Alphacrucis College

Master of Teaching (Primary)

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

teach with heart

Do you love children and get a thrill when you see the lights go on in their hearts and minds? Are you excited about working with young people reaching for their dreams? Are you keen to equip your own future with our fully accredited professional qualification to teach in Independent or Public Primary Schools?

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This program is for graduates who sense a calling to primary school teaching and have an appropriate undergraduate degree from a recognised institution. We take students at pre-service level and current teachers seeking to upgrade their qualifications. The majority of our students are in fact career changers. 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 appointed subject’s lecture. 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, most of our subjects can now be studied fully online, with the exception of the professional experience placements which require 60 days in schools.

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

Course Design

The Master of Teaching (Primary) is a two year program (4 subjects per semester full-time).

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

**there are four parts to this usually taken over four semesters

The first three semesters focus on the development of the teaching gift; equipping the student to teach across the curriculum and to be able to design learning units to meet the individual needs of all students.

In the final semester, students undertake a research-focused project to inform and improve their practice and also choose one elective subject to develop their own specific interests or skills.

Master of Teaching (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 Master of Teaching (Primary) Scholarships. To apply please, click 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 Declaration – download, print, sign and upload.
  3. Working with Children Check – complete free online application. You are classed as a volunteer at this stage while you are studying. Submit application and also print a copy and upload.
  4. Anaphylaxis e-training – select ‘schools course’.On completion of the online module participants receive a certificate of completion that is to be uploaded.
  5. Academic transcripts and identification documents – upload certified copies.
  6. 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.

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 recognised 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:

1. Hold Australian citizenship, have permanent residency, or apply as an international student.

2. 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 for Teachers at Provisional or Conditional Accreditation Policy’,see the Board of Studies, Teaching and Educational Standards - English Language Proficiency Policy. Testing and locations can be found at IELTS.

3. Have a competent range of computer skills relevant to the profession. An assessed, diagnostic screening, test is a compulsory component of EDU512 Science & Technology after which remediation solutions are explored with students as necessary.

4. 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:

EDU401 - Foundations in Christian Learning and Teaching


  1. Identify 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. Critically examine different pedagogies, teaching and learning strategies and classroom behaviour management strategies.
Unit detail page >>

EDU403 - Language and Literacy


  1. Discuss the relationship between language and literacy and their relevance to learner’s intellectual, social, emotional and spiritual development;
  2. Demonstrate an understanding of the literacy acquisition challenges of learners from non-English speaking backgrounds (NESB) and culturally and linguistically diverse (CALD) backgrounds;
  3. Apply different theories for the pedagogy ofeading and writing to a range of learning situations;
  4. Employ a range of assessment, reporting and diagnostic tools in language and literacy to enhance learning and teaching;
  5. Develop a personal philosophy of teaching language and literacy and how it relates to a Christian worldview.
Unit detail page >>

EDU424 - Australian Indigenous and Multicultural Education


  1. Select pedagogies which establish peace and justice in diverse classrooms in order to enable students to reach their full potential and flourish in Australian Indigenous and multicultural settings;
  2. Critically analyse the significant issues: social, cultural, economic and historical that affect the achievement of Australian Indigenous students’ educational outcomes;
  3. Argue the case for pedagogies that engender a supportive learning environment and develop tolerance and positive attitudes towards Australian Indigenous and multicultural groups;
  4. Formulate an understanding of and respect for Aboriginal and Torres Strait Islander cultures and languages;
  5. Discuss the effectiveness of Australian multicultural and Aboriginal and Torres Strait Islander 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;
  6. Apply language and linguistic factors to first and second language learning to programming for cross-curricula units of work.
Unit detail page >>

EDU500 - Professional Experience A, B & C

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

EDU502 - History and Geography


  1. Explain 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 appraise one’s own personal worldview in the light of changing society’s values and the challenges engendered in teaching values in school;
  3. Critically analyse the historical development of Australian society, including Australian Indigenous history, and identify potential models for future peace and prosperity;
  4. Evaluate and contrast the most recent Australian History and Geography K-6 curricula with the latest NSW BOSTES syllabi;
  5. Construct 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 >>

EDU511 - Personal Development, Health and Physical Education


  1. Explain stages of development in physical, cognitive, social and emotional, moral and spiritual development;
  2. Identify current health and well being issues that affect young Australians and the ability to foster positive lifestyle choices, while supporting learners’ emotional wellbeing from a Christian worldview, such as self acceptance and self confidence;
  3. Distinguish between fundamental movement skills of stability, loco motor and object manipulative control and the importance of these skills in sport;
  4. Design programs to foster personal responsibility and goal setting, lifelong participation, interpersonal skills, spiritual wellbeing and respect;
  5. Demonstrate an advanced understanding of the interrelationship of strands within PDHPE;
  6. Identify key thinkers and researchers who have influenced child and adolescent development;
  7. Critically analyse theories and research in child and adolescent development and apply to classroom practice and behavioural management.
Unit detail page >>

