Alphacrucis College

Master of Teaching (Primary)

Welcome to Master of Teaching (Primary) at Alphacrucis College where we offer graduate teacher training from a Christian perspective as pre-service training and further study for existing teachers.  The majority of our students are in fact career changers.  In addition to our two year Masters award we offer the Graduate Diploma of Education (Primary) as an early exit point after eighteen months full-time study.

Our program has been designed around three themes; curriculum content, the teacher’s heart and teaching experiences in a variety of settings. We are very proud of our unique teaching style; each subject is studied online combined with a week-long face-to-face fully catered intensive at our Sydney Campus, often referred to as blended learning. To see some of our staff in action watch these excerpts from our program launch.

Dr Jim Twelves
PhD, MEd, Grad Dip Ed Admin, PGCE, BSc(Hons)

Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher (Parker Palmer, 2007).

Casual Lecturers' Bios & Students' Testimonies

Download a course information flyer

Apply online here.

Course Design

The Master of Teaching (Primary) Award is a two year program (16 subjects [units], full time, four per semester). All students are required to enrol in the Master of Teaching (Primary) however, there is the option to exit after 12 subjects [units] with a Graduate Diploma of Education (Primary), an eighteen month program of full time study.  Students taking this option may resume their studies (full time or part time) and complete their Master of Teaching (Primary) within 2 years of exiting.

Casual Lecturers' Bios & Students' Testimonies



  • Full Time: 2 years
  • Part-time: 4 years
  • Exit Point: 18 months - 12 subjects Graduate Diploma in Education (Primary)

Program structure for Master of Teaching (Primary) program at Alphacrucis.

Locations and Timetables

Each week long intensive is held on our Sydney campus, 30, Cowper Street, Parramatta, NSW, 2150.

Students taking EDU400 Professional Experience complete 60 days schools placements spread over three semesters.

2014 Timetable

Download a course information flyer here.

Your Application

Carefully study the Prerequisites, Admission Requirements and Employability sections, listed under the 'Award info' tab above. Then read these notes which will help with your online application. Individual support is available for any questions about your application.

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.      Prohibited Employment Declarationdownload, print, sign and upload.

3.      New Working with Children Check - link complete free online application and submit, print, upload.

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

5.      If applicable, Alphacrucis (Higher Ed) Application for Credit download; applicants who wish to be acknowledged for relevant previous study or experience should complete, sign, 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.

Select the most appropriate subjects (units) for your first semester. Please contact the Program Director, Dr Jim Twelves, by email, phone (02 8893 9000) or by appointment, for academic advice at any stage.

Ps Daniel Thornton (faculty profile)

Daniel Thornton: accomplished and awarded songwriter, musician and worship leader, sought-after minister and educator.  He is the world's leading expert on contemporary congregational songs.  He is the Head of Deparment, Music and Creative Arts at Alphacrucis College, and serves local churches and their worship teams around the globe as well as being engaged as a professional composer and performer.
From 2007 - 2010, Daniel served as the Music Pastor at Paradise Community Church (Adelaide, South Australia) and previously as the Worship and Associate Pastor at North Shore Christian Centre in Sydney Australia for over 8 years.
He regularly produces/records and releases Worship CDs/DVDs including Christmas Presence, For Worshipers, from Worshipers, Daniel|Piano|Worship Classics 2, It is Well - Instrumentals (2011)Worship Classics (2010), Above All Else (2010), One Heart (2009), Worship Always (2009), Paradise(2008), It is Well - Vol 2(2007), It is Well - Vol 1(2006), Beyond Words (2004), and many more. Some of these recordings/performances are featured weekly on the NSCC TV show LifeSource and the Paradise TV shows.
His songs are sung in churches around the world including “Father”, “Come into the House” and “Presence Beautiful”. Daniel’s passion is to connect people with God and see the church rise to its fullest potential.
Daniel has performed a starring role on in an Off-Broadway premiere at the Duke Theatre on 42nd Street, New York of the new musical "Angels".  His recent starring roles in musical theatre productions also include, Godspell, !Hero and The Prodigal.
Six years at the Sydney Conservatorium of Music and a music scholarship to London provided much of Daniel's formal training. During that time, the Sydney Symphony Orchestra and other prestigious ensembles performed his compositions. After completing his studies, Daniel was appointed Music Director for Penrith Christian Fellowship Centre, then Penrith City Church and later Worship Pastor at C3 Mt Annan.
Daniel is an ordained minister with the Australian Christian Churches.  His formal qualifications encompass PhD (candidate), M.Music Technology (Distinction), A.Arts (Religious Studies), LMusA (Theory), Performers Certificate T.C.L. (Piano) and a Cert IV Training and Assessment.
He has owned and run two private music schools, and also lectured for many years at a number of colleges including Hillsong College and the Paradise College of Ministry.
Daniel and his wife Kris have been married for 18yrs and have 3 beautiful children.

