Diploma of Arts
Your pathway to teaching
The Diploma of Arts is an accredited pathway to the Bachelor of Education (Primary). Successful completion of the one year Diploma of Arts gives you the prerequisite tertiary experience to then enrol in the second year of the BEd (Primary) with the subjects taken for the Diploma of Arts credited towards the BEd (Primary).
At AC, students are never a number. 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. You can do subjects face-to-face at AC, or learn online or through blended learning, where students come on campus for an “Intensive” - a one week’s face-to-face seminar for each subject - and then complete the remainder of their study online.
Enrol today! It will change your future and you will be equipped to impact the lives of a generation of children.
Program Director, Diploma of Arts
The Diploma of Arts is an undergraduate award with core skills in postgraduate writing and research, as well as the AC core value of Christian Worldview. The course draws on the College’s established areas of expertise while including offerings in general subject areas that are of interest to the student, such as history and communication. Graduates of the Diploma of Arts will have specialised knowledge and skills for skilled/paraprofessional work and/or further learning through undergraduate programs. They will demonstrate an ability to apply a body of knowledge in a range of contexts to undertake advanced professional or ministry positions.
Graduates of the Diploma of Arts may find employment in ministry or church-based organisations; not-for-profit and mission-focused organisations; business and professional organisations; as well as educational institutions that require skills in research and critical thinking. Additionally, graduates may progress further in the pathway toward Bachelor studies upon completion of the Diploma of Arts.
With lecturers who bring not only academic expertise but practical experience into the classroom,the AC Diploma of Arts will provide an educational experience of holistic formation which prepares students to change the world.
CRICOS Course Code: 089240D
The course structure is based on two semesters (each of 13 weeks duration), with four subjects taught in each semester. It comprises:
10 cp from Research
10 cp from Christian Studies
60 cp Electives
To qualify for award of the degree of Diploma of Arts a candidate shall accrue an aggregate of at least 80 credit points. For accreditation into the second year of the Bachelor of Education, satisfactory completion of the core subjects noted below is required.
International Students will be required to show proficiency in English. Specific English requirements for this course are a minimum IELTS score of 6.5 overall, reading 6.0; writing 6.0; speaking 6.0; and listening 6.0 (or equivalent). 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
Domestic and International applicants must meet one of the following academic entry requirements:
Completion of NSW Higher School Certificate with an ATAR of 65 or higher, or the completion of the interstate or overseas equivalent qualification and result.
Special admission is also available for Year 12 students, whose ATAR (or equivalent) falls within 5 points of the published cut-off and have done well in relevant subjects.
Completion of an Australian Certificate IV or higher qualification awarded by an authorised institution or registered training organisation (or equivalent overseas qualification).
Completion of an Australian Level 7 Bachelor degree or Australian Level 8+ postgraduate qualification (or equivalent overseas qualification).
Completion of other formal or informal studies, appropriate life experience, and a level of intellectual capacity and social maturity to engage in tertiary studies with commitment.
Students applying on the basis of Mature Age (aged over 21 years) must successfully complete RES101 and one other 10 credit point subject to be eligible for full candidature.
Special admission pathways are open for rural and remote applicants, educationally disadvantaged applicants and for Aboriginal and Torres Strait Islander applicants with prior educational experience, community service, and perceived academic potential which would enable them to successfully undertake the course.
Students applying on the basis of a special admissions pathway must successfully complete RES101 and one other 10 credit point subject to be eligible for full candidature.
Students completing the Diploma of Arts as a pathway into an initial teacher education program must complete the Working with Children Check before enroling into a Professional Placement.
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. From 2010-2015, he covered a number of part time roles apart from his teaching, including chaplaincy and counselling. He re-joined the Harvest Bible College Staff in 2015 as Dean of Learning and Teaching and is currently the BTh Program director with AC. He is presently completing his PhD at University of Divinity in Melbourne looking at a pneumatological reading of Galatians and how this impacts identity.
As a pastor, counsellor and teacher, Grant continues to engage in pastoral care and counselling helping encourage and equip people for life and ministry. He is active as an itinerant speaker, and though not on staff, is a part of the leadership team of a missional church in Beaconsfield.
When not drinking coffee, talking coffee and thinking coffe, 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 enjoys 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 within Australia and beyond.
Christopher Cat (faculty profile)
Kylie Dragan (faculty profile)
Dr Stephen Fyson (faculty profile)
Stephen is a social researcher by trade and a teacher at heart. As a Christian social scientist, he has combined these interests and passions in his work with young people for over 37 years. He has worked in welfare, health and education, and was involved in establishing Christian Psychology and Community Psychology within the Australian Psychological Society.
Stephen has been working in and developing Christian schools for 30 years. He was Principal of Southland College (a Christian Teacher Training Institute) and Director of Education for Morling College in Sydney (the Baptist Theological College for NSW and the ACT). He recently headed up a Christian special needs school (St Philip’s DALE Christian School). He is currently working as Special Projects Officer with the St Philip's Christian College group of schools, and Senior Lecturer of Education, Alphacrucis College.
Stephen has been published in books, journals and professional newsletters and has been invited to teach around Australia and overseas. Stephen has been married for 41 years, has three adult children and five grandchildren. He has qualifications in psychology, education and theology, and also enjoys music, fresh air and exercise, and working with people.
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 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:
- 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 >>
- CRS220 - Curriculum Studies - English: Part A
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 >>
- 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 >>
- CRS222 - Curriculum Studies – Geography: Part A
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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 >>
- CRS352 - Curriculum Studies – Studies of Religion
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 >>
- 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 >>
- EDU102 - 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. 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
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
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
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 >>
- 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 >>
- EDU125 - Cultural Diversity and Australian Indigenous 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 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 >>
- 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 >>
- EDU224 - 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 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 >>
- 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 >>
- EDU226 - Childhood and Adolescent Development
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 >>
- 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 >>
- EDU232 - Curriculum, Assessment and Reporting
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
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
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
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
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
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 >>
- 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 >>
- XXX292 - Special Elective
Description: This subject will reflect an exploration of this specialist area of study, and build upon previous knowledge gained by the student in their studies. Unit detail page >>