Courses

Designed for students seeking to enhance their qualifications or transition into early childhood teaching, this graduate diploma provides specialized training and practical skills necessary for working with young children. This programmed is nested within the Master of Teaching (Early Childhood), offering a seamless pathway to further study.

Graduate Diploma in Early Childhood Education (GDip (EC))

Course Summary:

Course	Graduate Diploma in Early Childhood Education
CRICOS Code	Not currently authorised to be offered to international students.
Indicative AQF Delivery	AQF Level 8 |
Field of Study (ASCED)	070101: Teacher Education – Early Childhood
Units	8
Credit Points	80 points
English Language requirements	Overall score of 7.0 with a minimum score of 6.5 in written communication and a minimum individual band score of 6.0 or equivalent
Mode of Delivery	Blended: Face to Face | Online
Time Commitment	1 Years Full Time or equivalent part time
Work Integrated Learning	60 days professional practice in Early Childhood Education Settings
Location	Melbourne, Australia
Progression Requirement	Successful Capstone Teaching Performance Assessment
Accreditation	This course will be accredited by the Tertiary Education Quality and Standards Agency and the Australian Children’s Education and Care Quality Authority

Course Overview:

The Graduate Diploma in Early Childhood Education with a birth to five years’ focus is designed for postgraduate students and mid-career changers who hold an undergraduate degree in another discipline and wish to bring their previous knowledge, strengths from prior education, employment and life to work in the field of early childhood education. Integrating theory, research and real-world professional experience, the courses equip graduates with advanced knowledge and competencies in child development, early childhood curriculum, leadership and advocacy required to work in complex and diverse early childhood education settings. A range of professional placement opportunities provide the opportunity to gain authentic teaching practice engaging with infants, toddlers, young children and families from a range of social, cultural and economic backgrounds.

The Graduate Diploma in Early Childhood Education provides an exit pathway for those seeking to enter the workforce sooner. Those continuing to complete the Master of Teaching (Early Childhood) will be further prepared with specialized knowledge in education research.

Course Learning Outcomes:

On successful completion of the Graduate Diploma in ECE graduates will be able to:
CLO 1	Apply advanced knowledge of theory and research to early childhood professional practice, leadership and management.
CLO 2	Appraise curriculum, pedagogy and assessment to design, implement and assess inclusive, equitable and responsive programs that meet the diverse needs of children.
CLO 3	Design positive and engaging learning environments that promote the safety, wellbeing and holistic development of young children
CLO 4	Communicate and collaborate effectively with children, colleagues, families and external stakeholders
CLO 5	Exhibit leadership, autonomy. accountability and sound judgement in diverse early childhood settings.
CLO 6	Engage in teacher inquiry to improve practice and advance and improve professional knowledge and practice.
CLO 7	Advocate for children, families and early childhood education demonstrating a commitment to ethical practice, cultural competence and social justice.
CLO 8	Engage in continuous professional learning and reflective practice to advance personal professional growth and improve practice.

International Student Duration:

The CRICOS-registered duration is 52 weeks or 1 year of full-time study (3 trimesters). Please note the part time mode is not available to a holder of a student visa, who is not a citizen of Australia or New Zealand, or who is not an Australian permanent resident, or who is a temporary resident of Australia.  

Domestic Student Duration:

For domestic students the course is 1 years full-time or 2 years part-time. 

Course Architecture:

CODE			UNIT TITLE	PEx	Pre Req	Co Req
Year 1	T1	ECE80101	Foundations of Learning, Neuroscience and Development	Nil	Nil	ECE90104
		ECE80102	Health, Safety and Wellbeing	Nil	Nil	ECE90104
		ECE80103	Curriculum, Play and Pedagogy	Nil	Nil	ECE90104
	T2	ECE90104	PEX 1: The Observant Teacher	30-day	Nil	ECE80101/2
		ECE80105	Early Childhood Theory, Philosophy and Perspectives	Nil	Nil	Nil
		ECE80106	Communication, Language and Literacy	Nil	ECE80103	ECE80108
	T3	ECE80107	STEM in the Early Years	Nil	Nil	ECE80108
		ECE90108	PEX 2: The Reflective Teacher	30-day	ECE80104	ECE80106

