| Overview and Aims of the Program |
The Education major draws on the various theoretical and professional perspectives that comprise this broad discipline. It provides investigation into the history, philosophy, sociology, psychology and politics of education, and addresses the complex and changing relationships between people, their learning, and their physical and technological contexts. Scholarship and research exploration into the theoretical framing and development of knowledge, its acquisition, representation and exchange is also central to educational study. |
| 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. apply broad, indepth and coherent knowledge of educational theories, policies and practices within specific contexts (K, C, J)
2. identify, analyse, evaluate and communicate the significant issues in education by drawing upon current research, policies and practices (K, T, C, P, J)
3. generate solutions to unpredictable and complex challenges within an educational context (P, J, T, I)
4. reflect critically on learning achievements with application to a personal educational philosophy, the transition to a career, and ongoing professional development (L, J, T, P)
5. use a range of representational forms to communicate effectively to audiences within educational contexts (C, I, E)
6. apply an understanding of the values and ethics that underpin learning and teaching (E, A). |
| Learning and Teaching Methods |
Learning and teaching methods are designed to meet individual Learning Outcomes and to foster student engagement, to build knowledge and to develop skills.
A diverse range of strategies is used to facilitate students’ learning achievement of the outcomes across the Program including:
• Drawing upon Lectures, tutorial readings and discussion, with research based tasks to develop concepts and content in order to apply this information in various practices and settings.
• Activities involving decision-making, classification, sharing of information and establishing points of view, providing opinions shaped by research, analysing readings and other resources, making evaluations of peers’ work and of one’s own.
• Participation in case studies, conducting interviews, independent problem solving scenarios, and project and problem based learning.
• Participation in peer and self reflective processes through journaling, creating portfolios, developing learning contracts and setting goals and plans.
• Identifying areas for professional learning; establishing a personal philosophy of learning and presenting this in a range of forms including speech.
• Communicating through short and extended texts in written, spoken, digital and visual modes addressing a variety of purposes, audiences and contexts.
• Demonstrating professional conduct and practices within learning activities and class work, show capacity for critical reflection. |
| Assessment |
The learning outcomes of this Program are developed through the learning and teaching activities during the coursework and are demonstrated within specific assessment tasks in the students’ performance and their achievement of the marking criteria and published standards. Examples of both formative and summative assessment in coursework include tasks to assess the application of knowledge, informed judgement and critical reflection through research-based investigations and discussions, extended reports, critiques and reviews of journal articles, literature reviews, online quizzes, and examination responses. Assessment of problem solving abilities and critical reflection includes portfolios and journal tasks, presentations to peers, and case studies. Creative and communicative capabilities are assessed through the design and production of artefacts, including conceptual mind maps, audio files, digital forms and extended creative and personal writing pieces. Professional applications are assessed through tutorial presentations, reflective writing, and speeches.
There is a graduated progression of assessment requirements through the coursework with early diagnostic, low risk, or consolidating of foundational learning /concepts types tasks which include online quizzes, short responses and in class peer-reviewed activities. Towards the end, substantive assessment tasks require an integration and demonstration of knowledge, skills and professional application; these include examinations, research presentations, portfolios, and synthesised pieces.
Feedback is provided through the program both in online form and in hard copy text and it is both individualised as well as summarised for a cohort. Marking is aligned to a student’s demonstrated achievement of published performance standards developed from the task specific criteria. |
| 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 www.mq.edu.au/policy) 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 www.goto.mq.edu.au/nonschoolrpl
For domestic postgraduate RPL information visit www.goto.mq.edu.au/pgrpl
International Students
For RPL information visit www.mq.edu.au/international/rpl |
| 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/wellbeing |
| 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 |
Education related careers including policy development and training. |
| 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. |
