The course structure is based on eight semesters (each of 13 weeks duration), with four subjects taught in each semester:

• 10 cp from Research
• 10 cp from Christian Studies
• 120 cp from Education
• 40 cp from Curriculum Studies
• 60 cp Discipline Studies – Major
• 40 cp Discipline Studies – Minor
• 40 cp Professional Experience*

To qualify for the award of the degree of Bachelor of Education (Secondary) a candidate must complete all 32 subjects, including satisfactory completion of the Professional Experience subjects.

*Professional Experience (including Community Engagement) consisting of community-based learning and a minimum number of supervised teaching days in secondary schools as stipulated by local registration/employing bodies.

For more information see the Student Handbook.            

Subjects

First Year

Semester 1

RES101 Introduction to Academic Writing and Research

THE101 Christian Worldview

EDU102 Foundations in Christian Learning and Teaching

EDU121 Critical Thinking for Effective Learning

Semester 2

EDU104 Literacy and Numeracy

EDU125 Cultural Diversity and Australian Indigenous Education

EDU226 Childhood and Adolescent Development

EXP211 Professional Experience 1

Second Year

Semester 3

AAA Major

BBB Minor

EDU224 Inclusive Education

EDU235 Well-being and Engagement

Semester 4

AAA Major

CRS Curriculum Studies 1 Part A

EDU232 Curriculum Assessment and Reporting

EXP212 Professional Experience 2

Third Year

Semester 5

AAA Major

BBB Minor

CRS Curriculum Studies 1 Part B

EDU345 Equity, Diversity and Differentiation

Semester 6

AAA Major

BBB Minor

EDU344 Educational Psychology

EXP311 Professional Experience 3

Fourth Year

Semester 7

AAA Major

BBB Minor

CRS Curriculum Studies 2 Part A

EDU340 Learning and Teaching through ICT

Semester 8

AAA Major

CRS Curriculum Studies 2 Part B

EDU333 Learning and Teaching in Community Contexts

EXP312 Professional Experience 4

Available Curriculum Studies Subjects

CRS220 Curriculum Studies - English: Part A

CRS222 Curriculum Studies - Geography: Part A

CRS223 Curriculum Studies - History: Part A

CRS224 Curriculum Studies - Mathematics: Part A

CRS228 Curriculum Studies - Information and Software Technology

CRS231 Curriculum Studies - Personal Development, Health and Physical Education: Part A

CRS235 Curriculum Studies - Visual Arts: Part A

CRS240 Curriculum Studies - Music: Part A

CRS241 Curriculum Studies - Drama: Part A

CRS250 Curriculum Studies - Commerce

CRS330 Curriculum Studies - English: Part B

CRS331 Curriculum Studies - Personal Development, Health and Physical Education: Part B

CRS332 Curriculum Studies - Geography: Part B

CRS333 Curriculum Studies - History: Part B

CRS334 Curriculum Studies - Mathematics: Part B

CRS335 Curriculum Studies - Visual Arts: Part B

CRS338 Curriculum Studies - Information Processes and Technology

CRS340 Curriculum Studies - Music: Part B

CRS341 Curriculum Studies - Drama: Part B

CRS350 Curriculum Studies - Business Management

CRS352 Curriculum Studies - Studies of Religion

For a full list of elective subjects please view the full list of subjects for this course.

For more information please see the student handbook or current enrolment guide for this course.

Admission Criteria

Academic Entry Requirements

Applicants with Recent Secondary Education (within the past 2 years)

Applicants admitted on the basis of their recent secondary education must demonstrate the 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) for admission into this course. This must include a minimum of three Band 5 HSC results, including one in English. Please note assumed knowledge is recommended for most specialist teaching areas and is mandatory in Mathematics.

Special admission is also available for Year 12 students whose ATAR (or equivalent) falls within 5 points of the published lowest ATAR to receive an offer but have done well in subjects relevant to the course of study. These Special Admission Pathways are evaluated on a case-by-case basis by the Program Director and then tabled for approval by the Admissions Committee.

Applicants with Vocational Education and Training (VET) Study

Applicants whose highest level of study since leaving secondary education is a complete Vocational Education and Training (VET) qualification are advised to seek entry into the Diploma of Education Studies.