Dr Jim Twelves (faculty profile)

As the Program Director, Master of Teaching (Primary) Jim is responsible for the leadership, development and oversight of this exciting new program that was pioneered by Dr Jennie Bickmore-Brand.  Jim is currently responsible for EDU400 Professional Practice; EDU401 Foundations in Christian Teaching and Learning; EDU402 HSIE; EDU422 The Educator’s Journey; EDU501/2 Action Research and EDU503 Challenges in 21st Century Christian Education. 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 teaching and learning were formed. Since arriving in Australia he has held Deputy and Principalship roles in Victoria, New South Wales and Queensland. As Board Chair in Victoria, Jim led the foundation of a new Christian primary school.  In New South Wales, as school Principal, he saw his school nearly double in enrolments over five years and in the last two years, as Director of Twelves Consulting, with a team, he developed national policy frameworks and subsequently a suite of policies for three schools in different states. As a reflection of his passion for clean and efficient administration, after two decades in the classroom, Jim returned to university and enrolled in a Graduate Diploma in Educational Administration at The University of Melbourne. He followed this with his Masters of Education, specialising in staff appraisal, the founding of new schools and marketing. Finally Jim embarked on his doctoral research; Putting them in the hands of God: A successful Australian Christian School. This unique study combined qualitative research with quantitative tools devised by the Victorian Department of Education Employment and Training for their triennial review of state schools.  The research demonstrated that successful Christian education, in the community being examined, combined consistent clear articulation of the vision, a faculty whose teaching was their calling and a vital integration of their Christian faith into every aspect of the life of the school. Follow the link to read the full text.

Entry Requirements

Academic Entry Requirements

Entry into the Master of Teaching (Primary) program requires an appropriate completed Bachelors degree from a recognized University or equivalent tertiary education institution. The Australian Institute for Teaching and School Leadership (AITSL) Program Standards require:

    1. For primary teaching, the applicant's first degree must include at least one year of full-time equivalent study relevant to one or more learning areas of the primary school curriculum. The Primary Key Learning Areas (KLA) are: English; Mathematics; Science & Technology; Human Society and Its Environment (HSIE); Creative and Arts; Personal Development, Health & Physical Education (PDHPE); Languages. Applicants may complete a self assessment of relevant areas of academic study that meets subject content requirements; see Board of Studies, Teaching and Educational Standards - Subject Content Requirements (abridged).
    2. All entrants to initial teacher education will successfully demonstrate their capacity to engage effectively with a rigorous higher education program and to carry out the intellectual demands of teaching itself. To achieve this, it is expected that applicants’ levels of personal literacy and numeracy should be broadly equivalent to those of the top 30 per cent of the population.

Admission Requirements
Applicants for admission to the program must:

    a. hold Australian citizenship, have permanent residency, or apply as an international student.
    b. have an acceptable level of English language proficiency. If English is not the applicant’s first language they will be required to show proficiency in the International English Language Testing System (IELTS) (or equivalent). Students admitted to 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.

    IELTS (or equivalent) is not required for applicants who have undertaken the full four years of required higher education study (or qualifications assessed as comparable) in the English language in either: Australia, New Zealand, United Kingdom (England, Scotland, Wales and Northern Ireland), the United States of America, Canada or the Republic of Ireland.

    For full details of the policy on the English language proficiency of teachers for provisional or conditional accreditation, see the Board of Studies, Teaching and Educational Standards - English Language Proficiency Policy. Testing and locations can be found at IELTS.

    c. have a competent range of computer skills relevant to the profession. An assessed, diagnostic screening, test is a compulsory component of EDU412 Education, Science, Technology and Change after which remediation solutions are explored with students as necessary.
    d. comply with all the requirements as set out in the Policies and Procedures of Alphacrucis College.