Assessment Methods:

Assessment tasks include, but are not limited to: essays, case studies and scenarios, reflective papers, learning experience designs, project designs, learning environment designs, microteaching/role-playing, PowerPoint, multimodal, multimedia and oral presentations (individual and group); ePortfolios, online quizzes and exams, teaching performance assessments, research and inquiry proposals, annotated bibliographies, work-in-progress presentations and capstone projects. A culminating capstone assessment using an approved TPA, nominally the Graduate Teaching Performance Assessment, assures that graduates meet the required Graduate Teaching Standards and evidence graduates of the course as ‘ready-to-teach’.

All professional experience (PEX) units hold a substantial assessment of teaching performance against a select range of graduate teacher standards for each placement, culminating in the full range for the final assessment. Each PEX unit has a dedicated assessment and reporting requirement based on the templates provided by AITSL (2024) comprising 4 sections to be completed at key points during the placement.

Careers:

Graduates of the Graduate Diploma in Early Childhood Education course will be well-prepared for a variety of rewarding career opportunities in the field of early childhood education. These opportunities include, but are not limited to:

• Early Childhood Teacher

• Early Childhood Program Director/Coordinator

• Educational Leader in Early Childhood Settings

• Policy Advisor/Consultant in Early Childhood Education

• Researcher in Early Childhood Education

• Educational Resource Developer

• Early Childhood Education Consultant

Entry Requirements:

Applicants seeking entry to Graduate Diploma in Early Childhood Education should hold a Bachelor’s degree in a cognate or non-cognate area. The degree must be equivalent to an Australian Bachelor’s degree (AQF7) or higher.

Non-Academic Entry Requirements:

The non-academic capabilities and teaching suitability of applicants will be assessed using transparent and justifiable selection criteria aligned with the course objectives. Core non-academic attributes for teaching include:

• Motivation to teach

• Strong interpersonal and communication skills

• Willingness to learn

• Resilience

• Self-efficacy

• Conscientiousness

• Organizational and planning skills

• Cultural awareness

• Aboriginal and Torres Strait Islander cultural awareness

Recognition of Prior Learning:

Subject exemptions may be granted for units deemed equivalent and completed within the last five years at a comparable AQF level with an approved institution. Older studies (over five years) are assessed individually, considering the applicant’s professional experience. The Academic Dean or a designated academic staff member has the authority to evaluate and approve RPL applications on a case-by-case basis, including individual subjects or credit blocks of up to 50% of the course. Decisions are based on evidence provided by the applicant to ensure that RPL credits do not compromise the student’s ability to meet course learning outcomes. Applicants are notified in writing of the outcome within ten working days of submitting all required documentation.

Language Proficiency:

TEST	SCORES
IELTS	Overall score of 7.0 with a minimum score of 6.5 in written communication and a minimum individual band score of 6.0.
TOELF (iBT)	Overall score 94+ with minimum scores of 27 in writing and 24 in reading, speaking and listening
Pearson (PTE) Academic	Overall score 66 with a minimum of 56 in written communication and no less than 46 in all other communication skills.
Cambridge English	185 with no band less than 185

Fees:

Domestic Students: 

You are considered a domestic student if you are:

• An Australian citizen or permanent resident,
• A New Zealand citizen, or
• An Australian humanitarian visa holder.

Domestic students are offered a full fee-paying place, which means you are responsible for the full cost of your tuition (unsubsidized). This will be noted in your Letter of Offer.

The annual course cost can be found on the Schedule of Fees and Charges or on the web page for your specific course. Fees are based on a standard full-time study load and course duration. If you have been granted Advanced Standing (credit for prior study), your total fees and course duration may differ.

Please note that tuition fees may increase during your studies. Students will be notified in advance of any changes.

Full Fee-Paying Places: 

A full fee-paying place means you cover the entire tuition cost for your course. If eligible, you can defer payment of your fees through the FEE-HELP scheme. 

International Students: 

If you are an international student, your annual course cost (in Australian dollars, AUD$) is listed on the Schedule of Fees and Charges page or on your course web page.