Applicants with Higher Education Study

Applicants whose highest level of study enrolment since leaving secondary education is a complete or partially complete higher education qualification must demonstrate the completion or partial completion of an AQF Level 5 Higher Education Diploma (or higher) by an authorised institution for admission into this course.

Applicants with Work and Life Experience

If you are over the age of 21 at the time of commencement, you can apply for admission into this course on the basis of provisional entry, and complete the provisional entry qualifying period to become a full candidate.

Language

If English is not the applicant’s first language or if their first degree was awarded in a non-English speaking nation, they will be required to show proficiency in the International English Language Testing System (IELTS) (or equivalent). Such students admitted into our programs must attain an overall IELTS (or equivalent) score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening). For full details of the policy on the ‘English Language Proficiency for Teachers see the NESA English Language Proficiency Policy.

Essential Requirements for Admission

Pre-Admission Interview

The Program Director conducts a pre-admission interview (either face-to-face or phone or via Skype) with all academically eligible applicants. This interview aims to assess the key capabilities associated with successful teaching.

Literacy and Numeracy Test

AC students are required to sit for and pass the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to enrolling in their final Professional Experience Placement.

Working with Children Check

AC students are required to complete the Working with Children Check online. You are classified a ‘volunteer’ in Education. Submit application online and also print a copy and upload as an attachment to your application.

Anaphylaxis e-Training

Training is provided free online by the Australian Society of Clinical Immunology and Allergy (ASCIA) http://etraining.allergy.org.au/ On completion of the online module participants receive a certificate of completion which must be included with your application. The training is required to be successfully undertaken every two years. This is the only training for anaphylaxis management in schools that New South Wales Education Standards Authority (NESA) will accept.

NSW Department of Education Child Protection Awareness Training

All students are required to complete the NSW Department of Education Child Protection Awareness Training before enrolling into a work-integrated learning subject and undertaking Professional Experience. Students who have met the academic and essential entry requirements can progress into the course prior to completing this training.

Study Modes

Delivery Mode: Blended
Locations: Sydney
Duration: 4 years full time/up to 8/12 years part-time
Intakes: Semester 1, Semester 2

Fees & Timetable

Fee-Help information and a complete Fee Schedule for all Alphacrucis courses can be found in our Fees Information section.

For a full list of course dates for new and continuing students, please see our Timetables.

FEE-HELP is available for eligible students to assist you in financing your studies. For more information and other options, please visit the Financing Your Study page. For students who cannot access government loans, an alternative option is Study Loans, a private student loan provider. To learn more about loans provided by Study Loans, click here.

Course Learning Outcomes

Knowledge

Demonstrate:

• a broad and coherent knowledge of Christian doctrine, tradition and history as a foundation for development of a Christian worldview;
• an in-depth knowledge of key issues and practices in the discipline area of secondary teaching;
• a general knowledge of scholarship and recent developments in the subject areas pertaining to secondary teaching;
• a broad and coherent understanding regarding the planning, implementation, assessment and reporting of pedagogically sound learning activities consistent with a Christian worldview and appropriate to the demands of the teaching context.
  

Skills

Demonstrated ability to:

• analyse and interpret the stages of development in physical, cognitive, social/emotional and spiritual growth in children and adolescents and apply it to diagnosis and teaching strategies for progression of students;
• analyse and synthesise various pedagogical approaches with differing ideologies and develop skills and strategies (including technologies) to enhance the quality of learning for all students, including those from marginalised communities;
• communicate effectively coherent ideas and proposed solutions to peers and general audiences in diverse contexts;
• identify and critically evaluate new developments of research and scholarship in the discipline area of secondary teaching;

Application of Skills and Knowledge

Demonstrated ability to:

• discuss and analyse contemporaneous topics, issues and challenges impacting on secondary teaching, from a Christian worldview, to develop appropriate solutions;
• comply with professional codes of ethics and regulations which impact on the ability to work with children and adolescents and keep abreast of changes in the legislation and practice applicable to the specific teaching context;
• work independently, responsibly and with the level of professionalism expected of an expert in secondary teaching;
• collaborate with the broader community of Christian teachers and school leaders to provide appropriate collegial support;
• undertake self-reflection and evaluation of teaching performance for the purpose of vocational development