AC: Alphacrucis College

Bachelor of Education (Primary)

The Bachelor of Education (Primary) equips graduates with a fully accredited professional teaching qualification accredited by TEQSA and BOSTES. Designed for aspiring teachers and career changers, the Bachelor of Education (Primary) accredits you to teach in Independent and Public Primary Schools.

teach with heart

The Bachelor of Education (Primary) equips graduates with an accredited professional teaching qualification accredited by TEQSA and BOSTES.

Scholarship applications
now open!

more info

Do you love children and get a thrill when you see the lights go on in their hearts and minds? Are you excited about seeing children grow and learn? Are you keen to equip your own future with our accredited professional qualification to teach in Independent or Public Primary Schools?

This program is for undergraduates who sense a calling to primary school teaching and have reached the appropriate level in their prior studies. This program is a new one but why not hear and read what some of our students are saying about our program?

We are passionate about tailoring our learning and teaching to students’ individual needs, in small classes where each student is known and mentored by their subject’s lecturer. Students are never a number!

Our signature delivery style is blended learning, where students come on campus for their one week’s face-to-face seminar for each subject and complete the remainder of their study online.  However, all of our subjects can now be studied fully online, with the exception of the professional experience placements which require 60 days in schools. 

Students can also apply to study under our new learning model called the Clinical Teaching Model. This is an apprenticeship style of "on the job" learning whereby a student is able top stay in their own community, become part of a local school and have a mentor teacher and learn online. In such a setting students can find relevance to what they are learning, practice new skills and be supported by their community in the process.

Our Diploma of Arts is a one year program nested within the Bachelor of Education (Primary) for students seeking an alternative pathway.

Stephen Brinton
Program Director, Assoc DipTheol., BA, GDipT, MEdSt, PhD (cand)


Course Design

The Bachelor of Education (Primary) is a four year program (4 subjects per semester full-time). It comprises:

  • 10 cp from Research
  • 20 cp from Christian Studies
  • 90 cp from Education
  • 140 cp from Curriculum Studies
  • 20 cp Electives
  • 40 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 Bachelor of Education (Primary) a candidate shall accrue an aggregate of at least 320 credit points, including satisfactory completion of the core subjects noted below.

Below is a sample subject sequence, although this can be varied depending on subject availability, pre-requisite needs and the student’s personal circumstances:

Recommended course progression:
 
FIRST YEAR
First semester
RES101 Introduction to Academic Writing and Research
THE101 Christian Worldview
EDU101 Foundations in Christian Learning and Teaching
CRS103 Language and Literacy
 
Second Semester
EDU124 Australian Indigenous and Multicultural Education
EDU223 Inclusive Education
CRS104 Numeracy and Literacy
EXP211 Professional Experience 1
 
SECOND YEAR
Third Semester
CRS211 Personal Development, Health and Physical Education: Part A
CRS214 Mathematics: Part A
CRS212 Science and Technology: Part A
EDU231 Curriculum, Assessment and Reporting
 
Fourth Semester
CRS221 Creative Arts: Part A
CRS203 English: Part A
EDU343 Educational Psychology
EXP212 Professional Experience 2
 
THIRD YEAR
Fifth Semester
CRS202 History and Geography: Part A
CRS311 Personal Development, Health and Physical Education: Part B
EDU341 Differentiated Curriculum and Learning Management
EDU342 Learning and Teaching through ICT
 
Sixth Semester
CRS302 History and Geography: Part B
CRS303 English: Part B
EDU320 Cross-Curricular Pedagogies
EXP311 Professional Experience 3
 
FOURTH YEAR
Seventh Semester
CRS321 Creative Arts: Part B
CRS314 Mathematics: Part B
CRS312 Science and Technology: Part B
EDU332 Learning and Teaching in Community Contexts
 
Eighth Semester
EDU322 The Self-Reflective Educator
EDU225 Childhood and Adolescent Development
EXP312 Professional Experience 4
Elective
 
