Course Structure

The course structure is based on eight semesters (each of 13 weeks duration), with four subjects taught in each semester:

• 1 subject (10 credit points) from Christian Studies
• 15 subjects (150 credit points) from Education (includes 20 days K-6 Professional Experience)
• 12 subjects (120 credit points) from Curriculum Studies
• 2 subjects (20 credit points) K-6 Professional Experience (60 Days)
• 2 elective subjects (20 credit points)

To qualify for the award of the degree of Bachelor of Education (Primary) a candidate must complete all 32 subjects, including satisfactory completion of the Professional Experience subjects.

*Professional Experience (including Community Engagement) consisting of community-based learning and a minimum number of supervised teaching days in primary schools as stipulated by local registration/employing bodies.

For more information see Student Handbook.

Subjects

Core Subjects

• ACA101 Faith & Purpose
• CRS204 Geography and History
• CRS205 Language and Literacy
• CRS206 Years K-2 Reading and Writing
• CRS207 Years 3-6 Reading and Writing Theories and Practices
• CRS208 Primary Mathematics 1
• CRS209 Primary Mathematics 2
• CRS233 Science and Technology
• CRS236 Creative Arts
• CRS301 STEAMS 1: Cross-Curriculum Pedagogy – Spirituality, Technology, English, Arts, Mathematics, Science – Stage 2 Focus
• CRS304 Personal Development, Health and Physical Education
• CRS305 STEAMS 2: Cross-Curriculum Pedagogy – Spirituality, Technology, English, Arts, Mathematics, Science – Stage 3 Focus
• CRS306 Years K-6 Language and Literacy
• EDU101 Foundations in Christian Learning and Teaching
• EDU107 Foundational Mathematics and Numeracy
• EDU108 Academic Writing and Professional Communication*
• EDU113 Wellbeing and Care
• EDU115 Brain Development from a 21st Century Perspective
• EDU121 Critical Thinking for Effective Learning
• EDU126 Australian Indigenous Education
• EDU211 Learning and Teaching through Digital Technology
• EDU212 Inclusive Education
• EDU227 Early Childhood and Childhood Development
• EDU233 The Praxis and Pedagogy of Primary + EXP233 Professional Experience K-6 (10 days)
• EDU316 Differentiation, Classroom Engagement and Management + EXP316 Professional Experience K-6 (10 days)
• EDU322 The Self-Reflective Educator
• EDU332 Learning and Teaching in Community Contexts
• EDU343 Educational Psychology
• EXP321 Professional Experience K-6 (30 days)
• EXP322 Professional Experience K-6 (30 days)

*Note: ‘EDU108 Academic Writing and Professional Communication’ replaces ‘EDU105 - Introduction to Academic Research and Writing’ from Semester 1, 2024 onwards. Students admitted into the Bachelor of Education (Primary) in 2023 will undertake ‘EDU105 Introduction to Academic Research and Writing’ as part of their studies.

Elective

Choose 2x subject taken from an accredited Level 7 course of study offered by AC.

View the full list of subjects available for this course.

More information

For more details on which subjects you can choose, see the current enrolment guide for this course.

Admission Criteria

Academic Entry Requirements

Applicants with Recent Secondary Education (within the past 2 years)

Applicants admitted on the basis of their recent secondary education must demonstrate:

ATAR of no less than 65 (or the completion of the interstate or overseas equivalent qualification and result) for admission into this course and for NSW high school graduates, this must include a minimum of three Band 5 HSC results, including one in English and at least a Band 4 in Mathematics. More information on the NSW Education Standards Authority (NESA) entry requirements for teaching degrees can be found here.

Special admission is also available for Year 12 students whose ATAR (or equivalent) falls within 5 points of the published lowest ATAR to receive an offer but have done well in subjects relevant to the course of study. These Special Admission Pathways are evaluated on a case-by-case basis by the Program Director and then tabled for approval by the Admissions Committee.

Applicants with Vocational Education and Training (VET) Study

Applicants whose highest level of study since leaving secondary education is a complete Vocational Education and Training (VET) qualification (Certificate IV or higher) are advised to seek provisional entry into the Bachelor of Education (Primary).

Applicants with Higher Education Study

Applicants whose highest level of study enrolment since leaving secondary education is a complete or partially complete higher education qualification must demonstrate the completion or partial completion of an AQF Level 5 Higher Education Diploma (or higher) by an authorised institution for admission into this course.

Applicants with Work and Life Experience

If you are over the age of 21 at the time of commencement, you can apply for admission into this course on the basis of provisional entry, and complete the provisional entry qualifying period to become a full candidate.

