This unit is the foundational subject for the program. It introduces the philosophical and theoretical framework for the Master of Teaching Program. The historical development of schooling and education internationally and nationally will be explored as well as the impact of Australian government policies and funding. This subject introduces key educational philosophers and their influence on education with a particular focus on Christian education. Students begin to develop their own personal, dynamic philosophy of teaching.
This unit provides an introduction to the core components of quality teaching and learning. These include theories of teaching and learning, classroom management and differentiated learning. It explores how evidence-based practice informs instructional design, assessment, and teaching in relation to the classroom and the broader school context. Students will examine classical and contemporary learning theories through a Christian worldview lens and consider the effectiveness of these and how they can be applied in various learning contexts with different groups of learners. This unit positions students to be able to apply theory and evidence to design, and to teach and manage engaging learning experiences for a broad range of students.
This subject aims to empower students to implement classroom practices responsive to, and respectful of, Aboriginal and Torres Strait Islander cultures, identities, and perspectives. It provides an overview of Aboriginal and Torres Strait Islander education related to policy, curriculum, and pedagogy. The subject presents the case for culturally responsive approaches and supportive learning environments that address diverse needs across a range of settings, including examples from rural, remote, and urban Australian Indigenous communities. It examines the effectiveness of Australian education policies past and present in enabling Aboriginal and Torres Strait Islander students to reach their full potential. Christian approaches to this topic will effectively celebrate the individual dignity of Australian and Torres Strait Islanders, both as individuals with agency and responsibility, but also as separate tribal or linguistic groups.
This subject critically analyses inclusive philosophy while exploring the specific learning needs for students ‘at risk’ of exclusion. This includes an understanding of the challenges faced by students experiencing marginalisation due to disability, ethnicity, religion, gender or other forms of diversity. Differentiation strategies, behaviour support models and technologies, assessment and evaluation strategies are examined in the context of learning and teaching strategies for individuals with disabilities. Legislative requirements, for people with disabilities and gifted and talented opportunities, are reviewed and the Teacher Education Students (TES) are given the opportunity to review their own attitudes to diversity and disability in the light of their own faith and professional responsibilities.
Discover the foundations of faith and how it relates to one's worldview and purpose. Students will explore the Christian story from Scripture and express ideas of their own faith, examine how faith shapes views on the meaning and purpose of life, the value of humanity and ideas of human flourishing. Expand your perspective in this core subject and understand the significance of faith in all areas of life.
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. This unit then considers the postmodern approach to history characterised by secularism and compares it with other faith-oriented constructs of History as well as a Christian philosophy of history. For teachers in training, it develops the knowledge and understandings of key content, concepts and substance of the History K-10 Syllabus and History Elective 7-10 Syllabus developed by the NSW Education Standards Authority (NESA) and the related History F-10 Syllabus developed by the Australian Curriculum, Assessment and Reporting Authority (ACARA). The unit explores a range of approaches to teaching, learning and assessing the curriculum including making links to literacy, numeracy and ICT requirements.
This subject prepares pre-service teachers to teach a comparative religions course such as the New South Wales Studies of Religion syllabus for Years 11-12 developed by NESA. 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 worldviews. 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.
This subject prepares pre-service teachers to teach a comparative religions course such as the New South Wales Studies of Religion syllabus for Years 11-12 developed by NESA. 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 worldviews. 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.
CRS441 Curriculum Studies - Integrated Sciences deals with science as it characterises primary and secondary school curricula. Science can be an uncomfortable topic in many Christian schools, sometimes being seen as the basis for a secular worldview that the school explicitly exists to challenge. The way that some people use science in irritating and distressing attacks on faith makes such suspicion understandable. However, many of these disputes rest on naïve and simplistic accounts of both science and faith. Science is an important part of contemporary life and a compulsory part of schooling, so those responsible for teaching it require a deeper understanding of such issues than may be the case for others, within the contexts of teaching and learning that they share with their fellow teachers. CRS441 integrates concern for such issues with teaching practice in contemporary Christian schools.
CRS441 Integrated Science dealt with science courses that characterise almost all learner experience of secondary school curricula. CRS541 Physics and CRS542 Chemistry deal with discipline-based courses that are more characteristic of the senior secondary years and are attempted by fewer learners. Physics can seem more comfortable for many Christian schools, although CRS441 indicated that such has not always been the case.
CRS541 builds on the broader issues you encountered in the earlier course, with a focus on strategies that rest on teacher planning and presentation and on the evaluation issues that arise as curriculum policy moves Physics beyond applied mathematics.
