Bachelor of Education (Secondary)
Teach with Heart
Do you love young people and get a thrill when you see the lights go on in their hearts and minds? Do you connect with the youth in your church? Are you excited about working with young people reaching for their dreams? This program is for undergraduates who sense a calling to secondary school teaching and want to pass on their knowledge and passion about their teaching specialisation.
The Bachelor of Education (Secondary) equips graduates with a degree accredited by TEQSA and accredited as a professional teaching qualification by NESA (formerly BOSTES).
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.
Stephen Brinton
Program Director, Bachelor of Education (Secondary)
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Course Delivery
CRICOS Course Code: 099281A
The Bachelor of Education (Secondary) is a four-year program (4 subjects per semester full-time). It comprises:
▪ 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
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 (Secondary) a candidate shall accrue an aggregate of at least 320 credit points, including satisfactory completion of the core subjects noted below.
School Professional Placement
Students must complete 40 credit points in Professional Experience (EXP).
Entry Requirements
IELTS
International English Language Testing Service (IELTS) of 7.5, with a score of not less than 7.0 in any of the four skill areas, or equivalent, and 8 in speaking and listening. IELTS (or equivalent) is not required for applicants who have undertaken the full four years of required higher education study (or equivalent) in English from an approved country or who have completed a Diploma or higher qualification awarded in English under the Australian Qualification Framework by an authorised institution or registered training organisation.
Academic Entry Requirements
Completion of NSW Higher School Certificate with an ATAR of no less than 65, or the completion of the interstate equivalent qualification and result. This must include a minimum of three Band 5 HSC results, including one in English, or equivalent;
OR
Completion of at least a full year of discipline studies in another higher education award (e.g. a one year Diploma of Arts).
Applicants are not accepted for this course on the basis of a Vocational Education and Training (VET) qualification.
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.
Completion of an overseas equivalent to the NSW Higher School Certificate with an ATAR of no less than 65. This must include a minimum of three Band 5 HSC results, including one in English, or equivalent;
OR
Completion of at least a full year of discipline studies in another higher education award (e.g. a one year Diploma of Arts), or the completion of an overseas equivalent qualification.
Non-Academic Entry Requirements
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, which may include:
▪ motivation to teach;
▪ strong interpersonal and communication skills;
▪ willingness to learn;
▪ resilience;
▪ self-efficacy;
▪ conscientiousness;
▪ 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.
Anaphylaxis e-Training
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.
Admission Support
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.
Fees
Complete Fee Schedules and FEE-HELP information (where appropriate) for all Alphacrucis courses can be found in our Documents section, under the Fees and FEE-HELP Information link.
Units offered as part of this Award:
- CRS220 - Curriculum Studies - English: Part A
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Description: This subject enables Teacher Education Students to establish an introduction to contemporary theories and practices to equip students to teach the ACARA English curriculum 7-10 and NSW English syllabuses (Stages 4 to 5), drawing on critical theories such as critical literacy, cultural heritage, cultural literacy, personal growth and the social view of language. This subject provides 'real life' examples as a means of contextualising theories within the theory and practice of explicit teaching developing reflective practices in teacher education students about their own assumptions, beliefs and values. Topics include principles of learning and teaching in English and effective pedagogy, as well as current debates and issues relevant to teaching secondary English in contemporary contexts. A variety of curriculum frameworks are explored while learning about the developing of programs and lesson plans, assessment tasks and modes of providing feedback to students and parents. Unit detail page >>
- CRS222 - Curriculum Studies – Geography: Part A
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Description: Geography is an investigation of the world which provides an accurate description and interpretation of the varied character of the earth and its people. It is a key discipline through which students develop the ability to recognise and understand environmental change and the interactions which take place in our world. This subject aims to prepare pre-service teachers to confidently teach Geography and interdisciplinary areas such as Civics and Citizenship offered in the Years 7-10 syllabi as developed by NESA and ACARA. The subject aims to develop students’ knowledge of theoretical and practical aspects; engage with a range of pedagogical approaches and provides opportunities for the pre-service teachers to design learning and teaching sequences and assessment tools informed by research. Unit detail page >>
- CRS223 - Curriculum Studies – History: Part A
