Master of Teaching (Primary)
teach with heart
The Master of Teaching (Primary) equips graduates with a fully accredited professional teaching qualification accredited by TEQSA and NESA (formerly BOSTES). Designed for aspiring teachers and career changers, the Master of Teaching (Primary) accredits you to teach in Independent and Public Primary Schools.
Do you love children and get a thrill when you see the lights go on in their hearts and minds? Are you excited about working with young people reaching for their dreams? Are you keen to equip your own future with our fully accredited professional qualification to teach in Independent or Public Primary Schools?
This program is for graduates who sense a calling to primary school teaching and have an appropriate undergraduate degree from a recognised institution. We take students at pre-service level and current teachers seeking to upgrade their qualifications. The majority of our students are in fact career changers. Why not hear and read what some of our students are saying about our program?
We are passionate about tailoring our learning and teaching to students’ individual needs, in small classes where each student is known and mentored by their 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 60 days in schools.
Dr Jim Twelves
Program Director, Master of Teaching (Primary)
Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher (Parker Palmer, 2007).
CRICOS Course Code: 073124F
The Master of Teaching (Primary) is a two year program (4 subjects per semester full-time).
All new entrants into the program, from Semester 1 2019, will be required to select a Primary Specialisation from either Mathematics/numeracy or English/literacy. To complete a specialism in either of these areas, Teacher Education Students (TES) take an additional specialist module and assessment within either EDU515 Learning and Teaching Mathematics: Part B or EDU513 Learning and Teaching English. In addition, within RES502 Action Research students complete a project in their designated specialism. Teaching in the selected specialism is also assessed within their Teacher Performance Assessment (TPA) within EDU500C in their final semester. It is here that the TES will demonstrate positive impact on student learning.
Below is a sample subject sequence, although this can be varied depending on subject availability, pre-requisite needs and the student’s personal circumstances:
**there are four parts to this usually taken over four semesters
NB: Professional Experience, Part A is two weeks, Part B is four weeks and Part C is four weeks. Total of 10 weeks.
The first three semesters focus on the development of the teaching gift; equipping the student to teach across the curriculum and to be able to design learning units to meet the individual needs of all students.
In the final semester, students undertake a research-focused project to inform and improve their practice and also choose one elective subject to develop their own specific interests or skills.
School Professional Placement
Students must complete 10 credit points in Professional Experience.
If English is not the applicant’s first language or if their first degree was awarded in a non English speaking nation, they will be required to show proficiency in the International English Language Testing System (IELTS) (or equivalent). Such students admitted into our programs must attain an overall IELTS (or equivalent) score of 7.5 (with no score below 7 in any of the four skills areas, and a score of no less than 8 in speaking and listening) on entry into the program. For full details of the policy on the ‘English Language Proficiency for Teachers see the NSW Education Standards Authority - English Language Proficiency Policy.
Academic Entry Requirements
For more detail read the program standards of the Australian Institute for Teaching and School Leadership (AITSL) and the requirements set by the NSW Education Standards Authority (NESA).
Domestic and International applicants must meet one of the following academic entry requirements:
This course requires a complete Bachelor degree with appropriate school curriculum content awarded under the Australian Qualifications Framework (or equivalent overseas qualification). Applicants with Recent Secondary Education are not eligible for direct entry into this course.
This course requires a complete Bachelor degree with appropriate school curriculum content awarded under the Australian Qualifications Framework (or equivalent overseas qualification). Applicants with a Vocational Education and Training qualification are not eligible for direct entry into this course.
This course requires a complete Bachelor degree with appropriate school curriculum content awarded under the Australian Qualifications Framework (or equivalent overseas qualification).
This course requires a complete Bachelor degree with appropriate school curriculum content awarded under the Australian Qualifications Framework (or equivalent overseas qualification). Applicants with Work and Life Experience are not eligible for direct entry into this course.
Non-Academic Entry Requirements
The Program Director conducts a pre-admission interview (either face-to-face, or phone or via Skype) with all academically eligible applicants. This interview aims to assess the key capabilities associated with successful teaching, which may include:
- motivation to teach;
- strong interpersonal and communication skills;
- willingness to learn;
- organisational and planning skills.