Plus 1 electives taken from accredited Level 7 subjects offered by Alphacrucis College, such as:
  • HIS101 History of Christianity
  • CCM304 World Religions
  • WOR205 Worship, Arts and Church History
  • SOC201 Theology of Social Justice
  • MIN221 Children’s Ministry
  • MIN326 Advanced Children’s and Youth Ministry

Bachelor of Education (Primary) Scholarships

Any new applicant accepted as a full-time student is eligible to apply for a one year full-fee competitive scholarship that, if successful would cover their course fees for four subjects per semester for two semesters.  On occasion this scholarship may be split into two half-fee scholarships, to cover two subjects per semester for two semesters for two full-time students.

We are now accepting applications for Bachelor of Education (Primary) Scholarships. To apply please, click here

Stephen Brinton (faculty profile)

Stephen studied for three years at theological college prior to training as a primary teacher and then as a teacher-librarian.Teaching became his ministry when he was called into Christian schooling, a ministry that has seen him as a curriculum officer, principal, head of primary and teacher-librarian in a number of Christian schools. During this time he wrote a Bible syllabus for schools entitled: K-6 Bible Teaching Program and also units of work for HSIE and Science from a Christian perspective entitled: Discovering the Great South LandSettling a New Land and God Created the Heavens.

Prior to joining the staff at Alphacrucis College, Stephen was an adjunct lecturer in Christian tertiary education. Currently he is doing a PhD at the University of Newcastle entitled "Transformational Education: A case study of three Christian schools", researching how three diverse Christian schools engage their students in understanding and applying the transformational teachings of the Bible to their lives.

Kylie Dragan (faculty profile)

Mr Johnny Kumar (faculty profile)

Mrs Alison Lau (faculty profile)

Andrew Mellor (faculty profile)

Dr Jim Twelves (faculty profile)

As the Dean Education and Program Director, Master of Teaching (Primary) and Master of Teaching (Secondary) Jim is responsible for the leadership, development and oversight of this exciting new faculty that was pioneered by Dr Jennie Bickmore-Brand.  Jim is currently responsible for EDU500 Professional Experience; EDU401 Foundations in Christian Learning and Teaching; EDU502 History and Geography; EDU522 The Self-Reflective Educator and RES502 Action Research. Prior to Jim’s emigration to Australia in 1995 he was Head of Geography in Aldenham School, Hertfordshire, United Kingdom for nearly 20 years where his passion for learning and teaching were formed. Since arriving in Australia he has held Deputy and Principalship roles in Victoria, New South Wales and Queensland. As Director of Twelves Consulting, with a team, he developed national policy frameworks for Christian schools. Jim also returned to university as a mature student gaining a Graduate Diploma in Educational Administration, Masters of Education and a PhD from Melbourne University.  His doctoral research; Putting them in the hands of God: A successful Australian Christian School was published as a book in 2013. Follow the link to read the full text.

Dr Yong-Sun Yang (faculty profile)

Yong-Sun Yang has an academic  training in Mathematics, Economics, Philosophy, and Theology. He was born in South Korea and came to Australia in 1993 after 2 years of study in Japan. He lives in Sydney with his wife, Mi-Hea, three daughters, So-Ra, So-Ri, and Ha-Neul, and one son, Jeong-Hun.

Mr Andrew Youd (faculty profile)

Andrew Youd is married to Nicola, and they both live with their dog in the north western suburbs of Sydney. Andrew graduated with a BTh through Southern Cross College in 2009. He has just recently finished his MaCS and will be graduating May 2014. Andrew is an active member of Hillsong Church, serving with his wife at the Macquarie extension service. Andrew works with Dr. Shane Clifton in the Faculty of Theology. 

Entry Requirements

IELTS

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), either on entry to or on graduation from 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.