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Description: This subject is the first of two subjects in Curriculum Studies: History. Effective history teaching results from integrating theory and practice with ongoing critical reflection informed by an awareness of one’s own position in time and worldview. In this subject, Initial Education Students engage with a range of philosophies of history, and undertake critical reflection in the light of their own presuppositions. It develops knowledge and understandings of key content, concepts and substance of the Years 7-10 History syllabi developed by NESA and ACARA, and explores a range of approaches to teaching, learning and assessing the curriculum including making links to literacy, numeracy and ICT requirements. Unit detail page >>
- CRS224 - Curriculum Studies – Mathematics: Part A
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Description: This subject aims to develop in each Teacher Education Student the ability to effectively teach Mathematics to secondary school students as offered in the Years 7-10 syllabuses as developed by NESA and ACARA. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides teacher education students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. Teacher Education Students will be exposed to the socio-cultural and multicultural contexts of mathematics, critiquing a range of teaching methods and approaches, with a view to developing their own philosophy and teaching approach in Christian and alternate schools. Strategies for embedding technology into lessons in an appropriate context will be explored, as well as assessing mathematics knowledge, skills and understanding. Unit detail page >>
- CRS228 - Curriculum Studies – Information and Software Technology
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Description: Teacher Education Students will explore the use of ICT to implement responsible and ethical solutions to problems in a society characterized by rapid technological change, global communication and increasingly competitive knowledge-driven economies. This course provides an introduction to curriculum, pedagogy and assessment for teaching the ACARA curriculum Design and Technologies Stage 4 and 5 and the NESA Technology (Mandatory) Years 7–8 Syllabus and Information and Software Technology Years 7-10 Syllabus. It provides students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. In this subject students will also explore ways in which the development of ICT skills can be embedded across the curriculum to meet particular Years 7-10 requirements. Unit detail page >>
- CRS231 - Curriculum Studies – Personal Development, Health and Physical Education: Part A
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Description: In this subject, Teacher Education Students will be introduced to curriculum, pedagogy and assessment in the NESA Personal Development, Health and Physical Education (PDHPE) Years 7-10 Syllabus. They will examine and critique the content, principles, practices and pedagogical approaches associated with physical activity and movement education; and personal development and health education. This subject also aims to develop the Teacher Education Student’s understanding of contemporary theory, concepts and skills and provide opportunities for the design of learning and teaching sequences and assessment tools that respond to the needs of diverse learners and are informed by research. The diverse social factors which impact upon the learning and teaching of PDHPE for supporting the development of health, well-being and a positive sense of self and others, including within Christian and alternate school contexts will also be explored. Unit detail page >>
- CRS235 - Curriculum Studies – Visual Arts: Part A
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Description: In this subject, teacher education students will explore their own creative capacities, and their understanding and knowledge of visual arts. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides Teacher Education Students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. The history of visual arts education will be examined, as well as effective strategies for learning and teaching. It equips Teacher Education Students with teaching methodologies, assessment tools, and practical strategies to effectively teach visual arts, with a specific emphasis on the NSW Visual Arts 7-10 Syllabus and ACARA The Arts Year 7–10 syllabi in Christian or alternate school context. Unit detail page >>
- CRS240 - Curriculum Studies – Music: Part A
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Description: This subject develops a knowledge base for the Teacher Education Students in the NESA Music Years 7-10 syllabus and the ACARA F-10 Curriculum, The Arts, Music. This course provides an introduction to curriculum, pedagogy and assessment for teaching and provides students with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice as well as critically engaging with models of pedagogy. The aim is to build understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Music as applied in the junior secondary context. It equips Teacher Education Students with teaching methodologies and practical strategies to effectively teach Music to students from Years 7-10 in Christian and alternate school contexts. Unit detail page >>
- CRS241 - Curriculum Studies – Drama: Part A