Like domestic students, your total fees and course duration may change if you are granted Advanced Standing. Tuition fees are also subject to increases during your studies, and you will be advised in advance of any changes. 

Further Information:

For further information, please contact:

Central Australian Institute of Technology Higher Education (CAIT Hi-Ed)

Level 15, Flinders Street, Melbourne VIC, 3000.

Phone: 1300 258 369

Email: info@cait.edu.au

Our Masters programmed is ideal for aspiring educators who want to advance their careers in early childhood education. This programmed combines research, pedagogy, and practical experience to develop highly skilled teachers capable of shaping young learners’ futures.

Master of Teaching Early Childhood (MTeach (EC))

Course Summary:

Course	Master of Teaching (Early Childhood)
CRICOS Code	Not currently authorized to be offered to international students.
Indicative AQF Delivery	AQF Level 9 | Masters by Coursework
Field of Study (ASCED)	070101: Teacher Education – Early Childhood
Units	070101: Teacher Education – Early Childhood
Credit Points	160 points [nested GDIPED(EC): 80 points]
English Language requirements	Overall score of 7.0 with a minimum score of 6.5 in written communication and a minimum individual band score of 6.0 or equivalent
Mode of Delivery	Blended: Face to Face | Online
Time Commitment	2 Years Full Time or equivalent part time
Work Integrated Learning	60 days professional practice in Early Childhood Education Settings
Location	Melbourne, Australia
Progression Requirement	Successful Capstone Teaching Performance Assessment
Linked (nested) qualifications	AQF8 Graduate Diploma in Early Childhood Education (1 Year)
Accreditation	This course will be accredited by the Tertiary Education Quality and Standards Agency and the Australian Children’s Education and Care Quality Authority

Course Overview:

The Master of Teaching (Early Childhood) with nested Graduate Diploma in Early Childhood Education with a birth to five years’ focus is designed for postgraduate students and mid-career changers who hold an undergraduate degree in another discipline and wish to bring their previous knowledge, strengths from prior education, employment and life to work in the field of early childhood education. Integrating theory, research and real-world professional experience, the courses equip graduates with advanced knowledge and competencies in child development, early childhood curriculum, leadership and advocacy required to work in complex and diverse early childhood education settings. A range of professional placement opportunities provide the opportunity to gain authentic teaching practice engaging with infants, toddlers, young children and families from a range of social, cultural and economic backgrounds.

The nested Graduate Diploma in Early Childhood Education provides an exit pathway for those seeking to enter the workforce sooner.  Those continuing to complete the Master of Teaching (Early Childhood) will be further prepared with specialised knowledge in education research.

Course Learning Outcomes:

On successful completion of the Master of Teaching (EC) graduates will be able to:
CLO 1	Integrate and synthesis advanced knowledge of theory and research to inform early childhood professional practice, leadership and strategic management
CLO 2	Critically appraise and innovate curriculum, pedagogy and assessment to design, implement and evaluate inclusive, equitable and responsive programs that address complex and diverse learning needs.
CLO 3	Design positive, engaging and holistic learning environments that promote children’s wellbeing, safety, agency and development.
CLO 4	Apply advanced, context-responsive strategies to communicate and collaborate effectively with children, colleagues, families and sector stakeholders.
CLO 5	Exercise high-level autonomy and accountability for professional decision-making and leadership in diverse early childhood settings.
CLO 6	Conduct teacher practitioner research to interrogate theory, refine methodologies and improve practice and contribute to advancement of the field.
CLO 7	Advocate strategically for children, families and the profession demonstrating ethical practice, cultural competence, social justice and reconciliation.
CLO 8	Drive innovation and shape future directions through ongoing professional learning, critical reflection, leadership and advocacy.

International Student Duration:

The CRICOS-registered duration is 104 weeks or 2 year of full-time study (6 trimesters). Please note the part time mode is not available to a holder of a student visa, who is not a citizen of Australia or New Zealand, or who is not an Australian permanent resident, or who is a temporary resident of Australia.  

Domestic Student Duration:

For domestic students the course is 2 years full-time or 4 years part-time. 