While our program is fully accredited to New South Wales and Australian Initial Teaching Standards, applicants are still advised to approach particular teacher employing authorities as early as possible, preferably before applying for the Master of Teaching (Primary), to clarify their specific requirements. It is the responsibility of the student to determine their future employment prospects with the school system(s) of their choice in Australia or overseas; as acceptance into our program does not guarantee employment in any particular schooling system.
Applicants from overseas intending to seek accreditation to teach should seek clarification of accreditation requirements with their intended employing authority prior to undertaking our program. Responsibility for clarification of suitability of undergraduate qualifications for employment with an employing authority rests with the applicant; see Board of Studies, Teaching and Educational Standards - Overseas Trained Teachers .


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.

Accreditation Details for International Students


Course (Award)

Units offered as part of this Award:

EDU400 - Professional Practice Part A, B and C

Description: Note: Enrolment in each part is sequential and each part takes one semester to complete Unit detail page >>

EDU401 - Foundations in Christian Teaching and Learning


By the end of this unit participants should be able to:

  • Integrate faith based values and perspectives into their studies and articulate a personal philosophy and vision for teaching
  • Possess a variety of strategies to reflect on themselves as practitioners and lifelong learners
  • Identify competing and consonant agendas in national, state and Christian education
  • Understand and be able to implement various models of teaching and learning and related pedagogies that reflect the diversity of school contexts
  • Develop strategies to implement the Board of Studies syllabus documents appropriate to the Key Learning Areas, including an ability to integrate across the KLA’s
  • Demonstrate the relationship between learning outcomes, content and assessment which are consonant with a Christian worldview
  • Apply principles of teaching and learning to their philosophy of education for the selection of appropriate pedagogies and strategies for teaching and assessing diverse learners
  • Construct and manage learning environments which include marginalized groups and cater for different learning styles and multiple intelligences
  • Select from a range of classroom behavioural management strategies, those which enhance biblical and transformational perspectives.
  • Discuss the latest research on the use of ICT in learning and teaching
Unit detail page >>

EDU402 - Human Society in the Environment: Platforms and Perspectives of the Christian Educator


• Critically evaluate the conceptual and methodological contribution of the social science disciplines to the HSiE learning area and the relationship of current cross curricula perspectives in education (Global, Sustainability and Environmental Education)

• Develop understandings of the aim, outcomes, subject matter, skills, attitudes and values and experiences that define the NSW HSiE Syllabus

• Explore the impact of mission on Aboriginal religion, culture and schooling. Analyse issues of social justice, reconciliation and educational disadvantage in relation to various Indigenous communities around Australia, and gain knowledge on how to combat and eradicate racism and design learning strategies to enhance Indigenous prospects

• Value the original land owners of Australia’s strategies for conservation and their relationship with the land and recognise the importance of consultation with Indigenous communities

• Identify, locate and critique a range of materials and local community resources (including aid agencies and mandated policies effecting Australians such as Multiculturalism, disability, anti-racism, ESL and Aboriginal and Torres Strait Islander) and field locations to support effective teaching and learning in Society and Environment and to keep abreast of research and developments in society and environment issues

• Identify, critique and develop a variety of socially just and culturally responsive pedagogies to develop social literacy including, children’s awareness of the interconnectedness of society, the global village, and its resources

• Explain the connectedness of concepts, skills and values in developing social literacy and design learning experiences, including an inquiry process, narrative and Storypath, incursions and excursions, that engage students in making deep connections with the concepts, skills and values

• Develop abilities to effectively teach a diverse range of learners and assess students’ achievements against the outcomes and indicators in HSiE

• Investigate and assess and reflect on the role of ICT’s in the teaching and learning of HSiE

• Identify the language and literacy demands of curriculum content, delivery and assessment in HSiE and suggest strategies that promote integrative teaching and learning practices

• Identify the skills of data collection, interpretation and communication including the literacy and numeracy loads of information

• Distinguish a range of similarities and differences in major world religions, including the Judeo-Christian paradigm and Australian Christian denominations and describe associated world views

• Articulate their own personal worldview and define this in terms of their philosophy of Christian education and responsible stewardship of resources

• Appreciate various ethical dilemmas and some potentially contentious theological and philosophical issues that may arise within the context of Christian education and suggest ways of addressing these in the context of teaching and learning in HSiE.