Academic Entry Requirements

Entry into the Bachelor of Education (Primary) program requires completion of NSW Higher School Certificate with an ATAR of no less than 65, or the completion of the interstate or overseas equivalent qualification and result, or equivalent. This must include a minimum of three Band 5 HSC results, including one in English; or equivalent;

OR

Completion of at least a full year of discipline studies in another higher education award (e.g. a one year Diploma of Arts).

Note: AC will require pre-service teachers to sit the Literacy and Numeracy Test for Initial Teacher Education Students Literacy and Numeracy Test for Initial Teacher Education Students.. This is mandated from July 2016.

Mature Aged Students (over 21 years old): Completion of at least a full year of discipline studies in another higher education award (e.g. a one year Diploma of Arts).

All applicants to the award must comply with the requirements as set out in the Policies and Procedures of Alphacrucis College. Specifically all applicants must hold Australian citizenship, have permanent residency, or apply as an international student and have an acceptable level of English language proficiency.


Your Application

Individual support is available for any questions you might have about your application, don't hesitate to ask.
You are required to attach a number of supporting documents to your online application. (If there are insufficient upload ports, for example if you have multiple transcripts, scan them into multipage PDFs for single upload):


  1. Online Application Form

  2. Working with Children Check: new students enrolling in 2016 are required to complete the new 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.

  3. Anaphylaxis e-training – select ‘schools course’. On completion of the online module participants receive a certificate of completion that is to be uploaded as part of the application.

  4. Academic transcripts and identification documents – upload certified copies.

  5. If applicable, Alphacrucis (Higher Ed) Application for Credit – applicants seeking credit for relevant previous study or experience should complete, sign and upload.

Once your application has been approved you will be sent a Letter of Offer by email. When this is signed and returned you will be invited to submit your online Enrolment Form. You should select the most appropriate subjects for your first semester from those on offer but please contact the Program Director, Dr Jim Twelves, by email, phone (02 8893 9000) or by appointment, for academic advice at this stage.


Fees

Complete Fee Schedules and FEE-HELP information (where appropriate) for all Alphacrucis courses can be found in our Documents section, under the Fees and FEE-HELP Information link.


Units offered as part of this Award:

CRS103 - Language and Literacy

Outcomes:

  1. Identify and validate contemporary theories and practices about language and literacy education in the light of Christian and alternate worldviews;
  2. Examine a range of theories related to child language and literacy development from child to adolescent;
  3. Describe the breadth and impact of literacy acquisition for the whole of learning;
  4. Analyse the research around the development of language and literacy;
  5. Identify and articulate the individual learning needs of students who are learning English as a second language and of multilingual backgrounds and provide a practical application.
Unit detail page >>

CRS104 - Numeracy and Literacy

Outcomes:

  1. Define literacy and numeracy according to ACARA and from a Christian Worldview;
  2. Identify and explain the difference and importance of literacy and numeracy as opposed to the subjects of English and Mathematics;
  3. Identify a range of pedagogical skills appropriate for integrating literacy into their chosen learning areas;
  4. Interpret the relevant K-6 curricular and be able to select and apply this information to authentic and engaging learning experiences for diverse learners;
  5. Identify a range of pedagogical skills appropriate for integrating numeracy into their chosen learning areas;
  6. Select relevant ICT resources and skills for integration with numeracy;
  7. Recognise the concepts that underpin literacy and numeracy and their importance within different cultural belief systems including Australian Indigenous communities. 
Unit detail page >>

CRS202 - History and Geography: Part A

Outcomes:

  1. Apply the History and Geography syllabi in the context of contemporary multi-faith societies and in the light of the pre-service teachers’ developing philosophy of Christian education;
  2. Appraise the Australian Geography Curriculum in the light of earlier state curricular; 
  3. Analyse one’s own personal worldview in the light of changing society’s values and the challenges engendered in teaching values in school;
  4. Deconstruct the historical development of Australian society, including Australian Indigenous history, and identify potential models for future peace and prosperity;
  5. Develop programs for sustainable earth stewardship, according to the biblical mandate, that capture the imagination of young people and ultimately change society’s values.
Unit detail page >>