Course Architecture:

CODE			UNIT TITLE	PEx	Pre Req	Co Req
Year 1	T1	ECE80101	Foundations of Learning, Neuroscience and Development	Nil	Nil	ECE90104
		ECE80102	Health, Safety and Wellbeing	Nil	Nil	ECE90104
		ECE80103	Curriculum, Play and Pedagogy	Nil	Nil	ECE90104
	T2	ECE90104	PEX 1: The Observant Teacher	30-day	Nil	ECE80101/2
		ECE80105	Early Childhood Theory, Philosophy and Perspectives	Nil	Nil	Nil
		ECE80106	Communication, Language and Literacy	Nil	ECE80103	ECE80108
	T3	ECE80107	STEM in the Early Years	Nil	Nil	ECE80108
		ECE90108	PEX 2: The Reflective Teacher	30-day	ECE80104	ECE80106
Year 2	T1	ECE90201	Learning through The Arts in Early Childhood	Nil	ECE80103	Nil
		ECE90202	Multiliteracies in the Early Years	Nil	ECE80106	ECE90204
		ECE90203	Education Research in Practice	Nil	Nil	ECE90204
	T2	ECE90204	PEX 3: The Reflective Teacher	25-day	ECE90108	ECE90203
		ECE90205	Leadership, Advocacy and Professional Identity	Nil	ECE90108	Nil
		ECE90206	Guiding Children with Diverse and Complex Behaviour	Nil	ECE80102	Nil
	T3	ECE90207	Early Numeracy and Mathematical Thinking	Nil	ECE80107	Nil
		ECE902–	Elective	Nil
	Electives	ECE90208	Family Engagement and Collaborative Practice	Nil	ECE90108	Nil
		ECE90209	Supporting Plurilingual Learners	Nil	ECE90202	Nil
		ECE90210	Gender, Identity and Diversity in Early Childhood	Nil	ECE80102	Nil
		ECE90211	Australian Indigenous Perspectives in the Early Years	Nil	ECE80105	Nil
		ECE90212	Digital Childhoods: Technology in Early Learning	Nil	ECE90202	Nil
		ECE90213	Global Trends, Policy and Innovation	Nil	ECE80105	Nil

Assessment Methods:

Assessment tasks include, but are not limited to: essays, case studies and scenarios, reflective papers, learning experience designs, project designs, learning environment designs, microteaching/role-playing, PowerPoint, multimodal, multimedia and oral presentations (individual and group); ePortfolios, online quizzes and exams, teaching performance assessments, research and inquiry proposals, annotated bibliographies, work-in-progress presentations and capstone projects.  A culminating capstone assessment using an approved TPA, nominally the Graduate Teaching Performance Assessment, assures that graduates meet the required Graduate Teaching Standards and evidence graduates of the course as ‘ready-to-teach’.

All professional experience (PEX) units hold a substantial assessment of teaching performance against a select range of graduate teacher standards for each placement, culminating in the full range for the final assessment.  Each PEX unit has a dedicated assessment and reporting requirement based on the templates provided by AITSL (2024) comprising 4 sections to be completed at key points during the placement.

Careers:

Graduates of the Master of Teaching (Early Childhood) course and/or the nested Graduate Diploma in Early Childhood Education course will be well-prepared for a variety of rewarding career opportunities in the field of early childhood education. These opportunities include, but are not limited to:

• Early Childhood Teacher

• Early Childhood Program Director/Coordinator

• Educational Leader in Early Childhood Settings

• Policy Advisor/Consultant in Early Childhood Education

• Researcher in Early Childhood Education

• Educational Resource Developer

• Early Childhood Education Consultant

Entry Requirements:

Applicants seeking entry to the Master of Teaching (Early Childhood) with nested Graduate Diploma in Early Childhood Education should hold a Bachelor’s degree in a cognate or non-cognate area. The degree must be equivalent to an Australian Bachelor’s degree (AQF7) or higher.