Working with Children Check
Domestic Applicants: Domestic students studying in Australia are required to complete the Working with Children Check online upload a copy to their application for admission. Applicants are classified as a ‘volunteer’ in Education.
International Onshore Applicants: International students studying in Australia are required to complete the Working with Children Check online prior to enroling into a Professional Placement. Applicants are classified as a ‘volunteer’ in Education.
International Offshore Applicants: International students studying outside of Australia are not required to complete a Working with Children Check.
Both Domestic and International Onshore applicants are required to complete the online Anaphylaxis e-training module. Participants will receive a certificate of completion that is to be uploaded as part of their application for admission. Applicants can select ‘schools course’.
International Offshore Applicants: International students studying outside of Australia are not required to complete the online Anaphylaxis e-training module.
Individual support is available for any questions you might have about your application, don't hesitate to ask. Please contact the Program Director, Dr Jim Twelves, by email, phone (02 8893 9000) or by appointment, for academic advice at this stage.
Professional Accreditation Requirements
The Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE)
The Australian Government introduced a national Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) from 2016. They argue that well trained, skilled and knowledgeable teachers provide the foundation for a high-quality education system in which every Australian student receives excellent teaching. The LANTITE for initial teacher education students is designed to assess initial teacher education students’ personal literacy and numeracy skills to ensure teachers are well equipped to meet the demands of teaching and assist higher education providers. AC requires all pre-service teachers to sit and pass the LANTITE prior to their final professional placement. LANTITE is mandatory for professional teacher registration in Australia.
Complete Fee Schedules and FEE-HELP information (where appropriate) for all Alphacrucis courses can be found in our Documents section, under the Fees and FEE-HELP Information link.
Rev. Dr Daniel Thornton (faculty profile)
Daniel Thornton: accomplished and awarded songwriter, musician and worship leader, sought-after minister and educator. He is the world's leading expert on contemporary congregational songs. He is Director of Learning and Teaching and Head of Arts at Alphacrucis College, and serves local churches and their worship teams around the globe as well as being engaged as a professional composer and performer.
From 2007 - 2010, Daniel served as the Music Pastor at Paradise Community Church (Adelaide, South Australia) and previously as the Worship and Associate Pastor at North Shore Christian Centre in Sydney Australia for over 8 years.
He regularly produces/records and releases Worship CDs/DVDs including Christmas Presence, For Worshipers, from Worshipers, Daniel|Piano|Worship Classics 2, It is Well - Instrumentals (2011), Worship Classics (2010), Above All Else (2010), One Heart (2009), Worship Always (2009), Paradise(2008), It is Well - Vol 2(2007), It is Well - Vol 1(2006), Beyond Words (2004), and many more. Some of these recordings/performances are featured weekly on the NSCC TV show LifeSource and the Paradise TV shows.
His songs are sung in churches around the world including “Father”, “Come into the House” and “Presence Beautiful”. Daniel’s passion is to connect people with God and see the church rise to its fullest potential.
Daniel has performed a starring role on in an Off-Broadway premiere at the Duke Theatre on 42nd Street, New York of the new musical "Angels". His recent starring roles in musical theatre productions also include, Godspell, !Hero and The Prodigal.
Six years at the Sydney Conservatorium of Music and a music scholarship to London provided much of Daniel's formal training. During that time, the Sydney Symphony Orchestra and other prestigious ensembles performed his compositions. After completing his studies, Daniel was appointed Music Director for Penrith Christian Fellowship Centre, then Penrith City Church and later Worship Pastor at C3 Mt Annan.
Daniel is an ordained minister with the Australian Christian Churches. His formal qualifications include Ph.D., M.Music Technology (Distinction), A.Arts (Religious Studies), L.Mus.A. (Theory), Performers Certificate T.C.L. (Piano) and a Cert IV Training and Assessment.
He has owned and run two private music schools, and also lectured for many years at a number of colleges including Hillsong College and the Paradise College of Ministry.
Daniel and his wife Kris have been married for 23yrs and have 3 teenage children.
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.
