Course Structure

The course structure is based on four semesters (each of 12 weeks duration, plus an exam week), with four subjects taught in each semester. It compromises:

• 70 cp from Education
• 40 cp from Curriculum Studies
• 10 cp from Christian Studies
• 10 cp from Electives
• 10 cp from Research
• 20 cp from Professional Experience

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

For more information see the Student Handbook.

Subjects

Core Subjects

Recommended Sequence:

Pre-Course, optional intensive:

EDU000 Postgraduate Research and Writing

1st Semester:

ACA401 Faith & Purpose

EDU401 Foundations in Christian Learning and Teaching

EDU540 Learning and Teaching, Theory and Practice

Elective *

2nd Semester:

EDU425 Australian Indigenous Education

EDU523 Inclusive Education

EDU541 Differentiated Curriculum and Learning Management

Curriculum subject A

EDU591A Placement Experience 1 (20 days)

3rd Semester:

EDU542 Learning and Teaching through ICT

RES502 Action Research

Curriculum subject A

Curriculum subject B

EDU591B Professional Experience 2 (20 days)

4th Semester:

EDU545 Educational Policy Development

Curriculum subject B

EDU599 Professional Experience 3 (20 days)

*1 subject taken from accredited Level 8 or above subjects offered by the College. Recommended either EDU522 Self Reflective Educator or SSC410 Psychology of Emotion and Wellbeing

Major Specialisations

ENGLISH

• CRS403 Curriculum Studies – English: Part A
• CRS503 Curriculum Studies – English: Part B

CREATIVE ARTS

• CRS431 Curriculum Studies – Drama: Part A
• CRS531 Curriculum Studies – Drama: Part B
• CRS433 Curriculum Studies – Music: Part A
• CRS533 Curriculum Studies – Music: Part B
• CRS435 Curriculum Studies – Visual Arts: Part A
• CRS535 Curriculum Studies – Visual Arts: Part B

HSIE (Human Society and Its Environment)

• CRS450 Curriculum Studies – Commerce
• CRS550 Curriculum Studies – Business Studies
• CRS502 Curriculum Studies – Economics
• CRS412 Curriculum Studies – Geography: Part A
• CRS512 Curriculum Studies – Geography: Part B
• CRS413 Curriculum Studies – History: Part A
• CRS516Curriculum Studies – Ancient History
• CRS515 Curriculum Studies –Modern History
• CRS532 Curriculum Studies – Studies of Religion

MATHEMATICS

• CRS414 Curriculum Studies – Mathematics: Part A
• CRS514 Curriculum Studies – Mathematics: Part B

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

• CRS411 Curriculum Studies – Personal Development, Health and Physical Education: Part A
• CRS511 Curriculum Studies – Personal Development, Health and Physical Education: Part B

TECHNOLOGY

• CRS418 Curriculum Studies – Information and Software Technology
• CRS518 Curriculum Studies – Information Processes and Technology

SCIENCE

• CRS441Curriculum Studies - Integrated Science
• CRS541Curriculum Studies - Physics
• CRS542 Curriculum Studies - Chemistry

View the full list of subjects for this course. For more information see the Student Handbook or 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.

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' previous undergraduate or postgraduate studies must meet the required prerequisites for their intended curriculum specialisations.

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 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, practices and recent developments in secondary teaching within the chosen Key Learning Areas (KLAs): Creative Arts; English; Human Society and Its Environment; Languages; Mathematics; Personal Development, Health and Physical Education; Science; Technology;
• in-depth understanding of general research principles and methods, and advanced knowledge of specific research approaches used in secondary teaching within the chosen discipline areas;
• 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 adolescents and apply it to diagnosis and teaching strategies for progression of students;
• critically 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 implement an action 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 secondary teaching within the chosen discipline areas.

Application of Skills and Knowledge

Demonstrated ability to:

• articulate new questions or issues and apply the knowledge and skills developed in secondary teaching, within the chosen discipline areas, 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 secondary teaching;
• develop and design a wide range of units of work within their chosen specialisation at Stage 4 (Y7/8); Stage 5 (Y9/10) and Stage 6 (Y11/12);
• design and implement a major action research project in the discipline area of secondary teaching to advance personal and professional development, in order to thrive in educational contexts.