Non-Academic Entry Requirements:

The non-academic capabilities and teaching suitability of applicants will be assessed using transparent and justifiable selection criteria aligned with the course objectives. Core non-academic attributes for teaching include:

• Motivation to teach

• Strong interpersonal and communication skills

• Willingness to learn

• Resilience

• Self-efficacy

• Conscientiousness

• Organizational and planning skills

• Cultural awareness

• Aboriginal and Torres Strait Islander cultural awareness

Recognition of Prior Learning:

Subject exemptions may be granted for units deemed equivalent and completed within the last five years at a comparable AQF level with an approved institution. Older studies (over five years) are assessed individually, considering the applicant’s professional experience. The Academic Dean or a designated academic staff member has the authority to evaluate and approve RPL applications on a case-by-case basis, including individual subjects or credit blocks of up to 50% of the course. Decisions are based on evidence provided by the applicant to ensure that RPL credits do not compromise the student’s ability to meet course learning outcomes. Applicants are notified in writing of the outcome within ten working days of submitting all required documentation.

Language Proficiency:

TEST	SCORES
IELTS	Overall score of 7.0 with a minimum score of 6.5 in written communication and a minimum individual band score of 6.0.
TOELF (iBT)	Overall score 94+ with minimum scores of 27 in writing and 24 in reading, speaking and listening.
Pearson (PTE) Academic	Overall score 66 with a minimum of 56 in written communication and no less than 46 in all other communication skills.
Cambridge English	185 with no band less than 185

Fees:

Domestic Students: 

You are considered a domestic student if you are:

• An Australian citizen or permanent resident,
• A New Zealand citizen, or
• An Australian humanitarian visa holder.

Domestic students are offered a full fee-paying place, which means you are responsible for the full cost of your tuition (unsubsidized). This will be noted in your Letter of Offer.

The annual course cost can be found on the Schedule of Fees and Charges or on the web page for your specific course. Fees are based on a standard full-time study load and course duration. If you have been granted Advanced Standing (credit for prior study), your total fees and course duration may differ.

Please note that tuition fees may increase during your studies. Students will be notified in advance of any changes.

Full Fee-Paying Places: 

A full fee-paying place means you cover the entire tuition cost for your course. If eligible, you can defer payment of your fees through the FEE-HELP scheme. 

International Students: 

If you are an international student, your annual course cost (in Australian dollars, AUD$) is listed on the Schedule of Fees and Charges page or on your course web page.

Like domestic students, your total fees and course duration may change if you are granted Advanced Standing. Tuition fees are also subject to increases during your studies, and you will be advised in advance of any changes. 

Further Information:

For further information, please contact:

Central Australian Institute of Technology Higher Education (CAIT Hi-Ed)

Level 15, Flinders Street, Melbourne VIC, 3000.

Phone: 1300 258 369

Email: info@cait.edu.au

CAIT Hi-Ed provides clear and fair processes for recognising your prior study, work experience, or professional learning through credit transfer and RPL. Credit may be granted as block, specified, or unspecified, reducing the time it takes to complete your program while protecting the quality of your qualification. You’ll need to provide evidence (such as transcripts, certificates, or portfolios) to show how your learning matches course outcomes, and decisions will always be documented in writing. If credit is granted, it may affect your course duration (and for international students, your CoE and visa reporting). If your application is not approved or you disagree with the decision, you have the right to appeal through the CAIT Hi-Ed Grievance and Appeals Policy to ensure a fair and transparent review.

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Before you accept an offer from CAIT Hi-Ed, you’ll receive clear, written information about your course design and structure, any approved credit (RPL/credit transfer) and how it affects duration, delivery modes and required technologies (including LMS access), assessment methods and rubrics, tuition and non-tuition fees, refund rules, the Tuition Protection.

Service, and your obligations and rights (including USI, policies, complaints/appeals). For international students, offers also include ESOS/National Code details, CRICOS course information, visa compliance requirements (genuine student assessment, conditions, and maintaining current contact details), plus guidance on CoE issuance, provider transfer rules, and where to get help with visa and compliance matters.

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CAIT Hi-Ed is committed to keeping students fully informed of any changes to tuition fees, charges, or refund conditions. Where adjustments are made, students will be notified in writing well in advance of the change taking effect. Updates will be communicated through official channels, such as the student portal, email, or published policy documents, ensuring that you always have access to the most current information. If changes affect your enrolment or financial obligations, CAIT Hi-Ed will clearly explain the impact, outline available support options, and provide guidance on your rights and next steps.

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