Unit detail page >>

EDU403 - Language and literacy acquisition and development


By the end of this unit students will be able to:
Demonstrate advanced competency in effective verbal and non-verbal communication, including email and telecommunication netiquette for professional purposes
Understand the relationship of language and literacy to learning across the curriculum as being central to a pupil’s intellectual, social and emotional development
Identify growth and development stages of language and literacy from early childhood to adult learners and scaffold learners in their proficiency in using language effectively for a variety of purposes and contexts.
Identify factors that affect language acquisition, particularly where learners are from a NESB or CALD background, and common communication errors of various language groups
Develop strategies to enhance literacy development for students in multicultural and multilingual classrooms
Compare and contrast different theories for the teaching and learning of reading and writing
Develop proficiency in diagnosing students with language and literacy developmental needs
Identify language and literacy learning strategies that enhance positive attitudes towards learning English and enable Aboriginal and Torres Strait Islander communities to achieve success
Make use of a range of resources available both within and outside the school to support students with literacy and language difficulties, that are Stage and culturally appropriate
Demonstrate proficiency in using assessment and reporting tools to identify language and literacy development and communicate findings for a range of key stakeholders
Critically engage with the differing agendas surrounding diversity and language learning
Demonstrate proficiency in using mixed media for the teaching and recording of literacy.

Unit detail page >>

EDU411 - Personal Development, Health and Physical Education


By the end of this unit students should be able to:

  • Identify key thinkers and researchers that have influenced child and adolescent development
  • Identify stages of development in physical, cognitive, linguistic, social and emotional, moral and spiritual development and recognized disorders and delays.
  • Apply their knowledge of theories and research in child and adolescent development to classroom practice and behavioural management
  • Locate and critique up to date and relevant resources in: health, health promotion, health education, disease prevention, public health, community health, government and legal requirements, coordinated school health program and wellness
  • Identify current health and well being issues that effect young Australians and the ability to positive foster lifestyle choices
  • Demonstrate strategies for the improvement of student outcomes for Aboriginal and Torres Strait Islanders
  • Explain the health principles of participation, responsibility, empowerment and cultural sensitivity,
  • Support learners emotional well being in order have feelings of self acceptance and self confidence, enabling them to act in their best interests as well as the interests of others.
  • Distinguish between the fundamental movements skills of stability movement skills, locomotor movement skills, and manipulative skills and its importance during childhood
  • Design programs to foster personal responsibility and goal setting lifelong behavioural patterns and interpersonal skills for children in the area of health and wellbeing and learn how to support their rights and responsibilities to others and recognize unsafe situations
  • Demonstrate strategies for behaviour management that reflect a biblical and socially moral ways of operating for all students, anti- bullying policies and inclusive practices.
  • Demonstrate understanding of interrelationship of strands within PDHPE
Unit detail page >>

EDU412 - Education, Science, Technology and Change


By the end of the unit students will be able to:

  • Build on their knowledge of Australian scientific and technological expertise both past and present, in school and local communities
  • Implement the Science and Technology Syllabus K-6 by identifying suitable topics, themes and concepts for the development of learning experiences
  • Demonstrate ways of differentiated curriculum planning, implementation and assessment that meets the need of diverse learners.
  • Appreciate the role of responsible and ethical use of scientific theory and technology in society
  • Demonstrate knowledge of scientific equipment and safety features
  • Develop expertise in the pedagogies for teaching and learning and assessing Primary Science and Technology for practical investigating, design and project based learning
  • Identify and scaffold learner’s conceptual development on the Science and technology outcomes and indicators (including Stage 4)
  • Use information technologies and systems appropriately for both information retrieval as well as a communication device
  • Critically evaluate and develop materials and resources for the teaching and assessing of Science and Technology and integration with other KLA’s, including understanding concept load, literacy and numeracy demands of materials
  • Reflect on their own competence and personal development needs as an individual and as part of a cooperative learning team and professional community
  • Investigate and manipulate their environment using skills e.g. design, make and appraise processes
Unit detail page >>

EDU413 - Teaching and Learning English


At the end of the unit the student will be able to:

  •  Understand fully the key elements of the NSW English Syllabus documents as appropriate for Stages 1-3 and transition to Stage 4.
  • Develop an understanding of different text types, including a knowledge and appreciation for Australian literature
  • Demonstrate proficiency in designing Programs, lesson plans and teaching aids for the development of reading and viewing; writing, spelling, grammar and handwriting; speaking; and higher order critical literacy skills.
  • Select language and literacy resources for early literacy development such as: children’s literature, commercial spelling, writing, reading and phonics programs.
  • Reflect on himself or herself as a language teacher from a Christian perspective.
  • Critically assess texts, fiction, non-fiction and multimodal, with a view to its appropriateness for instruction, age group, worldview, ethnic, racial and socio economic background.
  • Demonstrate proficiency in integrating technology into teaching.
Unit detail page >>

