Bachelor of Education (Primary)
teach with heart
The Bachelor of Education (Primary) equips graduates with an accredited professional teaching qualification accredited by TEQSA and NESA (formerly BOSTES).
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 80 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 to 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.
Program Director, Bachelor of Education (Primary)
CRICOS Course Code: 089241C
The Bachelor of Education (Primary) is a four-year program (4 subjects per semester full-time). It comprises:
10 cp from Research
10 cp from Christian Studies
110 cp from Education
140 cp from Curriculum Studies
10 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 the 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.
All new entrants into the program, from Semester 1 2019, are required to select a Primary Specialisation from either Mathematics/numeracy or English/literacy. To complete a specialism in either of these areas, students take an additional specialist module and assessment in either CRS314 Mathematics B or CRS303 English B and an Action Research project within the second minor professional experience, EXP311, in their designated specialism. Teaching in the selected specialism is also assessed within their Teacher Performance Assessment (TPA) within EXP312 in their final semester. It is here that the Teacher Education Students (TES) will demonstrate positive impact on student learning.
Below is a sample subject sequence, although this can be varied depending on subject availability, pre-requisite needs, and the student’s personal circumstances:
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
School Professional Placement
Students must complete 40 credit points in Professional Experience (EXP).
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), on entry into the program. For full details of the policy on the ‘English Language Proficiency for Teachers see the NSW Education Standards Authority - English Language Proficiency Policy.
Academic Entry Requirements
Domestic and International applicants must meet one of the following academic entry requirements:
Completion of the NSW Higher School Certificate with an ATAR of no less than 65, or the completion of the interstate or overseas equivalent qualification and result. This must include a minimum of three Band 5 HSC results, including one in English; or equivalent;
Completion of at least a full year of discipline studies in another higher education award (e.g. a one year Diploma of Arts).
Completion of at least a full year of discipline studies in another higher education award (e.g. a one-year Diploma of Arts).
Applicants aged 21+ must complete at least a full year of discipline studies in another higher education award (e.g. a one year Diploma of Arts), or an overseas equivalent qualification.
Non-Academic Entry Requirements
The Program Director conducts a pre-admission interview (either face-to-face or phone or via Skype) with all academically eligible applicants. This interview aims to assess the key capabilities associated with successful teaching, which may include:
▪ motivation to teach;
▪ strong interpersonal and communication skills;
▪ willingness to learn;
▪ organisational and planning skills.
Working with Children Check
Domestic Applicants: Domestic students studying in Australia are required to complete the Working with Children Check online upload a copy to their application for admission. Applicants are classified as a ‘volunteer’ in Education.
International Onshore Applicants: International students studying in Australia are required to complete the Working with Children Check online prior to enroling into a Professional Placement. Applicants are classified as a ‘volunteer’ in Education.
International Offshore Applicants: International students studying outside of Australia are not required to complete a Working with Children Check.
Both Domestic and International Onshore applicants are required to complete the online Anaphylaxis e-training module. Participants will receive a certificate of completion that is to be uploaded as part of their application for admission. Applicants can select ‘schools course’.
International Offshore Applicants: International students studying outside of Australia are not required to complete the online Anaphylaxis e-training module.
Individual support is available for any questions you might have about your application, don't hesitate to ask. Please contact the Program Director, Stephen Brinton, by email, phone (02 8893 9000) or by appointment, for academic advice at this stage.
Professional Accreditation Requirements
The Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE)
The Australian Government introduced a national Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) from 2016. They argue that well trained, skilled and knowledgeable teachers provide the foundation for a high-quality education system in which every Australian student receives excellent teaching. The LANTITE for initial teacher education students is designed to assess initial teacher education students’ personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching and assist higher education providers. AC requires all pre-service teachers to sit and pass the LANTITE prior to their final professional placement. LANTITE is mandatory for professional teacher registration in Australia.
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.
Mr Stephen Brinton (faculty profile)
Stephen studied for three years at theological college and completed his undergraduate degree at the University of Queensland prior to training as a primary teacher and then as a teacher-librarian. Initially teaching in public schools, he then worked in the Christian school sector for more than 20 years as a curriculum officer, principal, head of primary and teacher-librarian in a number of Christian schools. During this time Stephen wrote curriculum for schools including a Bible syllabus entitled: K-6 Bible Teaching Program and also units of work for HSIE and Science from a Christian perspective entitled: Discovering the Great South Land, Settling 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.
Stephen is a member of the Australian College of Educators.
Ps Grant Buchanan (faculty profile)
Grant came to Australia to take a position in an ACC church in Melbourne’s SE suburbs primarily as Creative Ministries and Small Groups Pastor. Since 2010, he has been covering a number of part time roles apart from his teaching including chaplaincy and counselling. He has begun his doctoral research at University of Divinity in Melbourne looking at a pneumatological reading of Galatians and how this impacts on identity.
