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78 weeks
Full-time or part-time
Semester 1 intake: Beginning March 2027 (Applications open August 2026) | Midyear (Semester 2) intake: Beginning August 2027 (Applications open April 2027)
Course Overview
Where You Can Study
Melbourne
1200 Mair St, Ballarat, VIC 3350
Student Information
Tuition Fee
AUD $4,904
Duration
120 cp: 1.5 years full-time or equivalent part-time 160 cp: 2 years full-time or equivalent part-time
Intakes
Semester 1 intake: Beginning March 2027 (Applications open August 2026) | Midyear (Semester 2) intake: Beginning August 2027 (Applications open April 2027)
Study Mode
Full-time or part-time
Eligibility
Domestic students
Disclaimer: The course entry requirements above are for 2027 Admission.
International students
Disclaimer: The course entry requirements above are for 2027 Admission.
Career & Study Pathways
Quality & Recognition
Academic Regulator
TEQSA
Accreditation Status
AccreditedCourse Content
Data Information Systems: Using Research and Data for Learning
Educational Research Methods
Literacy: Teaching Foundational Reading Skills
Literacy: Teaching Fluency, Comprehension and Writing
Inclusive Practice
Literacy: Primary and Secondary Language and Multiliteracies
Research Methods
School Psychology
STEM
Wellbeing
Phonemes and Phonics: Instruction and Assessment
Phonics: Effective Intervention in Primary and Secondary Schools
Evidence-based Practice and Practice-based Evidence
How Children Learn and How Teachers can Meet the Needs of All Learners
From Phonemes to Phonics: Theory, Research, Differentiated Instruction and Assessment
Word Reading and Spelling: Theory, Research, Differentiated Instruction and Assessment
Vocabulary: Theory, Research, Differentiated Instruction and Assessment
Reading Fluency: Theory, Research, Differentiated Instruction and Assessment
Reading Comprehension: Theory, Research, Differentiated Instruction and Assessment
Writing: Theory, Research, Differentiated Instruction and Assessment
Gifted Learning in the Classroom
Educational Provision for Gifted Learning in the Classroom
School-Level Provision for Gifted Students
Teaching for Creativity and Innovation
Enabling Participation in the Inclusive Classroom: A Rights-based Approach
Policy Informed Approaches to Contemporary Issues in the Inclusive Classroom
Universal Interventions to Support All Learners in the Inclusive Classroom
Supporting Complex Needs, Unique Attributes and Positive Behaviour in Inclusive Education
A Multimodal Approach to Literacy
Spoken Language for Literacy and Oracy
A Functional Metalanguage for Literacy Teaching and Learning
Literacies in the Learning Areas
Foundations: Vision and Mission of Catholic Education in the Contemporary World
Leading Learning in Catholic Educational Communities and Cultures
Educational Leadership as Vocation and Service
Integrating Capabilities for Renewal and Sustainability in Leadership
Leadership in Context: Educational Narratives and Literacies for Learning Communities
Literature Reviews for Educational Research
Practitioner-led Research for Social Change
Conducting Ethical Education Research
Educational and Behavioural Functional Assessment
School and Class Wide Evidence-based Interventions
Learner Differences and Learner Needs
Exceptional Children and Atypical Development
Maths iSTEM
Leading the M in STEM
Science iSTEM
Leading the S in STEM
Integrated STEM (Science and Mathematics)
Digital Technologies in STEM
Modelling and Big Data in STEM
Socioscientific Issues for Developing STEM Literacy
Teacher Wellbeing: Individual and Whole-school Approaches
Understanding Student Wellbeing
Fostering Student Wellbeing in the Classroom Environment
Whole School Approaches to Family and Community Engagement for Wellbeing and Learning
Managing Confronting Behaviours and Critical Incidents in Educational Settings
Mentoring for Professional Learning and Development
Literacy: Teaching Foundational Reading Skills
Literacy: Teaching Fluency, Comprehension and Writing
Inclusive Practice
Literacy: Primary and Secondary Language and Multiliteracies
Research Methods
School Psychology
STEM
Wellbeing
Phonemes and Phonics: Instruction and Assessment
Phonics: Effective Intervention in Primary and Secondary Schools
Evidence-based Practice and Practice-based Evidence
How Children Learn and How Teachers can Meet the Needs of All Learners
From Phonemes to Phonics: Theory, Research, Differentiated Instruction and Assessment
Word Reading and Spelling: Theory, Research, Differentiated Instruction and Assessment
Vocabulary: Theory, Research, Differentiated Instruction and Assessment
Reading Fluency: Theory, Research, Differentiated Instruction and Assessment
Reading Comprehension: Theory, Research, Differentiated Instruction and Assessment
Writing: Theory, Research, Differentiated Instruction and Assessment
Gifted Learning in the Classroom
Educational Provision for Gifted Learning in the Classroom
School-Level Provision for Gifted Students
Teaching for Creativity and Innovation
Enabling Participation in the Inclusive Classroom: A Rights-based Approach
Policy Informed Approaches to Contemporary Issues in the Inclusive Classroom
Universal Interventions to Support All Learners in the Inclusive Classroom
Supporting Complex Needs, Unique Attributes and Positive Behaviour in Inclusive Education
A Multimodal Approach to Literacy
Spoken Language for Literacy and Oracy
A Functional Metalanguage for Literacy Teaching and Learning
Literacies in the Learning Areas
Foundations: Vision and Mission of Catholic Education in the Contemporary World
Leading Learning in Catholic Educational Communities and Cultures
Educational Leadership as Vocation and Service
Integrating Capabilities for Renewal and Sustainability in Leadership
Leadership in Context: Educational Narratives and Literacies for Learning Communities