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Description: This subject enables teacher education students to establish a knowledge base in the areas of curriculum, pedagogy and assessment in the NESA Drama Years 7-10 and the ACARA The Arts - Drama 7-10 syllabi. It is also designed to develop teacher education students’ understanding of contemporary theory, concepts and skills in drama studies as applied in the junior secondary classroom context with a particular focus on cross-curriculum priorities. Teacher education students will examine theoretical concepts, current pedagogical principles and perspectives and curriculum structures within Drama and devise a range of learning opportunities for diverse learners to facilitate both individual and collaborative learning through making, performing and appreciating drama in a range of contexts. They will have opportunity to ‘reflect’ on their practice and the impact on competing worldviews, particularly as it relates to Christian and other faith and cultural orientations, developing a well-researched evidence-based justification for their own approach to teaching secondary Drama. Unit detail page >>
- CRS250 - Curriculum Studies – Commerce
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Description: The aim of this course is to prepare Teacher Education Students to teach effectively the NESA Commerce 7-10 Syllabus, with an emphasis on evidence based research to make informed decisions about pedagogical approaches. It is also designed to develop the pre-service teacher’s understanding of contemporary theory, concepts and skills in Commerce as applied in Years 7-10 classroom contexts. Theoretical concepts, pedagogical principles and curriculum structures within Commerce are examined and applied in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners. Innovative approaches toward teaching Commerce from Christian and alternate school contexts will be developed. Unit detail page >>
- CRS330 - Curriculum Studies – English: Part B
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Description: This subject requires teacher education students to continue to reflect on their theoretical knowledge and understanding of secondary English teaching. There will be an emphasis on teaching the ACARA English curriculum 11-12 and NSW English syllabi (Stages 6). It will focus on current pedagogical perspectives in English and allow pre-service teachers to develop critical knowledge and skills by using spoken, written and multimodal texts. This subject will give opportunity to consider global perspectives in education and the implications for teaching English based on these perspectives. It will also address the role of literacy across the curriculum, literacy for academic purposes and workplace and popular culture multi literacies, to broaden themselves and their understanding of diverse human experiences and cultures. Unit detail page >>
- CRS331 - Curriculum Studies – Personal Development, Health and Physical Education: Part B
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Description: Building on CRS231 Curriculum Studies – Personal Development, Health and Physical Education (PDHPE): Part A, this subject provides an in-depth examination of the NESA PDHPE Stage 6 syllabus for Years 11-12. This subject aims to develop the pre-service teacher’s understanding of contemporary theory, concepts and skills and provide opportunities for the design of learning and teaching sequences and assessment tools that respond to the needs of diverse learners and are informed by research. It covers programming, differentiation of the senior curriculum and developing quality learning experiences that are aligned with the intellectual quality domain of the Quality Teaching Framework. It particularly focuses on the meaning of PDHPE beyond the school curriculum, how it might be outworked in different cultures and from different ideologies and the impact of social justice perspectives, by identifying implementation issues and encouraging students to value health and well-being as a lifelong learning experience. Unit detail page >>
- CRS332 - Curriculum Studies – Geography: Part B
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Description: This subject, building upon CRS222 Curriculum Studies - Geography: Part A, prepares Teacher Education Students to teach Geography Years 11-12 syllabi developed by NESA and ACARA. It is designed to advance knowledge in the areas of curriculum, pedagogy and assessment for senior secondary school Geography students. The subject aims to develop Teacher Education Students’ understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Geography as applied in the classroom context, including curriculum design and evaluation- assessment, examination and reporting. It examines the Teacher Education Student’s own ideologies about ways of reading the landscape and cultural and historical perspectives, which may have impacted on the syllabus and how they will interpret it for the students. Using the local area as a research resource and fieldwork are integral parts of this subject. Unit detail page >>
- CRS333 - Curriculum Studies – History: Part B
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Description: This subject is the second of two subjects in Curriculum Studies: History. It considers the teaching of the Years 11-12 History syllabi developed by NESA and ACARA. The senior Secondary Australian Curriculum: History in this context refers to Modern History. Modern History focuses on key events, ideas, movements, developments and people that have shaped the modern world, including contrasting perspectives. This subject considers the underlying philosophy of the relevant curriculum and critiques that with from a variety of faith and ethnic constructs of history, including the rich tradition of Christian approaches to historiography. Given the diversity of Australian classrooms, the Teacher Education Student’s ability to navigate contested versions of history, particularly Australian, will be explored. It develops knowledge and understandings of key content, concepts and substance of the senior secondary history subjects and allows students to specialise and become proficient in the teaching of one history discipline. Unit detail page >>
