Course Structure

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

• 10 cp from Christian Studies
• 120 cp from Education
• 10 cp from Research
• 20 cp Professional Experience

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. To qualify for award of the degree of Master of Teaching (Primary) a candidate shall accrue an aggregate of at least 160 credit points, including satisfactory completion of the core subjects.

For more information see the Student Handbook.

Subjects

Core / 15 Subjects (150 credit points)

• THE401 Christian Worldview (or ACA401 Faith & Purpose)
• EDU401 Foundations in Christian Learning and Teaching
• EDU403 Language and Literacy
• EDU424 Australian Indigenous and Multicultural Education
• EDU513 Learning and Teaching English
• EDU514 Learning and Teaching Mathematics: Part A
• EDU523 Inclusive Education
• EDU502 History and Geography
• EDU511 Personal Development, Health and Physical Education
• EDU512 Science and Technology
• EDU521 Creative Arts
• EDU515 Learning and Teaching Mathematics: Part B
• EDU404 K-2 Reading and Writing
• EDU591 (EDU591A Professional Experience 1 & EDU591B Professional Experience 2)
• EDU599 Professional Experience 3

Research / 1 Subject (10 credit points)

• RES502 Action Research

View the full list of subjects for this course.

Course Handbook and Enrolment Guide

See the course handbook for suggested course structure, progression, subject description and other details.

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

Admissions

Academic Entry Requirements

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

This course of study requires the completion of a higher education qualification by an authorised institution. Applicants with recent high school education only are not eligible for direct entry into this course.

Students must meet the necessary requirements for accreditation through NESA, including at least 1 full year (8 units) for study in one or more learning areas of the primary school curriculum (English/Literacy, Creative Arts, Human Society and Its Environment (HSIE), Mathematics/Numeracy, Personal Development Health and Physical Education (PDHPE), Science and Technology). For more information check the NESA website HERE.

Additionally, as of 2024, all graduate entry Primary teaching applicants will need to possess at least a Band 4 result in a prior HSC mathematics course, or have undertaken at least 1 unit of mathematics/numeracy in a prior bachelor degree, or will be required to pass a mathematics/numeracy bridging unit (in addition to the program’s regular units) before or during the first year of study in the Master of Teaching (Primary).

Applicants with Vocational Education and Training (VET) Study

This course of study requires the completion of a higher education qualification by an authorised institution. Applicants with a Vocational Education and Training (VET) qualification only are not eligible for direct entry into this course.

Applicants with Higher Education Study

Applicants whose highest level of study enrolment since leaving secondary education is a higher education qualification must demonstrate the completion of an AQF Level 7 Bachelor degree (or higher) by an authorised institution for admission into this course.

Applicants with Work and Life Experience

This course of study requires the completion of a higher education qualification by an authorised institution. Applicants who have not completed formal higher education study are not eligible for direct entry into this course.

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 7.0 in any of the four skills areas, and a score of no less than 8 in speaking and listening) on entry into the program. For full details of the policy on the ‘English Language Proficiency for Teachers see the Board of Studies, Teaching and Educational Standards - 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 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.

First Aid

All students completing EDU511/CRS311 Personal Development, Physical & Health Education are required to complete a recognised First Aid Course. This course deals with the cause and prevention of accidents, the acquisition of sufficient knowledge to determine the nature and extent of injury, and sufficient skill to administer proper first aid.

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

Knowledge

Demonstrated:

• advanced and integrated understanding of key issues and practices within the discipline area of primary teaching;
• knowledge of scholarship and recent developments in the KLA’s pertaining to primary teaching, including, where appropriate, across disciplines;
• understanding of general research principles and methods, and advanced knowledge of specific research approaches used in the discipline area of primary teaching;
• advanced and integrated 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.

Skills

Demonstrated ability to:

• evaluate, synthesise and critically engage the theoretical knowledge regarding the stages of development in physical, cognitive, social/emotional and spiritual growth in children and apply it to diagnosis and strategies for progression;
• 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;
• design and execute a research project which examines a complex problem or issue using appropriate methodologies and theories from the discipline area;
• communicate effectively complex 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.

Application of Skills and Knowledge

Demonstrated ability to:

• articulate new questions or issues and apply the knowledge and skills developed within the discipline area of primary teaching 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 the discipline area of primary teaching;
• design and implement a major research project in the discipline area of primary teaching to advance personal and professional development, in order to thrive in educational contexts.