EDU512 - Science and Technology


  1. Demonstrate advanced skills in the use of science and technology in the classroom and as  productivity tools;
  2. Describe personal competence and development needs in science and technology, as an individual and as part of a cooperative learning team and professional community;
  3. Critically evaluate both free and commercial science and technology educational software tools, mobile apps, web services and online learning resources;
  4. Critique reliable sources of information and help in order to keep up with rapidly changing technologies and applications of technology in the classroom;
  5. Critically appraise the relevant Science and Technology K-6 syllabus and various teaching approaches in order to be able to select and plan authentic and engaging learning experiences for diverse learners from K-6;
  6. Explain carefully issues of safety, Christian worldview and ethics relating to science and technology in both the classroom and society as a whole;
  7. Construct an interactive online learning resource for a science-based topic.
Unit detail page >>

EDU513 - Learning and Teaching English


  1. Identify in detail the design of work programs, lesson plans and teaching aids for the development of reading and viewing; writing, spelling, grammar and handwriting; speaking; and for the application of higher order critical literacy skills;
  2. Critically analyse texts, fiction, non-fiction and multimodal, with a view to appropriateness for instruction, age group, worldview, ethnic, racial and socio economic background;
  3. Construct thoughtful and defensible assessment and reporting procedures specifically related to the learning and teaching of English;
  4. Evaluate personal competencies as a language teacher from a Christian perspective;
  5. Critically appraise the key elements of the most recent Australian syllabus available as appropriate for Early Stage 1 and Stage(s) 1-3 and transition to Stage 4;
  6. Select proficient ways of integrating technology into the learning and teaching of English.
Unit detail page >>

EDU514 - Learning and Teaching Mathematics: Part A


  1. Demonstrate skill with the use of computers and other ICT resources in mathematical processing;
  2. Demonstrate increased proficiency in mathematical knowledge, skills and the ability to communicate mathematically with appropriate terminology, exhibiting a range of numeracy strategies for the development of creative and critical thinking and problem solving in Mathematics;
  3. Critically analyse the relevant Mathematics K-10 syllabus and various teaching approaches in order to be able to select and construct authentic and engaging learning experiences for diverse learners from K-6;
  4. Explain in detail the impact of knowledge and belief systems about Mathematics amongst different cultures including, Australian Indigenous communities;
  5. Construct a personal philosophy of teaching Mathematics and how it relates to a Christian Worldview.
Unit detail page >>

EDU515 - Learning and Teaching Mathematics: Part B


  1. Evaluate and recommend remediation and intervention strategies for students who are unable to engage fully in the class through special education needs, social and emotional issues or cultural and linguistic diversity, including Aboriginal and Torres Strait Islander students;
  2. Construct and implement appropriate planning, programming, teaching and assessing of mathematical concepts within and across the curriculum;
  3. Identify and diagnose in detail students at risk in Mathematics lessons using a variety of assessment instruments;
  4. Construct enrichment learning experiences for Gifted and Talented students in Mathematics;
  5. Critically analyse student transcripts for teacher scaffolding and concept development;
  6. Critically appraise ICT resources for effectiveness in concept development in Mathematics.
Unit detail page >>

EDU521 - Creative Arts


  1. Identify in detail the administrative and communication elements of events, exhibitions and performances;
  2. Critically appraise materials choices relative to student age and cultural and faith backgrounds in drama programming and planning;
  3. Construct a program which explains concepts, skills and techniques within each of the Creative Arts forms appropriate to the learning stages;
  4. Demonstrate increasing skills in music, art, dance and drama;
  5. Critically analyse personal criteria for appreciating music, art, dance and drama consistent with a Christian worldview.
Unit detail page >>

EDU522 - The Self-Reflective Educator


  1. Critically evaluate one’s own personality profile, critically reflecting on how it affects one’s approach to teaching;
  2. Demonstrate an integrated understanding of personality profiles and leadership theory in the spiritual formation of an educator;
  3. Critically analyse the leadership types within communities, such as churches, community organisations and schools;
  4. Identify in detail catalysts for increased stress and conflict in life and work;
  5. Integrate a sustainable model of Christian education within a personal, dynamic philosophy of education.
Unit detail page >>

EDU523 - Inclusive Education


  1. Relate personal attitudes toward disability to Christian faith and profession as an educator;
  2. Critically anlayse the impact of cross cultural and Australian Indigenous issues on inclusive education;
  3. Identify in detail ‘at risk’ factors in children;
  4. Construct learning experiences incorporating ICT for inclusive education including the application of IEPs;
  5. Critically evaluate the role of government regulation in policy and management of student welfare and people with disability in particular.
Unit detail page >>

RES502(MTP) - Action Research


  1. Develop an action research proposal that meets the requisite ethical standards of working with children and provides an integrated Christian worldview;
  2. Exhibit a critically reflective understanding of literature within the field of the selected research topic;
  3. Identify in detail the appropriate action research method to address the question;
  4. Produce a clearly expressed, well-structured and well-argued action research project which demonstrates a sound Christian pedagogy and meets the requisite ethical standards of working with children. 
Unit detail page >>

THE401(MTP) - Christian Worldview


  1. Describe the sources used to inform a Christian worldview and apply consistent method in arriving at theological conclusions;
  2. Examine alternate perspectives, and identify complementary and contradictory conclusions and arguments;
  3. Identify central elements of a Christian worldview and show how these impact individual spirituality and inform the life and mission of the church;
  4. Give a critical account of the historical formation of Christian doctrines of God, creation and redemption and analyse contemporary formulations.
Unit detail page >>