- CRS334 - Curriculum Studies – Mathematics: Part B
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Description: This subject builds on CRS224 Curriculum Studies - Mathematics Part A. It equips teacher education students to teach in the four Mathematics subjects for Preliminary and HSC mathematics by providing them with an opportunity to understand the various discourses that inform teachers' knowledge and pedagogical practice and to critically engage with models of pedagogy associated with Stage 6 Mathematics Standard (1 and 2), Mathematics Advanced, and Mathematics Extension 1 & 2 Syllabuses as developed by NESA. Teacher education students will consider the provision of mathematics and numeracy for all school students, including in vocational education and post-compulsory education. Assessing and reporting, with a focus on the identification of mis-constructs will be examined. Planning learning experiences and assessment strategies for students with special needs or circumstances will be addressed. Recent developments in mathematics across Australia with regard to ICT will also be covered. Unit detail page >>
- CRS335 - Curriculum Studies – Visual Arts: Part B
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Description: In this subject, builds on CRS235 Curriculum Studies – Visual Arts: Part A. Teacher Education Students will extend their own creative capacities, and their understanding and knowledge of senior visual arts. It provides an introduction to curriculum, pedagogy and assessment for the teaching of Visual Arts. The teacher education student will gain a critical understanding of how art and design works operate in the world to make, reflect and interrogate social and cultural meanings. It equips teacher education student with teaching methodologies, assessment tools, and practical strategies to effectively teach visual arts, with a specific emphasis on the NESA Visual Arts Years 11-12 syllabus. Examining the challenges of Visual Arts in Christian, faith based, and ideologically oriented schools will support pre-service teachers to develop their own evidenced based philosophy when teaching the Visual Arts. Unit detail page >>
- CRS338 - Curriculum Studies – Information Processes and Technology
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Description: This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS228 Curriculum Studies – Information Software and Technology, and provides teacher education students with an opportunity to gain in-depth understanding of the various discourses that inform teachers’ knowledge and pedagogical practice. It encourages critical engagement with models of pedagogy necessary to teach the NESA Information Processes and Technology Stage 6 Syllabus. This subject equips teacher education students to teach both the Preliminary and HSC courses of study with a focus on integrated, project-based learning that explores the development, testing, maintenance and evaluation of information systems, communication systems and software solutions, as well as their impact on society. Teacher Education Students will engage with Christian worldview and other cultural and ideological perspectives on the teaching of Information Processes and Technology to form their own evidence-based philosophy of teaching. Unit detail page >>
- CRS340 - Curriculum Studies – Music: Part B
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Description: This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS240 Curriculum Studies – Music: Part A and provides students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy necessary to teach the NESA Music 1, 2 & Music Extension Stage 6 Syllabus. It enables teacher education students to extend their own creative capacities, and their understanding and knowledge of Years 11-12 music teaching; creating and performing. Teacher education students will develop teaching methodologies, assessment tools, and practical strategies to effectively teach Music, with a specific emphasis on Years 11-12 students. Engaging with Christian worldview and cultural identities as expressed through Music will be discussed, as will the opportunity for the Teacher Education Student to develop their own evidenced based philosophical approach to teaching Music. Unit detail page >>
- CRS341 - Curriculum Studies – Drama: Part B
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Description: This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS241 Curriculum Studies – Drama: Part A and provides Teacher Education Students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy necessary to teach the NESA Drama Stage 6 Syllabus. It enables pre-service teachers to extend their own creative capacities, and their understanding and knowledge of Years 11-12 drama teaching and equip them to foster in students, skills in interpretation, communication, performance and critical thinking. Genre theory in drama is examined alongside how to encourage students to overcome fear, manage stage craft and casting. The teacher’s duty of care, ethical considerations, copyright issues and managing the dynamics of the audience’s interaction with actors in performance are also considered. The role of Drama in Christian or alternate school contexts and ideologies that influence non-government school and cultural group expectations will be explored with a view that the pre-service teacher will be developing their own evidence-based philosophy of teaching. Unit detail page >>
- CRS350 - Curriculum Studies – Business Studies