As a chaplain and counsellor, Grant continues to engage in pastoral care and counselling helping encourage and equip people for life and ministry is active as an itinerant speaker, and though not on staff, is a part of the leadership team of a missional church in Pakenham.
When not drinking coffee, Grant spends time reading, at the gym and time with his wife Trudy, his two boys, Joel and Zac and friends. Both he and Trudy love exploring the various eating precincts of Melbourne. He loves NZ Rugby, AFL and action movies. As a musician for many years his taste varies from Blues through Rock to some forms of Jazz. He loves flying and previously worked as a flying instructor. Travel for love and ministry is high on the agenda, so he and Trudy are looking forward to holidaying and ministering more abroad within Australia and beyond.
Christopher Cat (faculty profile)
Kylie Dragan (faculty profile)
Dr Jacqueline Service (faculty profile)
Vici Tunney (faculty profile)
Vici has had a background in Education both in NSW and Qld, serving as Deputy Principal in several schools in both states. Together with her husband she pioneered a Christian school in Gladstone, planted a campus of Springfield Christian Family in Brisbane and pastored the campus fulltime for 10 years.
Outside College life, Vici is actively involved in preaching, pastoral work, teaching and missions. Vici is one of five Church Elders with oversight of the 4 campuses of Springfield Christian Family and an ordained minister with Australian Christian Churches. Her interests include reading for a purpose, mentoring the next generation and lively theological & philosophical discussions. Her personal values include being a committed follower of Jesus, an encourager of others and a life-long learner,
Vici has ministered in churches and to missionaries in Ukraine, Thailand, Laos, Cambodia & Vietnam. She travels regularly with her husband who is involved in monitoring development projects in South-east Asia. Vici is married to Craig and have twin boys and a daughter, all married with 6 grandchildren.
Dr Jim Twelves (faculty profile)
Jim was principal of three Christian schools, one in Victoria, one in New South Wales and one in Queensland. Concurrent with this chapter he 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. Prior to Jim’s emigration to Australia in 1995 he was Head of Geography at Aldenham School, in England for most of his 19½ years there in high school teaching.
Jim is passionate about the spiritual dimension of Christian education, particularly its tangible expression within educational communities but also in the life and calling of the individual Christian teacher. As Director of Twelves Consulting, with a team, he developed a national policy framework for a group of Christian schools and from this platform he joined Alphacrucis College in 2010 to head up the delivery of our first initial teacher education program, the Master of Teaching (Primary), pioneered by Associate Professor Jennie Bickmore-Brand. Since then he has headed up the growing Faculty of Education incorporating Master of Teaching (Secondary) and Bachelor of Education (Primary) until 2017 when the faculty enlarged to incorporate Arts and Social Science under Professor Mark Hutchinson. Jim has pioneered the introduction of the Clinical Teaching Model (CTM) that sees teacher education students placed in schools throughout their studies providing practice based learning under the guidance of their host coach.
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. He also represents Alphacrucis College on the New South Wales Council of Deans of Education. The NSWCDE is the peak body representing NSW Teacher Education Providers, University Faculties and Schools of Education. The NSWCDE leads the delivery and development of education programs, partnerships and research. It acts as an advocate for pre-service and in-service teacher education.
Ps Jeremy Weetman (faculty profile)
Jeremy has served in pastoral ministry for over twenty-six years following his graduation from Commonwealth Bible College in 1991. He has been involved in most aspects of church life including senior leadership and also been involved at a state and regional level with the ACC. Jeremy has been teaching Bible and ministry subjects since 2011.
Jeremy began his MA (Min) with Harvest Bible College in 2011, and on completion progressed to doctoral studies with a particular interest in sacred space and contemporary spirituality. His interests involve cycling, cooking, reading, and is a self-confessed cricket tragic.
Jeremy is married to Vicki, who is completing a PhD with Griffith University in cultural theory (meaning exciting study dates…), and is dad to four adult children who are amongst his favourite humans to spend time with.
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.
Andrew Youd (faculty profile)
Andrew Youd is married to Nicola, they have a two and a half year old son, named Jesse, and they live in Newcastle NSW with their two dogs and four Chickens. Andrew graduated with a BTh from Southern Cross College in 2009, and completed his MaCS with Alphacrucis in 2014. Andrew is an active member of C3 Victory, in Newcastle. Andrew has worked in the Faculty of Theology for seven and a half years as Associate Lecturer of Theology, teaching systematic theology and Christian ethics. Andrew also works with the Faculty of Education as Coordinator of Higher Education in Schools. As part of this role, Andrew is joint regional director of the St Philip's Christian College Teaching School education Hub. Andrew has a passion for applied theology, whether it be theology for the Church, or Ethics for the individual, and now more recently, Christian Education.
