency:
IELTS of 7.0 overall (with minimum 6.5 in Reading, 7.0 in Writing, 6.5 in Listening, 6.5 in Speaking) or equivalent
Study Mode:
Attendance Mode:
Internal, External
Candidature Length:
Full-time: 0.5 years - 1 year
North Ryde — Session 1 (February)
North Ryde — Session 2 (July)
External — Session 1 (February)
External — Session 2 (July)
Volume of Learning:
Equivalent to 1 year
General requirements:
Minimum number of credit points at 800 level or above 32
Completion of other specific minimum requirements as set out below

In order to graduate students must ensure that they have satisfied all of the general requirements of the award.

Specific minimum requirements:

Credit points

800 level

Retelling Stories: Sources of Children's Literature (4)
Young Adult Fiction (4)
Narrative: Theory and Method (4)
Picture Books (4)
Children's Literature: Concepts and Theories (4)
12cp from
Creative Writing Seminar I (4)
Creative Writing Seminar II (4)
Writing Creative Non-Fiction - An Introduction (4)
Poetry Seminar: Reading and Writing Poetry (4)
Writing Young Adult (YA) Fiction (4)
Short Form Writing - short story, novella, poetry cycle (4)
Educational Psychology and Practice (4)
Curriculum Studies (4)
Advanced Pedagogy (4)
Assessment Issues (4)
Digital Voices and Publishing Tools (4)
Special Study I (4)
Romanticism to Postmodernism: Developments in Children's Literature (4)
Australian Children's Literature (4)
Film and the Folktale Canon (4)


Program Learning Outcomes and Additional Information
AQF Level Level 8 Graduate Diploma
Overview and Aims of the Program The Graduate Diploma of Children's Literature engages with current principles and practices in analysing children's literature from the perspective of literary and cultural theory, and the social and historical contexts of children's literature. Students gain practical experience in analysing and critiquing a diversity of texts and genres, including picture books, graphic novels, young adult fiction and children's film.
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 a coherent and advanced knowledge of the range and types of narratives produced for children, as evident in a variety of different multi-media modes (novels, picture books, graphic novels, films, etc.) (K)
2. gain an understanding of the relationship between texts and the cultural construction of childhood and adolescence (K, T)

3. demonstrate the capacity to think creatively, critically and reflectively about literary texts and writing practices (K, T, P, I)
4. conduct independent research that engages critically and creatively with scholarship in the fields of literature and writing (K, P, T, J)
5. interpret, communicate and present ideas in written language or symbolic representations appropriate to specific readerships or audience contexts (K, T, P, I)

6. exercise skilled judgment in the evaluation and performance of academic or creative practice research (K, J, P)
7. produce written work that demonstrates technical skills and specialist knowledge of literary and creative practices (C, K, T).
Learning and Teaching Methods Learning and teaching in the Department of English occurs through a wide variety of methods and styles. Seminars, lectures, tutorials, workshops and a range of assessment tasks are designed to engage student interest, stimulate active learning and cultivate an enjoyable and effective learning experience, regardless of learning style. Such strategies are supported for distance students via highly developed online facilities. Students have opportunities to learn through individual and collaborative study, discussion, debate, research and autonomous, self-directed methods.

Common strategies include:
• Employing a variety of teaching and assessment formats that engage diverse learning styles and encourage student participation, discussion and creative collaboration.
• Developing and presenting materials to support key concepts and knowledge in oral and written formats (the latter both electronically and in print).
• Facilitating post-graduate-level inquiry and research-based assignments throughout the program.
• Drawing upon the experience, expertise and mentoring skills of department staff.
• Offering prompt and detailed feedback that identifies student strengths and weaknesses in order to facilitate effective learning.

The Department deploys these strategies through the following teaching methods:
• Lectures: staff and invited guest lecturers deliver information and unit materials, provide demonstrations, and offer invaluable information that is used to further individual and group study.
• Tutorials: tutorials are small, group-learning environments that allow for a more interactive discussion of topics, lecture materials, student research and assigned readings. They provide a forum for the debate and discussion of topics, for raising questions and engaging in scholarly conversations.
• Seminars: seminars blend lecture and tutorial activities, providing the opportunity for more interactive discussion of key issues and ideas relating to unit content and research. This format is highly effective for the development of sophisticated engagement with unit concepts and is strongly emphasised in teaching on the program.
• Independent learning: students are expected to engage in self-directed study, especially in undertaking research projects.
• Group learning: students work within small groups on selected class projects. Group work enables students to exercise professional judgment, develop valuable team-playing skills, peer networks and experience in working with individuals who hold diverse perspectives.
• Online media: students have access to a variety of online resources to facilitate their learning process. For example, study and tutorial aids, films, videos, discussions forums and supplementary online readings are provided in this format.
Assessment There is a strong emphasis on assessment connected to research and research methodologies in this postgraduate program. Across all core units, students produce research essays (usually 3000 to 4000 words in length) and complete tasks related to research methods, such as the composition of literature reviews, reports on research methodologies in the field and annotated bibliographies. The department also assesses the ability of students to engage in critical and theoretical conversations about unit concepts and the field more broadly, both via written work (in the form of essays) and via oral reports/presentations and seminar/online participation.
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 Graduate Diploma of Children's Literature provides students with the skills and knowledge to work in primary and secondary school settings and libraries, in arts and media industries as writers and editors; as professional and creative writers; and in publishing.
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

Accreditation This is an Australian Qualifications Framework (AQF) accredited qualification.

Accreditation with the NSW Institute of Teachers (English Studies secondary teachers) has been initiated. Accreditation will be attained by the commencement of the program in 2015.

2017 Unit Information

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