Literature Reviews for Educational Research
Practitioner-led Research for Social Change
Conducting Ethical Education Research
Educational and Behavioural Functional Assessment
School and Class Wide Evidence-based Interventions
Learner Differences and Learner Needs
Exceptional Children and Atypical Development
Maths iSTEM
Leading the M in STEM
Science iSTEM
Leading the S in STEM
Integrated STEM (Science and Mathematics)
Digital Technologies in STEM
Modelling and Big Data in STEM
Socioscientific Issues for Developing STEM Literacy
Teacher Wellbeing: Individual and Whole-school Approaches
Understanding Student Wellbeing
Fostering Student Wellbeing in the Classroom Environment
Whole School Approaches to Family and Community Engagement for Wellbeing and Learning
Managing Confronting Behaviours and Critical Incidents in Educational Settings
Mentoring for Professional Learning and Development
Capstone Applied Project
Capstone Research Project in Education
Data Information Systems: Using Research and Data for Learning
Educational Research Methods
Literacy: Teaching Foundational Reading Skills
Literacy: Teaching Fluency, Comprehension and Writing
Inclusive Practice
Literacy: Primary and Secondary Language and Multiliteracies
Research Methods
School Psychology
STEM
Wellbeing
Phonemes and Phonics: Instruction and Assessment
Phonics: Effective Intervention in Primary and Secondary Schools
Evidence-based Practice and Practice-based Evidence
How Children Learn and How Teachers can Meet the Needs of All Learners
From Phonemes to Phonics: Theory, Research, Differentiated Instruction and Assessment
Word Reading and Spelling: Theory, Research, Differentiated Instruction and Assessment
Vocabulary: Theory, Research, Differentiated Instruction and Assessment
Reading Fluency: Theory, Research, Differentiated Instruction and Assessment
Reading Comprehension: Theory, Research, Differentiated Instruction and Assessment
Writing: Theory, Research, Differentiated Instruction and Assessment
Gifted Learning in the Classroom
Educational Provision for Gifted Learning in the Classroom
School-Level Provision for Gifted Students
Teaching for Creativity and Innovation
Enabling Participation in the Inclusive Classroom: A Rights-based Approach
Policy Informed Approaches to Contemporary Issues in the Inclusive Classroom
Universal Interventions to Support All Learners in the Inclusive Classroom
Supporting Complex Needs, Unique Attributes and Positive Behaviour in Inclusive Education
A Multimodal Approach to Literacy
Spoken Language for Literacy and Oracy
A Functional Metalanguage for Literacy Teaching and Learning
Literacies in the Learning Areas
Foundations: Vision and Mission of Catholic Education in the Contemporary World
Leading Learning in Catholic Educational Communities and Cultures
Educational Leadership as Vocation and Service
Integrating Capabilities for Renewal and Sustainability in Leadership
Leadership in Context: Educational Narratives and Literacies for Learning Communities
Literature Reviews for Educational Research
Practitioner-led Research for Social Change
Conducting Ethical Education Research
Educational and Behavioural Functional Assessment
School and Class Wide Evidence-based Interventions
Learner Differences and Learner Needs
Exceptional Children and Atypical Development
Maths iSTEM
Leading the M in STEM
Science iSTEM
Leading the S in STEM
Integrated STEM (Science and Mathematics)
Digital Technologies in STEM
Modelling and Big Data in STEM
Socioscientific Issues for Developing STEM Literacy
Teacher Wellbeing: Individual and Whole-school Approaches
Understanding Student Wellbeing
Fostering Student Wellbeing in the Classroom Environment
Whole School Approaches to Family and Community Engagement for Wellbeing and Learning
Managing Confronting Behaviours and Critical Incidents in Educational Settings
Mentoring for Professional Learning and Development
Capstone Applied Project
Capstone Research Project in Education
Common Questions
The Master of Education takes 1.5 years full-time (or the part-time equivalent) for the 120 credit point course taken by students who already hold a teaching qualification, and 2 years full-time for the 160 credit point course taken by students who do not.
The estimated total course cost for international students is AU$54,936 in tuition fees, based on ACU's indicative first-year fee of AU$36,624, with no additional non-tuition fees listed.
ACU lists the Master of Education as approved for delivery at its Melbourne campus and online. The Melbourne intake for international students offers the Inclusive Practice, Literacy: Primary and Secondary Language and Multiliteracies, and Wellbeing streams.
The Master of Education falls under the broad field of Education (07), with a narrow field of Curriculum and Education Studies (0703) and a detailed field of Education Studies (070303).
The Master of Education has a duration of 78 weeks, which is below the 92-week threshold required for extended Post-Study Work Rights eligibility. Therefore, it does not qualify for extended Post-Study Work Rights under current CRICOS criteria.
Application
Three simple steps to get enrolled
Step 01
Enquire
Click "Enquire Now" and tell us a little about yourself. It's free and takes 2 minutes.
Step 02
Submit Documents
Our team will guide you on exactly which documents to prepare and submit.
Step 03
Get Enrolled
Receive your offer letter and confirm your enrolment. Welcome to the course!
Honestly I was lost when I first started looking at Australian colleges. There are just too many options and every agent gives you different info. A friend told me about FindTheCourses and within a week I had shortlisted 3 programs that actually matched my budget and visa situation. My advisor Sanjay was super helpful — never felt like I was being pushed into anything.
Priya Sharma
India
Master of Nursing · Griffith University