Units offered as part of this Award:
- CRS103 - Language and Literacy
Description: This subject enables the pre-service teacher to develop their communication skills for academic and professional life, especially in regard to the teacher’s relationship with parents/carers and the community while understanding the principles and theories behind language and literacy development. Unit detail page >>
- CRS104 - Numeracy and Literacy
Description: The aim of this subject is to prepare pre-service teachers to effectively teach and integrate literacy and numeracy into all other learning areas. This subject will expose pre-service teachers to the Australian Curriculum (General Capabilities) F-10 with the purpose of equipping them to develop lesson and unit plans which naturally and authentically integrate these capabilities into their chosen learning area. Unit detail page >>
- CRS202 - History and Geography: Part A
Description: This subject explores the disciplines of History and Geography but with an emphasis on Geography with its study of the physical features of the earth and its atmosphere, human activity and its affects on the environment and its affects on humans, including the distribution of populations and resources and political and economic activities. Unit detail page >>
- CRS203 - English: Part A
Description: This subject enables students to establish an introduction to contemporary theories and practices about language and literacy education with an emphasis on the teaching of reading and visual communication techniques. This subject provides 'real life' examples as a means of contextualising theories within the theory and practice of explicit teaching. Unit detail page >>
- CRS211 - Personal Development, Health and Physical Education: Part A
Description: This subject provides an overview of key researchers in the field of child and adolescent development providing models of instruction and resources in the health and physical education arena. Unit detail page >>
- CRS212 - Science and Technology: Part A
Description: In this subject, pre-service teachers will explore what it means to work scientifically and consider the importance of science for the environment, communities and individuals. Pre-service teachers will also explore the potential cross cultural sensitivities and worldviews found in the cultural diversity of Australian classrooms. Unit detail page >>
- CRS214 - Mathematics: Part A
Description: The aim of this subject is to prepare pre-service teachers to effectively teach mathematics and numeracy in primary schools and provides an introduction to curriculum, pedagogy and assessment for teaching. The main focus is on the Pre-service teachers’ knowledge, experiences, skills and belief systems in mathematics learning and teaching. Unit detail page >>
- CRS221 - Creative Arts: Part A
Description: In this subject, pre-service teachers enhance their creative capacities and develop a knowledge base in the areas of curriculum, pedagogy and assessment for the K-6 Creative Arts syllabuses developed by NESA and ACARA, with a particular emphasis on K-3. Unit detail page >>
- CRS302 - History and Geography: Part B
Description: This subject explores the discipline of History, the study of the past. Specifically, consideration is given to how history relates to humans, memory, commemorations, discoveries, artefact collection and preservation, the role of immigration, how we interpret and learn from the past, including the role of Aboriginal and Torres St Islanders in Australian history past and present and how Australia’s federal system operates. Unit detail page >>
- CRS303 - English Part B
Description: This subject requires pre-service teachers to continue to reflect on their theoretical knowledge and understanding of English teaching and give opportunities for students to consider global perspectives in education and the implications for teaching English based on these perspectives. Unit detail page >>
- CRS311 - Personal Development, Health and Physical Education: Part B
Description: With reference to the ACARA F-10 Health and Physical Education curriculum and the NESA Personal Development, Health and Physical Education K-6 Syllabus, this subject is concerned with assisting teachers to equip their students to make healthy choices based on knowledge and understanding, skills, values and attitudes that will enable them to lead healthy and fulfilling lives. Unit detail page >>
- CRS312 - Science and Technology: Part B
Description: This subject will cover key content such as: the design process-defining the task, generating creative thinking and research techniques, using digital and multimedia for research, production and communications, selection of resources and materials and appraising the finished product; pedagogical concepts and approaches across each of the Stages; as well as developing engaging units; that adhere to inclusive and safe practices. Unit detail page >>
- CRS314 - Mathematics: Part B
Description: This subject builds on CRS214 Mathematics: Part A, with a focus on the classroom and how learners engage with mathematics. It further develops the Pre-service Teacher’s ability to plan, teach and assess learners in a variety of contexts. It will investigate innovative ways in which programs can be developed to integrate numeracy across the curriculum. Unit detail page >>
- CRS321 - Creative Arts: Part B
Description: In this subject teachers will experience how to develop in Primary students, specific knowledge, skills and processes, and also create art works; as well as how to appraise and critique art works, artists and artistic practices. The social, historical and cultural contexts of art forms and their centrality to communities, culture and worldview will be addressed. Unit detail page >>
- EDU101 - Foundations in Christian Learning and Teaching
Description: This subject is the foundational subject for the whole course and is designed to be the first subject of the program. Pre-service teachers will begin to develop their own personal, dynamic philosophy concerning Christian education and their journey into the teaching profession. Unit detail page >>
