Master of Education (International Baccalaureate) DP

Course MC-EDIBDPO (2016)

Note: This is an archived Handbook entry from 2016.

Year and Campus: 2016 - Parkville
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Level: Graduate/Postgraduate
Duration & Credit Points: 100 credit points taken over 12 months full time. This course is available as full or part time.


Dr Nicky Dulfer


Melbourne Graduate School of Education

Currently enrolled students:

Future students:

Course Overview:

The Master of Education (International Baccalaureate) DP is a fully online program. It offers a specialist degree particularly for teachers and administrators in secondary education who want to broaden their understanding and skills in relation to the philosophy and concepts underlying the International Baccalaureate Programmes.

This course is ideal for those wanting to undertake the GC-EDIBDPO Graduate Certificate in Education (International Baccalaureate) DP as part of an MEd and undertake further coursework study with a focus on IB education, including the option of a focused inquiry into an aspect IB policy and practice.

This is a coursework classified course.

Please note that this program will not provide graduates with initial teacher education qualifications to teach in Australia.

Learning Outcomes:

Students completing this course should be able to:

  • demonstrate a superior knowledge and understanding of educational theory in the field of international education;
  • have an understanding of the theory and practice of educational research needed to evaluate research literature and carry out appropriate inquiry/research activity;
  • make effective use of the findings of educational writings and research in formulating solutions to issues or challenges in the area of international education;
  • demonstrate depth of knowledge and understanding that will enable them to be a resource for colleagues regarding issues in international education in particular professional situations;
  • demonstrate an appreciation of professional responsibilities and ethical principles in relation to the promotion of learning and teaching which should characterise leaders in the education profession.
Course Structure & Available Subjects:

Students complete four core subjects in the first 50 points of study.

Students then complete 25 points of Capstone subjects, and 25 points of elective subjects.

Students wishing to undertake EDUC90490 Negotiated Project International must attain an average of H2A or above (i.e. 75% or above) in the first four compulsory subjects.

Students requiring eligibility for the IB Advanced Certificate in Teaching and Learning must complete one of the following:

  • EDUC90490 Negotiated Project International;
  • EDUC90620 Reading Educational Research and EDUC90057 Negotiated Capstone Project (with an IB-focussed project); or
  • EDUC90758 Researching Education Practice (SEC) and International Baccalaureate Capstone

Please note that students can only select online Term availabilities of subjects.

For information on the on-campus course, please see:

Subject Options:

Core Subjects

Study Period Commencement:
Credit Points:
February, September, Semester 2

Capstone Subjects

Option 1: EDUC90490 Negotiated Project International

Option 2: EDUC90758 Researching Education Practice (SEC) and EDUC90871 International Baccalaureate Capstone

Option 3: EDUC90620 Reading Educational Research and EDUC90057 Negotiated Capstone Project (with an IB-focussed project)

(Note: the link to EDUC90871 International Baccalaureate Capstone will be available in the 2017 Handbook)

Study Period Commencement:
Credit Points:
January, February, July
Semester 1, Semester 2


25 points of elective subjects selected from the following Graduate Online courses: Master of Clinical Teaching, and the Master of Evaluation, subject to meeting any prerequisite requirements.

Entry Requirements:

1. In order to be considered for entry, applicants must have completed either:

  • an approved degree and an approved teaching qualification, or
  • an approved four-year teaching degree, or
  • a relevant tertiary degree and documented relevant professional or teaching experience which together demonstrate preparation for the course comparable to an applicant with an approved teaching qualification.

Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

  • prior academic performance; and if relevant
  • professional experience.

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

4. Applicants are required to satisfy the university's English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.

Core Participation Requirements:

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.

The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.

2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.

3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.

In courses requiring students to undertake practicum placements

4. The ability to undertake professional practice placements independently, including:

a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.

Graduate Attributes:

Graduates of the Master of Education (International Baccalaureate) DP engage with national and global issues and are attuned to internationalism and cultural diversity. They can apply knowledge, information and their own research in classrooms in a range of contexts and are effective oral and written communicators. Graduates have engaged with contemporary local, national and global issues and developed an understanding of the International Baccalaureate’s mission, purpose and philosphophy. They have a high regard for human rights, social inclusion, ethics and the environment. Graduates are also aware of the social and cultural diversity in communities and can work collaboratively with people from diverse linguistic and cultural backgrounds.

Professional Accreditation:

The course is accredited by the International Baccalaureate®.

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