CRS203 - English: Part A

Outcomes:

  1. Discover various approaches to the teaching of reading and visual communication;
  2. Appraise the visual literacy model in the light of integrating technology into the relevant English K-6 curriculum;
  3. Apply strategies to engage students in multicultural and multilingual classroom settings;
  4. Practice explicit teaching from a Christian worldview in the context of the English curriculum;
  5. Appraise the visual literacy model in the light of integrating technology into the relevant English K-6 curriculum;
  6. Use programming strategies for inclusivity. 
Unit detail page >>

CRS211 - Personal Development, Health and Physical Education: Part A

Outcomes:

  1. Explain the stages of development in physical, cognitive, social and emotional, moral development;
  2. Critically evaluate the importance of teaching health and nutrition to children, including fostering engagement with parents/carers and the community;
  3. Apply qualitative and quantitative assessment in PDHPE;
  4. Construct lessons, demonstrating an understanding of child and adolescent development to foster maximum participation and acquisition of fundamental movement skills;
  5. Differentiate between fundamental movement skills of stability, loco motor and object manipulative control. And the importance of these skills in sport;
  6. Analyse key thinkers and researchers that have influenced child and adolescent development.
Unit detail page >>

CRS212 - Science and Technology: Part A

Outcomes:

  1. Demonstrate an understanding of the principles of risk management in teaching science safely and effectively;
  2. Explain scientific concepts in the physical, biological and technological world;
  3. Discuss worldview and ethical issues relating to science and technology in both the classroom and society as a whole;
  4. Design curriculum materials, lesson plans, and assessment items for Stages 1-3 based on the relevant K-6 Science and Technology syllabus within a theoretical and practical framework;
  5. Apply skills that demonstrate an understanding of the scientific method and working scientifically.
Unit detail page >>

CRS214 - Mathematics: Part A

Outcomes:

  1. Demonstrate a basic understanding of concepts that underpin mathematics knowledge and understanding;
  2. Demonstrate proficiency in mathematical knowledge, skills and the ability to communicate mathematically with appropriate terminology;
  3. Demonstrate skill in using ICT resources in mathematics processing;
  4. Examine and demonstrate a range of pedagogical skills appropriate for teaching primary mathematics;
  5. Identify and explain the difference and importance of mathematics and numeracy as well as conceptual and procedural knowledge. Also explain the importance of these aspects within different cultural belief systems including Australian Indigenous communities;
  6. Design curriculum materials, lesson plans, and assessment items for Stages 1-3 based on the relevant K-6 Mathematics syllabus within a theoretical and practical framework;
  7. Analyse the relevant K-6 curriculum and be able to select and apply this information to authentic and engaging learning experiences for diverse learners.
Unit detail page >>

CRS221 - Creative Arts: Part A

Outcomes:

  1. Demonstrate appropriate Creative Arts materials choices relative to student age, culture and faith backgrounds;
  2. Develop skills and techniques within each of the Creative Arts forms;
  3. Program and assess concepts, skills and techniques within each of the Creative Arts forms appropriate to the learning stages for levels K-3;
  4. Describe the administrative and communication elements of Creative Arts events, exhibitions and performances;
  5. Apply a Christian worldview to Creative Arts in a primary school aged context.
Unit detail page >>

CRS302 - History and Geography: Part B

Outcomes:

  1. Justify the importance of the History and Geography syllabus in the context of contemporary multi-faith societies and in the light of the pre-service teachers’ developing philosophy of Christian education;
  2. Critically analyse historical and geographical issues and debates pertaining to globalisation; 
  3. Appraise the Australian History Curriculum in the light of earlier state curricular; 
  4. Critically evaluate the historical development of Australian society, including Australian Indigenous history, and identify potential models for future peace and prosperity;
  5. Design programs for sustainable earth stewardship, according to the biblical mandate, that capture the imagination of young people and ultimately change society’s values. 
Unit detail page >>

