1 Admission into GCEIB-Graduate Certificate in Education (Intl Baccalaureate Middle Yrs Prog)
1a Admission into GCEWS-Graduate Certificate in Education
1b Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1c Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1d Admission into MEDGE-Master of Education (Gifted Education)
1e Admission into MEDIB-Master of Education (International Baccalaureate)
1f Admission into MEDLM-Master of Education (Leadership and Management)
1g Admission into MEDSA-Master of Education (Studies of Asia)
1h Admission into MEDSE-Master of Education (Special Education)
1i Admission into MEDEC-Master of Education (Early Childhood Studies)
1j Admission into MEDWS-Master of Education
1k Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1l Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1m Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1n Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1o Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1p Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1q Admission into MEDSAP-Master of Education (Studies of Asia) [1.5 years]
1r Admission into MEDWSP-Master of Education [1.5 years]
1s Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1t Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years]
1u Admission into MEDECP-Master of Education (Early Childhood Studies) [1.5 years]
1v Admission into MLE-Master of Leadership in Education
1w Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1x Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1y Admission into MED-Master of Education
1z Admission into GCE-Graduate Certificate in Education
2 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
2a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
2e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t or 1u or 1v or 1w or 1x or 1y or 1z)) or ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Enrolment not permitted
EDES9506 has been successfully completed
Topic description
This topic is focussed on building a practical knowledge associated with planning and constructing a program of learning in the IB. It will provide a basis for understanding the IB curriculum framework, subject specific IB objectives and criteria, the significance of the Global contexts in the IB, the role and nature of the Projects, the IB Unit Planner, and interdisciplinary learning in the IB. The principles and practices involved in vertical and horizontal planning will also be included. The process of reflective practice and its role in improving teaching and learning in the IB context is considered, as is the importance of collaborative learning and collegial activities in support of the aims and objectives of the IB.
Educational aims
This topic aims:

  1. To develop understanding of the various learning theories that underpin the IB curriculum frameworks

  2. To develop the IB unit planning and curriculum mapping skills necessary to deliver the programme

  3. To enable understanding of the collaborative practices required by the IB.
Expected learning outcomes
On completion of this topic, students will be expected to be able to:

  1. Plan and construct a program of learning using at least one style of IB unit planner, that incorporates the standards and practices of at least one IB programme

  2. Articulate the significance of the Approaches to Learning, Concept and Inquiry-based Learning, and curriculum relevance in support of student learning in IB programmes

  3. Demonstrate a commitment to reflective practice in implementing IB programmes

  4. Undertake and evaluate their own collaborative online learning practices that promote IB learning outcomes.