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:
- EDU401 - Foundations in Christian Learning and Teaching
Description: This subject is the foundational subject that introduces the philosophical statement for the Master of Teaching (Primary) Program – Christian education is in the heart of the Christian educator. Students learn to develop their own personal, dynamic philosophy of Christian education. Unit detail page >>
- EDU403 - Language and Literacy
Description: This subject enables students to develop their communication skills for academic and professional life, especially in regard to the teacher’s relationship with parents and the community while understanding the principles and theories language and literacy development. Unit detail page >>
- EDU405 - Postgraduate Research and Writing
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 postgraduate 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. Unit detail page >>
- EDU424 - Australian Indigenous and Multicultural Education
Description: This subject provides heightened understanding of the needs in diverse classrooms in order to enable students to reach their full potential and flourish 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 >>
- EDU500 - Professional Experience A, B & C
Description: This subject affords the pre-service teacher a wide range of opportunities to practice their developing skills and techniques in controlled real-life settings under the support of full time school mentors. Unit detail page >>
- EDU502 - History and Geography
Description: Australia’s multicultural society is celebrated as the pre-service teacher seeks to inspire the young to care for their country and their world for future generations. The study of History and Geography assists in the development of a deeper understanding of the pre-service teachers’ worldviews. Unit detail page >>
- EDU511 - Personal Development, Health and Physical Education
Description: This subject provides a comprehensive 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. It specifically focuses on physical, cognitive, social and emotional, moral development and the application to health and physical education. Unit detail page >>
- EDU512 - Science and Technology
Description: This subject focuses on the Key Learning Area of Science and Technology. Pre-service Teachers will explore relevant science and technology content and strategies to develop in primary students: science and technology knowledge, understandings, skills, attitudes and values. Unit detail page >>
- EDU513 - Learning and Teaching English
Description: This subject introduces pre-service teachers to the social construction view of language and how this can be integrated with a biblical worldview. Pre-service teachers will develop skills for teaching language, literature and literacy. Unit detail page >>
- EDU514 - Learning and Teaching Mathematics: Part A
Description: This subject traces the growth and development of mathematical constructs in children through Primary school: Mathematics K-10 syllabus. Pre-service Teachers will be exposed to the socio-cultural and multicultural contexts of mathematics, critique a range of teaching methods and approaches, with a view to developing their own philosophy and teaching approach. Unit detail page >>
- EDU515 - Learning and Teaching Mathematics: Part B
Description: This subject builds on EDU514 Learning and Teaching Mathematics: Part A, with a focus on the classroom and how learners construct Mathematical concepts. It will investigate ways in which programs can be developed to integrate numeracy across the curriculum. Unit detail page >>
- EDU521 - Creative Arts
Description: This subject equips students with approaches, teaching methodologies and practical strategies to effectively teach Creative Arts (Drama, Dance, Media Arts, Music and Visual Arts). Students will also learn to develop their own creative capacities, as well as assessment tools appropriate to children in the primary school age group. Unit detail page >>
- EDU522 - The Self-Reflective Educator
Description: This subject has the pre-service teachers consider their own personalities in the light of potential leadership positions that they are likely to encounter later in their careers. It also aims to equip them to handle stress and possible conflict situations with better outcomes for all involved. Unit detail page >>
- EDU523 - Inclusive Education
Description: This subject critically analyses the developmental stages of the child to adolescence as they impact ‘at risk’ factors’ influence in inclusive education. Appropriate assessment and evaluation strategies are examined in the context of a range of learning and teaching strategies for individuals with disabilities. Unit detail page >>
- RES502(MTP) - Action Research
Description: Participants in this subject are expected to study independently under supervision, developing an action research proposal to investigate a contemporary phenomenon within their own classroom or educational setting. The students then implement appropriate research methods, analyse the findings, reflect upon the findings in relation to their own role, and write up the study up as a dissertation that concludes with practical recommendations for improved Christian pedagogy. Unit detail page >>
- THE401(MTP) - Christian Worldview
Description: This subject introduces students to the central doctrines of Christian faith, and considers the way in which these inform the development of personal worldview and frame the life and mission of the church. Unit detail page >>