CRS311 - Personal Development, Health and Physical Education: Part B

Outcomes:

  1. Set learning goals that provide achievable challenges for students of varying abilities and characteristics;
  2. Construct lessons, demonstrating an understanding of child and adolescent development to foster maximum participation and acquisition of fundamental movement skills;
  3. Differentiate between fundamental movement skills of stability, loco motor and object manipulative control. And the importance of these skills in sport;
  4. Critically analyse key thinkers and researchers who have influenced child and adolescent development, including physical, emotional, mental, social and spiritual wellbeing;
  5. Describe in detail strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Unit detail page >>

CRS312 - Science and Technology: Part B

Outcomes:

  1. Critically examine and review curriculum materials, lesson plans, and assessment items based on the relevant K-6 Science and Technology syllabus within a theoretical and practical framework;
  2. Integrate an understanding of working technologically into curriculum development;
  3. Critically evaluate both free and commercial educational software tools, mobile apps, web services and online learning resources;
  4. Incorporate ICT in teaching and develop interactive online learning resources which encourage parent/carer engagement;
  5. Discuss issues regarding the impact of technology in education and in society.
Unit detail page >>

CRS314 - Mathematics: Part B

Outcomes:

  1. Appraise ICT resources for effectiveness in concept development in Mathematics
  2. Identify a student’s strengths and weaknesses including those at risk in Mathematics lessons using a variety of assessment instruments and plan a course of action to further the student’s learning;
  3. Create and implement appropriate planning, programming, teaching and assessing of mathematical concepts within and across the curriculum;
  4. Construct lessons and differentiated learning experiences for using ICT and innovative practices in Mathematics;
  5. Critique and recommend intervention strategies and approaches for students who are unable to engage fully in the class. This may include: special education needs, social and emotional issues or cultural and linguistic diversity, including Aboriginal and Torres Strait Islander students.
Unit detail page >>

CRS321 - Creative Arts: Part B

Outcomes:

  1. Appraise appropriate Creative Arts materials choices relative to student age, culture and faith backgrounds;
  2. Illustrate and assess concepts, skills and techniques within each of the Creative Arts forms appropriate to the learning stages for years 4-6;
  3. Integrate a Christian worldview into Creative Arts in a primary school aged context;
  4. Employ skills and techniques within each of the Creative Arts forms.
Unit detail page >>

EDU101 - Foundations in Christian Learning and Teaching

Outcomes:

  1. Describe the relationship between learning outcomes, curriculum content and assessments in the light of a Christian worldview;
  2. Relate international, national and state education agendas to Christian education;
  3. Apply concepts which assist in beginning to develop a personal dynamic philosophy of Christian education;
  4. Demonstrate an advanced understanding of current and relevant curricula in Australia, including its development;
  5. Examine different pedagogies, teaching and learning strategies and classroom behaviour management strategies.
Unit detail page >>

EDU124 - Australian Indigenous and Multicultural Education

Outcomes:

  1. Formulate an understanding of and respect for Aboriginal and Torres Strait Islander cultures and languages;
  2. Critically analyse the significant issues: social, cultural, economic and historical that affect the achievement of Australian Indigenous students’ educational outcomes;
  3. Select ESL pedagogies which incorporate a Christian worldview and promote heightened understanding of the needs in diverse classrooms in order to enable students to reach their full potential and flourish;
  4. Discuss the effectiveness of Australian Indigenous and multicultural policies and procedures as well as anti-racism and ESL policies, programs and services and their role in contributing to student outcomes and the equity and quality of school education;
  5. Argue the case for pedagogies that engender a supportive learning environment and develop tolerance and positive attitudes towards multicultural groups;
  6. Apply principles and theories of literacy and numeracy education to first and second language learning in programming for cross-curricula units of work.
Unit detail page >>

EDU223 - Inclusive Education

Outcomes:

  1. Relate personal attitudes toward the uniqueness and value of individuals, including those with disabilities or special needs, to Christian faith and profession as an educator; 
  2. Critically analyse the diverse range of special needs, considering the impact of culture and identity on inclusive education and the learning needs of students from diverse socioeconomic, cultural and religious backgrounds including Aboriginal and Torres Strait Islander backgrounds;
  3. Appraise legislation, policies, ethics and current issues regarding inclusive education;
  4. Promote equity in classrooms and the dignity and worth of every student through inclusive teaching and behaviour management; integrate learning experiences which incorporate a variety of strategies and technologies  through an understanding of differentiated instruction and layered curricula including the use of ICT; 
  5. Describe ‘at risk’ factors in children, the application of IEPs, strategies for working effectively and sensitively with parents/care-givers, professionals and support staff and the community.
Unit detail page >>

EDU225 - Childhood and Adolescent Development

Outcomes:

  1. Demonstrate the ability to relate to the biological, cognitive and social changes faced by children and adolescents;
  2. Interpret the major developmental and psychosocial issues experienced by children and adolescents, including emotional health, identity formation, peer and family relationships, and factors that positively and adversely affect development;
  3. Analyse problems encountered by children and adolescents in contemporary society and discuss approaches to working with those facing these problems;
  4. Demonstrate the importance of childhood and adolescent development for targeted educational strategies from a Christian worldview;
  5. Demonstrate an understanding of development theories, including Piaget, Erikson and Kohlberg.
Unit detail page >>

EDU231 - Curriculum, Assessment and Reporting

Outcomes:

  1. Apply knowledge of curriculum, assessment and reporting through diagnosing artefacts and solving problems;
  2. Analyse primary curricula in terms of content, learning and teaching and assessment 
  3. Construct a range of assessment tool for primary aged children that can be used in the pre-service teacher’s future career;
  4. Develop with colleagues a professional learning community to analyse the assessments needs of a specific integrated unit of work across a range of KLAs;
  5. Modify procedures and process for reporting to parents/carers for increased learning outcomes of the students. 
Unit detail page >>

EDU320 - Cross Curricular Pedagogies

Outcomes:

  1. Summarise key debates and theories concerning the role of teaching and learning across curricular and critically evaluate in the light of contemporary theories of pedagogy and diverse syllabi and supporting documents.
  2. Evaluate the implications of removing the rigid approach to the curriculum by providing a holistic, interdisciplinary approach to studies and thereby allow time and space for student’s conceptual development ;
  3. Measure the effectiveness of cross-curricular learning for producing enriched participatory and experiential educational experiences, deep knowledge and skill development;
  4. Discuss the opportunities provided by cross-curricular learning for improved motivation and effective learning;
  5. Design resource based integrated teaching units incorporating different subject disciplines, syllabus perspectives and ICT that differentiate teaching to meet the diverse needs of learners. 
Unit detail page >>

EDU322 - The Self-Reflective Educator

Outcomes:

  1. Critically reflect on one’s own personality profile, examining how it affects one’s approach to teaching;
  2. Critically analyse and compare how personality profiles and leadership theories can impact the spiritual formation of an educator;
  3. Evaluate the impact of different leadership types within communities, such as churches, community organisations and schools;
  4. Reflect on the catalysts for increased stress and conflict in life and work and explore effective management and coping strategies;
  5. Integrate a sustainable model of Christian education within a personal, dynamic philosophy of education. 
Unit detail page >>

EDU332 - Learning and Teaching in Community Contexts

Outcomes:

  1. Appraise teachers’ professional and moral role in and outside the classroom and their own ongoing professional learning needs for their teaching career;
  2. Discuss strategies for effective collaboration with parent/carers, businesses and churches in the work of school communities;
  3. Critically evaluate institutional, system, governmental and global responses to political and societal issues that face the educational needs and aspiration of young people;
  4. Evaluate the impact of social media and networked technologies on educational systems and how teacher education providers can positively respond;
  5. Demonstrate an understanding of key debates and theories concerning educational practice and community engagement;
  6. Assess the relative value of the new learning and teaching strategies and pedagogies becoming available on the Web.
Unit detail page >>