EDU414 - Learning Mathematics Part A


At the end of this unit students should be able to:

  • Demonstrate increased proficiency in their own mathematical knowledge and skills and ability to communicate mathematically with appropriate terminology
  • Demonstrate knowledge of various teaching approaches in order to be able to select and plan authentic and engaging learning experiences for diverse learners from K-6
  • Demonstrate knowledge of the NSW K-6 Syllabus for Maths
  • Exhibit a range of strategies for their own development of creative, and critical thinking and problem solving in mathematics and exhibit lifelong learning numeracy strategies
  • Demonstrate skill with the use of computer and technical aids in mathematics processing
  • Articulate the impact of knowledge and belief systems about maths historically and among different cultures and its role in describing and modeling patterns and relationships both functionally and aesthetically
  • Articulate their own philosophy of teaching maths and how it relates to a Christian World View
  • Appreciate the impact of mathematics communication in Western society and among Indigenous communities
Unit detail page >>

EDU421 - Creative Arts


By the end of this unit the student should be able to:

  • Explore their own spiritual journey through the mediums of dance, drama, music and art
  • Demonstrate appropriate materials choices relative to student age and cultural and faith backgrounds in drama programming and planning
  • Manage the administrative and communication elements of events, exhibitions and performances
  • Communicate concepts, skills and processes using the form-specific vocabulary of the Creative Arts e.g. music notation, art techniques
  • Form their own criteria for appreciating music, art, dance and drama consistent with a Christian worldview
  • Understand the role of technology in the creative arts
  • Model confident and competent skills and techniques within each of the Creative Arts forms and substrands
  • Program and assess concepts, skills and techniques within each of the Creative Arts forms and substrands, including awareness of Stage 4 demands
  • Achieve Dance outcomes with Early Stage 1 and Stages 1-3 children:- develop children’s ability to use their bodies as a means of expression, derive pleasure from expressive movement, enjoy and appreciate dance and ethnic traditional performance, and critique dance using appropriate meta-language and numeracy communication skills.
  • Achieve Visual Arts outcomes with Early Stage 1 and Stages 1-3 children:- develop children’s ability to make artworks and communicate, using for specific language, their values and opinions about artworks.
  • Achieve Music outcomes with Early Stage 1 and Stages 1-3 children:- develop children’s ability, to sing and play tuned and untuned instruments, listen and identify elements of musical styles and concepts, including numerical elements, and communicate, using appropriate language, their appreciation for composers and their compositions
  • Achieve Drama outcomes with Early Stage 1 and Stages 1-3 children:- develop children’s ability to participate in dramatic and imaginative play, interpret and respond to drama works and performance styles, using the language of drama critique.
Unit detail page >>

EDU422 - The Educator’s Journey


Students completing this unit should be able to:

  •  Reflect on their relationship with God - the Father, Jesus Christ the Son and the Holy Spirit.
  • Appreciate the role of solitude and prayer in their relationship with God and in the process of transformation.
  • Understand Biblical concepts relating to principles of living.
  • Better understand life’s influences which have helped form their belief system and value more greatly their own spiritual journey and those of others.
  • Appreciate the various stages of moral and spiritual development, reflect on their individual development and explore how this understanding may impact them as educators.
  • Develop practical skills and frameworks in analyzing their beliefs, consider major doctrines and construct denominational maps.
  • Demonstrate knowledge and understanding of both personality profiles and emotional intelligence and reflect on their own personality traits, strengths and weakness, and better comprehend how others may relate to them.
  • Analyse what causes personal stress and develop coping strategies
  • Develop a construct of character and consider what this means for them as an educator.
  • Understand the importance of interpersonal skills and develop effective communication skills for challenging circumstances.
  • In educational settings, journey life with others and help others to understand the God’s Word in the context of their daily lives.
Unit detail page >>

EDU423 - Children, families and schooling - Special Needs


At the end of the unit student will be able to:

  • Identify ‘at risk’ factors in children which can have their roots in school and family circumstance
  • Demonstrate competence in supporting students who are bullied, harassed or truant
  • Examine their own attitudes about disabilities and families in order to promote healthy relationships between families and school and where appropriate support services
  • Examine cross cultural and Indigenous child rearing practices and how these might impact on teacher and school strategies and relationships
  • Identify effective strategies for a positive classroom climate to guide and nurture growth and development psychologically, physically, spiritually and behaviourally – of the children in their care, particularly those with special needs
  • Identify literacy, numeracy and life skill strategies to support students with special needs and the socially disadvantaged
  • Use information and communication technology to design, deliver and evaluate learning experiences for individuals with special education needs, including documenting and monitoring IEP’s
  • Understand the role of government and education policies and provision in the shaping of welfare and family relationships, including people with disabilities and those who are marginalised.
Unit detail page >>

EDU424 - Teaching and Learning Mathematics Part B


At the end of this unit the student should be able to:

  • Demonstrate proficiency in planning, programming, teaching and assessing maths concepts within and across the curriculum
  • Analyse student transcripts for teacher scaffolding and concept development
  • Identify and diagnose students at risk in maths lessons using a variety of assessment instruments
  • Provide remediation and intervention strategies for students who are unable to engage fully in the class through lack of ability, social and emotional issues or cultural and linguistic diversity.
  • Provide enrichment learning experiences and directions for the gifted and talented in maths and maths across the curriculum lessons
  • Integrate mathematics concepts and processes across the curriculum, for example in design and technology projects
  • Identify computer and technology resources for concept development in maths
Unit detail page >>

EDU501-EDU502 - Action Research Project Part A and Action Research Project Part B


By the end of these units, participants should be able to:

  • Identify evidence in alignment with the elements of competency required for Professional Competence in the NSW Professional Teacher Standards, source supplementation and progressively demonstrate the elements;
  • Understand the strengths and weaknesses of various research paradigms;
  • Demonstrate research skills in Action Research or chosen research paradigm (including an understanding of sound investigative methodology and ethical practice);
  • Engage critically with and synthesize a range of both practice-based and theoretical ideas as relevant to the selected topic;
  • Formulate appropriate research questions and employ a range of research methods, resources and skills involving sustained independent and ethical inquiry for exploring those questions and to support and justify recommendations
  • Critically reflect upon the relevance and impact of their own experiences, assumptions and recommendations to the practice of research and to their recommendations
  • Organize and manage a supervised, self-directed researchproject, employing self-discipline, reflexivity, and adherence to the College’s published ethics guidelines;
  • Gather, organize and deploy ideas and information in order to formulate arguments cogently, and express them effectively in written form;
  • Deliver written work to a given length, format, brief and deadline, properly referencing sources and ideas and making use of a problem-solving approach.
Unit detail page >>

EDU503 - Paradigms of the 21st century: challenges for Christian Educators


At the end of this unit the students will be able to:

  • Understand key drivers and trends currently shaping society
  • Examine similarities and differences between Christianity and popular influences on society such as: post modernism, New Age spirituality, cosmology, biology, anthropology, neuroscience, genetic engineering, psychology etc
  • Become familiar with analytical tools drawn from philosophy, science and linguistics
  • Critically analyse media messages for underlying assumptions and values, and the impact of changes in communication and technology
  • Compare and contrast the Australian identity with American national identity.
  • Critique the influence of media on the shaping of public opinion on ethical issues e.g. euthanasia, war, terrorist, border protection, trade, Aboriginal rights, and immigration
  • Articulate biblical responses to a range of current ethical, social justice and ecological issues
  • Develop sensitivity in communicating a Christian worldview on ethical issues with different age groups and generation X and Y
  • Utilise administrative, planning and organisational skills for working with and mentoring youth in Christian social and/or education contexts (such as youth group), together with extra-curricula demands, school functions and camps
  • Reflect on matches and mismatches between beliefs and assumptions as a pre-service teacher and a novice practitioner and refine their craft as Christian educators
  • Articulate strategies for the effective use of community, professionals and resources in rural and remote area schooling.
Unit detail page >>

EDU510 - Christian Worldview


By the end of this unit participants should be able to:

  • Appreciate the way in which individual and communal worldviews shape life, vocation and ministry
  • Understand the importance of Christian theology for worldview
  • Demonstrate an understanding of the nature of theology and the sources that inform Christian theology
  • Demonstrate an understanding of the Christian doctrines on the nature of God, creation, humanity, sin, redemption and the church
  • Analyse and critique various viewpoints that have been formulated relevant to these topics
Unit detail page >>