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Description: This subject builds on previous knowledge of key theoretical and pedagogical perspectives and issues in the teaching of CRS250 Curriculum Studies – Commerce and related curriculum. It encourages critical engagement with models of pedagogy necessary to teach NESA Business Studies Stage 6 Syllabus and provides the opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice. This subject prepares the Teacher Education Student to teach Years 11-12 students with a focus on the application of the hypothetical knowledge to contemporary business issues in Australia and globally from a Christian and alternate worldview. Unit detail page >>
- CRS352 - Curriculum Studies – Studies of Religion
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Description: This subject, prepares Teacher Education Students to teach Studies of Religion I and II, Years 11-12 NESA syllabuses. It is designed to advance knowledge and understanding of key theoretical and pedagogical perspectives and issues in the teaching of Studies of Religion. It examines current developments in the theory and practice of Studies of Religion education. Students will work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy in light of Christian and alternate worldview. The subject aims to develop students’ knowledge of theoretical and practical aspects; engage with a range of pedagogical approaches and provides opportunities for the pre-service teachers to design learning and teaching sequences and assessment tools informed by research. Unit detail page >>
- EDU102 - Foundations in Christian Learning and Teaching
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Description: This subject is the foundational subject for the whole course and is designed to be the first subject of the program. It introduces the philosophical framework for the Bachelor of Education (Secondary) Program. The historical development of Christian schooling, and faith based education internationally and nationally will be explored as well as the impact of Australian government policies and funding. This subject has foundational content on teaching and learning, and provides formative constructs of key researchers in pedagogy and constructs of the child. Teacher education students begin to develop their own personal, dynamic philosophy concerning Christian education and their journey into the teaching profession. Unit detail page >>
- EDU104 - Literacy and Numeracy
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Description: The aim of this subject is to prepare Teacher Education Students (TES) to effectively teach and integrate literacy and numeracy into their subject area(s). Literacy and numeracy, as two of the general capabilities in the Australian Curriculum and developed in the NSW K-10 syllabuses will be considered with particular reference to the implementation of integrating literacy and numeracy across the curriculum. Teacher Education students critically explore the differences between literacy and numeracy and will be exposed to various pedagogies and theories related to these areas; analyse the literacy and numeracy demands of their subject(s); and develop strategies for differentiation across the full range of abilities. Pedagogies and theories will be explored in light of Christian and alternative worldviews. Unit detail page >>
- EDU105 - Introduction to Academic Writing and Research
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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 >>
- EDU121 - Critical Thinking for Effective Learning
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Description: This subject is designed to help Teacher Education Students to learn how to become more effective learners, and then translate these insights to practices that make their own teaching more effective by applying critical thinking methodology to a variety of classroom situations. The subject serves as the exploratory introduction to an epistemological framework that integrates and transforms the entire collection of individual subjects in a teacher education student’s degree into a coherent body of understanding. It provides opportunities for teacher education students to reflect upon their own assumptions, to understand the nature of truth and the ways knowledge can be received and formed, to appreciate the breadth and extent of knowledge, and to make connections between the subject matter of any courses they study with particular application to students with diverse learning needs and students from Indigenous backgrounds. Unit detail page >>
- EDU125 - Cultural Diversity and Australian Indigenous Education
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Description: This introductory subject provides heightened understanding of the needs in diverse classrooms in order to enable students to reach their full potential in a range of settings including rural, remote and urban Australian Indigenous settings and argues the case for pedagogies that engender a supportive learning environment. Both the Australian Curriculum and the Graduate Teacher Standard Descriptors recognise the need to create inclusive educational settings. This subject examines the effectiveness of Australian Aboriginal and Torres Strait Islander and inclusive policies and procedures and applies principles and theories of literacy and numeracy education to first and second language learning contexts. It is anticipated that the Teacher Education Student’s own desire to engage more in understanding worldviews of different Australian Indigenous and other community groups will be strengthened, and the role Christian and alternate school contexts can work towards “Closing the Gap” in Australian Indigenous education. Unit detail page >>
- EDU224 - Inclusive Education