EDU341 - Educational Psychology

Outcomes:

  1. Critically appraise the work of prominent educational psychologists;
  2. Compare and contrast different teaching approaches, with a focus on evaluating their strengths and limitations through a psychological lens;
  3. Design work integrating higher order thinking processes associated with creativity and critical thinking;
  4. Describe in detail how knowledge is constructed and its relationship with the human memory system for teaching and instructional design;
  5. Describe in detail learning assessment techniques other than traditional testing, in terms of their strengths and limitations;
  6. Produce advanced psychology-based solutions to teaching/classroom problems in order to improve student learning.
Unit detail page >>

EXP211 - Professional Experience 1

Outcomes:

  1. Demonstrate knowledge of practical approaches for the development of positive and productive classroom environment;
  2. Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements;
  3. Demonstrate an understanding of the realities of working in a school context;
  4. Discriminate by observation and reflection the practices of professional educators;
  5. Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs;
  6. Support teams work within the school communities of practice;
Unit detail page >>

EXP212 - Professional Experience 2

Outcomes:

  1. Critically evaluate a range of teaching and management approaches and strategies for primary contexts;
  2. Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements;
  3. Discriminate by observation and reflection the practices of professional educators;
  4. Demonstrate increasing competence in a broad range of general teaching skills including: planning, implementing and reflecting on learning experiences;
  5. Understand and apply a range of theories, ideas and practices in relation to motivation and management in primary contexts from a Christian worldview.
Unit detail page >>

EXP311 - Professional Experience 3

Outcomes:

  1. Demonstrate advanced knowledge of a range of curriculum models, orientations and elements for primary contexts (K-6);
  2. Describe strategies that link issues relevant to the primary context to the practices of curriculum and curriculum work;
  3. Discriminate by observation and reflection how to creative a positive and engaging learning environment, in the context of a school community;
  4. Plan, implement and review units of work and develop required coherent, logical and motivating resources;
  5. Operating with increasing autonomy, confidence and competence in learning and teaching within a Christian worldview.
Unit detail page >>

EXP312 - Professional Experience 4

Outcomes:

  1. Demonstrate the ability to analyse learners’ abilities, needs and interests as the basis for the planning of teaching and learning (K-6);
  2. Critically analyse practices which support and diversity and inclusion in a wide variety of contexts;
  3. Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning;
  4. Demonstrate the ability to take major responsibility for a class over an extended period;
  5. Develop a personal code of ethics in light of the Australian Professional Standards for Teachers and a biblical worldview.
Unit detail page >>

RES101 - Introduction to Academic Writing and Research

Description: New to university studies & it all seems too hard? Worried about writing essay papers? Or where to begin researching? Or you feel confident in writing, but want to learn the skills of evaluating the masses of information we are bombarded with? This unit is for you! It will give you the tools of how to succeed in your undergraduate academic studies. It will examine how you learn, plus challenge you to think deeper, wider and more creatively. It will also encourage you in how to critically evaluate and reflect on information. Plus develop your skills in how to put it all together in an essay paper or oral presentation. Unit detail page >>

THE101 - Christian Worldview

Description: Do you have questions about God that you have been unable to answer?  Do you sometimes wonder whether Christian beliefs about things like the Trinity and the divinity of Jesus make any sense?  This unit provides you with the opportunity to explore those beliefs that are foundational to Christianity.  It argues that what we believe about God (our theology) has a practical impact upon our life and ethics and, therefore, provides an overview of Christian faith, and reflects on the ways in which this faith informs our everyday life and calling. The topics addressed range from the doctrine of God, creation and sin, to discussion on the person and work of Christ, and the nature of the coming kingdom of God. Unit detail page >>