- EDU105 - Introduction to Academic Writing and Research
Description: New to higher education 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 >>
- EDU124 - Australian Indigenous and Multicultural Education
Description: This introductory subject provides heightened understanding of the needs in diverse classrooms in order to enable students to reach their full potential in Australian Indigenous and multicultural settings and argues the case for pedagogies that engender a supportive learning environment towards Australian Indigenous and multicultural groups. Unit detail page >>
- EDU223 - Inclusive Education
Description: This subject critically analyses the developmental stages of childhood to adolescence as these relate to inclusive education. It provides an opportunity for pre-service teachers to understand their responsibilities to develop strategies to differentiate teaching to meet the specific learning needs of students across a full range of abilities. Unit detail page >>
- EDU225 - Childhood and Adolescent Development
Description: Focusing on childhood and adolescence, this subject examines human development. Pre-service teachers will study the physical, cognitive, moral, emotional and social aspects of childhood and adolescent development, factors that influence development and implications for educational practice. The role of family and cultural child rearing practices, as well as the impact of social policy on these for schooling will be examined. Unit detail page >>
- EDU231 - Curriculum, Assessment and Reporting
Description: This subject provides pre-service teachers with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy. This includes the development of the scope and sequence, unit development, evaluation and assessment. Unit detail page >>
- EDU320 - Cross Curricular Pedagogies
Description: This subject introduces pre-service teachers to the significance of Cross Curricular Pedagogies. It focuses on curriculum policy imperatives relevant to the debate about the place and role of learning and teaching across subject disciplines and critically investigates these in the light of contemporary theories of pedagogy. Unit detail page >>
- EDU322 - The Self-Reflective Educator
Description: This subject is designed to encourage the pre-service teachers to take time to reflect on their own personalities in the light of their chosen career and potential leadership positions that they are likely to encounter throughout their profession. It also aims to equip them to handle stress and possible conflict situations with better outcomes for all involved. Unit detail page >>
- EDU332 - Learning and Teaching in Community Contexts
Description: This unit equips students to understand their professional role in and beyond the primary classroom, as well as the changing social and professional contexts in which teachers work. It positions the teacher as part of a community of practice as well as the community that the school is situated in and ways to engage families, community representatives and external professionals. Unit detail page >>
- EDU341 - Differentiated Curriculum and Learning Management
Description: This subject will investigate the curriculum implications of catering for the range of abilities within the Years K-6 classroom. This subject revisits a number of learning theorists whose ideas inform classroom instruction. Educational approaches such as segregation, integration, mainstreaming, and managing challenging behaviour will be explored while reviewing differentiation and individualisation. Unit detail page >>
- EDU342 - Learning and Teaching through ICT
Description: In this subject pre-service teachers will explore the ways in which new technologies can be used to support quality learning and teaching for Years K-6 based on relevant pedagogical approaches. Pre-service teachers will gain experience in using technology as a productivity tool and in the design and evaluation of learning resources. Unit detail page >>
- EDU343 - Educational Psychology
Description: Educational Psychology focuses on how key psychological theories and concepts inform pre-service teachers’ understanding of how students learn and the implications for effective learning and teaching. Unit detail page >>
- EXP211 - Professional Experience 1
Description: This subject introduces the pre-service teacher to foundational practices and procedures in primary school contexts. The subject provides a strong foundation in planning for learning and sequencing of the learning experiences for years K-6. Unit detail page >>
- EXP212 - Professional Experience 2
Description: This subject introduces the pre-service teacher to a wider range of opportunities to practice their developing skills and techniques in controlled real-life settings under the support of full time school mentors. Unit detail page >>
- EXP311 - Professional Experience 3
Description: This subject affords the pre-service teacher an opportunity to consolidate and integrate the knowledge, skills and attitudes previously developed in EXP211 and EXP212. The subject will focus on meaningful and authentic learning tasks and contexts, giving specific attention to the design, development, implementation, student assessment and evaluation of units of work. Unit detail page >>
- EXP312 - Professional Experience 4
Description: This final Professional Experience subject involves the pre-service teacher taking full responsibility for a classroom and develop more fully a range of skills, knowledge and attitudes more closely related to those of beginning teaching. The pre-service teacher will have full responsibility for observing, planning, implementing, student assessment and reporting, and evaluating units of work, including embedding individualised programs for specific school students to support inclusion and diversity. 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 >>