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Description: This subject critically analyses the developmental stages of childhood to adolescence as these relate to inclusive education. It provides an opportunity for teacher education students to understand their responsibilities to develop strategies to differentiate teaching to meet the specific learning needs of students across a full range of abilities. Appropriate assessment and evaluation strategies are examined in the context of a range of learning and teaching strategies for individuals with special needs. Legislative, policy and educational requirements for students with special needs from diverse socioeconomic, cultural and religious backgrounds, including Aboriginal and Torres Strait Islander backgrounds, will be examined. The Teacher Education Student is given the opportunity to review their own attitudes to diversity and disability in the light of their own faith, worldview and professional responsibilities. Unit detail page >>
- EDU226 - Childhood and Adolescent Development
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Description: Focusing on childhood and adolescence, this subject examines human development. Teacher Education Students will engage with theories and research into the spiritual, physical, cognitive, moral, emotional and social aspects of development from childhood through to adolescence. They will analyse factors that influence development and implications for educational practice. The role of family and cultural child rearing practices, as well as the impact of legislation and social policy on these for a range of school contexts will be examined. Unit detail page >>
- EDU232 - Curriculum, Assessment and Reporting
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Description: This subject provides Teacher Education Students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy appropriate for the emerging adolescent and young person. It considers the professional role of the teacher in Christian and alternate schools by exploring the NESA syllabuses and ACARA curricular in the light of the Graduate Teacher Standard Descriptors (GTSD). Curriculum selection, assessment and reporting considerations are foundational for programming. This includes adding to the understanding and practice of the development of a teaching scope and sequence, subject development, evaluation and assessment. A range of assessment tools are dissected in order to develop the student’s capacity to design their own assessments for inclusivity and diversity, and to analyse data for effective evaluation of student learning for reporting to parents/carers, so that there are improved learning outcomes for their students. Unit detail page >>
- EDU235 - Well-being and Engagement
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Description: Well-being and Engagement is designed to help Teacher Education Students learn how to be pastorally responsive to their students, in order to create safe and supportive classrooms where there is a maximum of time spent on learning. The course serves to equip beginning teachers to understand their students as people, and what helps them learn in the mix of relationships in the classroom. This extends into an exploration of workable classroom routines that maximise learning. Consideration of clear expectations about personal and group conduct is part of exploring classroom routines, such that timely, consistent and fair responses to challenging behaviour is also introduced within the context of the Christian or alternate school context. Unit detail page >>
- EDU333 - Learning and Teaching in Community Contexts
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Description: This subject equips Teacher Education Students to understand their professional role in and beyond the secondary 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. The subject will also examine the social, political and cultural factors that enable and constrain what education is, what schooling can be, and the impact on secondary school students’ learning and educational outcomes. This subject also provides a basis for understanding the interconnections between current research and educational practice concerning community engagement and school achievement. This, in the light of system and school-based responses, will focus on the role of policy in guiding teacher practice, curriculum design and professional relationships in secondary schools. Unit detail page >>
- EDU340 - Learning and Teaching through ICT
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Description: In this subject, Teacher Education Students will explore the ways in which new technologies can be used to support quality learning and teaching for Years 7-12 based on relevant pedagogical approaches. It will provide Teacher Education Students with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practices, as well as critically engaging with models of ICT mediated learning. It will also consider the impact of technology in the classroom on student learning and on society as a whole. The question will be posed regarding the application of Christian and alternate worldview frameworks on ICT in the classroom and schooling. Teacher education students will gain experience in using technology as a productivity tool and in the design and evaluation of learning resources. Unit detail page >>
- EDU344 - Educational Psychology
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Description: Educational Psychology focuses on how key psychological theories and concepts inform Teacher Education Students’ understanding of how students learn and the implications for effective learning and teaching. Topics include cognitive and social development, memory processes, theories of motivation and learning, classroom management, individual and group differences, problem solving, critical thinking, diagnostic assessment and evaluation all set against the background of guiding children to discover their goals and calling. The external professional networks available to schools to support children and families will also be explored. Unit detail page >>