Language

If English is not the applicant’s first language or if their first degree was awarded in a non-English speaking nation, they will be required to show proficiency in the International English Language Testing System (IELTS) (or equivalent). Such students admitted into our programs must attain an overall IELTS (or equivalent) score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening). For full details of the policy on the ‘English Language Proficiency for Teachers see the NESA English Language Proficiency Policy.

IELTS (or equivalent) is not required for applicants who have successfully completed at least two years of full-time study (or equivalent) of a secondary or tertiary qualification at AQF Diploma level or higher, where the medium of study was English and completed no earlier than two years prior to the commencement of the course of study to which the student seeks admission.

Essential Requirements for Admission

Pre-Admission Interview
The Program Director conducts a pre-admission interview (either face-to-face or phone or via Skype) with all academically eligible applicants. This interview aims to assess the key capabilities associated with successful teaching.

Literacy and Numeracy Test
AC students are required to sit for and pass the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to enrolling in their final Professional Experience Placement.

Working with Children Check

AC students are required to complete the Working with Children Check online. You are classified a ‘volunteer’ in Education. Submit application online and also print a copy and upload as an attachment to your application.

Anaphylaxis e-Training

Training is provided free online by the Australian Society of Clinical Immunology and Allergy (ASCIA) http://etraining.allergy.org.au/ On completion of the online module participants receive a certificate of completion which must be included with your application. The training is required to be successfully undertaken every two years. This is the only training for anaphylaxis management in schools that New South Wales Education Standards Authority (NESA) will accept.

NSW Department of Education Child Protection Awareness Training

All students are required to complete the NSW Department of Education Child Protection Awareness Training before enrolling into a work-integrated learning subject and undertaking Professional Experience. Students who have met the academic and essential entry requirements can progress into the course prior to completing this training.

For Teaching School Hub Applicants

To be considered as part of a teaching school hub you should first enquire/apply with your preferred teaching school. This is a separate application to applying with AC. As teaching school hub places are in high-demand, there are limited places so it's advised you should apply early to the school(s) that you'd like to be placed with. Regardless of whether you are successful or not with your Hub application, you can still study a teaching course with AC as long as you meet the admission criteria as mentioned above.

Below are the Teaching School Hubs and links to their websites to apply.

• Sydney Christian Schools Teaching Hub
• Christian Education Ministries (CEM) Teaching Training School
• Tasmanian Christian Education Network (CEN) Teaching Hub
• Teaching Schools Alliance Sydney Teaching Hub
• St Philip’s Teaching School
• King’s College Teaching School

Fees & Timetable

Fee-Help information and a complete Fee Schedule for all Alphacrucis courses can be found in our Fees Information section.

For a full list of course dates for new and continuing students, please see our Timetables.

FEE-HELP is available for eligible students to assist you in financing your studies. For more information and other options, please visit the Financing Your Study page. For students who cannot access government loans, an alternative option is Study Loans, a private student loan provider. To learn more about loans provided by Study Loans, click here.

Course Learning Outcomes

Demonstrate:

• broad and coherent knowledge of Christian doctrine, tradition and history as a foundation for the development of a Christian worldview;
• in-depth knowledge of key issues and practices in the discipline area of primary teaching;
• general knowledge of scholarship and recent developments in the KLA’s pertaining to primary teaching, including, where appropriate, across disciplines;
• broad and coherent understanding regarding the planning, implementation, assessment and reporting of pedagogically sound learning activities consistent with a Christian worldview and appropriate to the demands of the teaching context;

Demonstrated ability to:

• analyse and interpret the stages of development in physical, cognitive, social/emotional and spiritual growth in children and apply it to diagnosis and teaching strategies for progression of students;
• analyse and synthesise various pedagogical approaches with differing ideologies and develop skills and strategies (including technologies) to enhance the quality of learning for all students, including those from marginalised communities;
• communicate effectively coherent ideas and proposed solutions to peers and general audiences in diverse contexts;
• identify and critically evaluate new developments of research and scholarship in the discipline area of primary teaching;
• discuss and analyse contemporaneous topics, issues and challenges impacting on primary teaching, from a Christian worldview, to develop appropriate solutions;
• comply with professional codes of ethics and regulations which impact on the ability to work with children and keep abreast of changes in the legislation and practice applicable to the specific teaching context;
• work independently, responsibly and with the level of professionalism expected of an expert in primary teaching;
• collaborate with the broader community of Christian teachers and school leaders to provide appropriate collegial support;
• undertake self-reflection and evaluation of teaching performance for the purpose of vocational development.