- EDU345 - Equity, Diversity and Differentiation
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Description: This subject will focus on the practice of inclusive education in secondary schools for a range of educational needs of learners with disabilities, learning difficulties, language and communication disorders, social and emotional disorders, giftedness, as well as disenfranchised groups due to gender, culture, race and linguistic diversity. It builds on previous understandings of language acquisition, language codes of practices and cultural identity. Linguistic approaches to teaching speakers of languages other than English such as two-way talking, multilingualism and Standard Australian English will be evaluated. Current research into neuroplasticity and differentiated models and modes of communicating, assessing and reporting will be examined in order to optimise learning. Strategies for engagement with stakeholders including professionals, together with consideration of parent, caregiver and/or community participation will be examined. Unit detail page >>
- MAT101 - Mathematics 1A
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Outcomes:
- Demonstrate understanding of and proficiency in formulating arguments and presenting proofs of mathematical concepts from a logical perspective and maturity in presentation of answers;
- Define, manipulate, differentiate, integrate and graph elementary functions;
- Demonstrate understanding of and proficiency in using vector techniques;
- Demonstrate knowledge of the concepts and problem solving skills presented through the entire semester in context and the ability to use these concepts to make reasoned, logical answers with sound mathematical reasoning;
- Discuss religious ideas and journey from a mathematical and technical viewpoint.
- MAT102 - Mathematics 1B
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Outcomes:
- Demonstrate understanding of and proficiency in working with standard integral forms and solving simple ordinary differential equations;
- Identify the convergence properties of selected infinite series; work with complex numbers; recognise equations of conic sections and reduce them to standard form;
- Demonstrate understanding of and proficiency in using vector techniques and abstract vector spaces as an extension of physical vectors and work with the properties of vector spaces;
- Demonstrate knowledge of the concepts and problem-solving skills using the concepts presented through the entire semester in context and the ability to use these concepts to make reasoned, logical answers with sound mathematical reasoning;
- Examine religious ideas and journey from a mathematical and technical viewpoint.
- MAT202 - Advanced Calculus & Statistics
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Outcomes:
- Differentiate and integrate functions of several variables and apply these techniques to physical problems equations and mathematical models;
- Demonstrate understanding of and proficiency with the set theory foundations for probability and statistics;
- Illustrate the importance of calculus and statistical analysis techniques as an underlying foundation for real-life situations in relevant fields;
- Apply understandings of the development of substantial theories in Calculus and Statistics through mathematical computations and computer applications;
- Develop a personal philosophy in using the theoretical formulation of reasoning and problem solving skills learnt in a context that is informed by Christian and other religious values.
- MUS230 - Music Performance
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Description: This subject is highly practical, involving constructive peer feedback and weekly in-class concerts. Students will perform solo and in ensembles, across a wide range of genres. Focus will also be given to key performance techniques including audience perception, performance stress, and holistic preparation. Unit detail page >>
- MUS307 - Music and Technology
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Description: Technology and music symbiotically impact one another. Advances in one create or force advances in the other. This subject spans both music for High School students and music in worship contexts to explore its intersections with technology. Some of the technology explored includes PA systems, powered instruments, DAWs, aural training software, computer-aided notation software, audio and video recording software and related hardware Unit detail page >>
- MUS335 - Music Ensembles
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Description: This subject follows on from MUS230 Music Performance, and again involves constructive peer feedback and weekly in-class concerts. However, the focus of this subject is playing music in groups. As such, students will engage in a variety of ensemble types, across a wide range of genres. Students will also gain experience in leading ensembles, whether as lead instrument, music director, or conductor. Unit detail page >>
- MUS340 - Composition and Songwriting
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Description: To create is to be human. This subject equips students with an understanding of compositional techniques so they can create their own original music. First, the building blocks of music are explained and explored, including pitch, rhythm, tone colour, texture, and structure. Then these individual elements are combined and manipulated to express musical ideas in a variety of genres. Unit detail page >>