CRS441 Integrated Science dealt with science courses that characterise almost all learner experience of secondary school curricula. CRS541 Physics and CRS542 Chemistry deal with discipline-based courses that are more characteristic of the senior secondary years and are attempted by fewer learners. Chemistry can seem more comfortable for many Christian schools, so CRS542 builds on the broader issues you encountered in the earlier course, with a focus on strategies that depend on learner activity and on the reporting issues that arise from learning that involves the development of specific skills, as well as particular knowledge.
Understanding the psychology of emotion and wellbeing is crucial for enhancing personal and professional relationships. This core unit introduces the concepts of emotional development and the social and cultural factors that influence emotions. Students will learn to apply theoretical approaches to understand emotions and interact empathetically with clients. By developing these skills, students are better prepared to support emotional wellbeing in various contexts.
The foundation for development of strong mathematical knowledge and core skills in mathematics is laid down in primary education. Current Australian education strategies focus on quality teaching, informed by the best available evidence, to help students develop their number sense from the early years of schooling.
This unit equips students with essential content knowledge and skills across the curriculum including an overview of the syllabus structure for Stages 2 and 3 in Mathematics across the 3 areas of number and algebra, measurement and space, and statistics and probability. This unit prepares students for primary mathematics teaching, allowing them to demonstrate their understanding of the critical importance of numeracy to learning including working mathematically. Students will also learn and refine teaching strategies to create developmental learning sequences relevant to the curriculum strands. Throughout the course, students will engage in practical workshops, collaborative group activities, and reflective exercises to reinforce their learning and apply theoretical concepts to real-world teaching scenarios.
This unit explores the demands of writing and creating with reference to the Australian Curriculum: English, and the NSW English K–10 Syllabus and related documents. The unit extends students’ knowledge of different types of texts and the grammatical and visual features typically found in a range of text types. Students design a sequence of lessons using a text-based cycle of teaching and learning as the foundation for a principled and explicit approach to writing pedagogy, making use of a range of teaching strategies to support the learning of students from diverse backgrounds. Students will also explore the conventions of the English language such as spelling; grammar and word usage; punctuation and handwriting including paragraph, sentence, and word levels.
This subject introduces students to educational research and evidence-based practice. It focuses on engaging with knowledge and developing skills to critically assess educational research studies, understand their methodologies and results, and appreciate the implications of these findings for practical application. Through this subject, students will learn to interpret and utilise existing research and will also be empowered to contribute to the field by designing their own research projects aimed at advancing knowledge and improving practices in their specialist areas.
This subject provides an in-depth exploration of the HSIE Key Learning Areas of History and Geography and opens prospects for integration with other Learning Areas. The study of History and Geography assists in the development of a deeper understanding of the Teacher Education Student’s Christian or alternate worldview. Australia’s multicultural society is celebrated as the Teacher Education Student seeks to inspire the young to care for their country and their world for future generations.
Enhancing your ability to navigate relationship dynamics is important for students aiming to specialise in relationship counselling. In this subject, you will delve into the theories underpinning relationship challenges and systems, developing skills in assessment, treatment planning, and interventions. The unit includes practical role-plays to hone your counselling techniques and also focuses on creating resources to support clients effectively.
The knowlegde and expertise gained in this subject is invaluable for those seeking to specialise in working with children and young people. It will equip students with a comprehensive understanding of the theoretical approaches and practical skills necessary for effective evidence based responses to issue unique to children and adolescents. Students will explore social, cultural, familial, and ethical factors crucial to understanding the needs of children and adolescents, and will be euipped to address those specific challenges with an holistic approach.
Understanding human development throughout the lifespan is important for providing targeted support and interventions. This subject offers a comprehensive examination of the developmental stages from conception to death, integrating multicultural and critical perspectives. Students will explore major developmental milestones, reflect on personal growth, and develop strategies to assist others in navigating developmental life transitions.
This unit explores the foundations of the Pentecostal movement and provides an overview of Pentecostal history and the biblical foundations of Pentecostalism. The theological distinctives within Pentecostal movements, Pentecostal praxis, Pentecostal leadership, evangelism, church growth and community engagement from a Pentecostal perspective will also be examined. Students will also be given ample opportunity to engage creatively with these topics to make connections with their own contexts.
Preach by bridging the gap between ancient texts and exploring effective ways to communicate biblically sound truths to a modern world. Dive deeper into how to faithfully interpret the Bible and apply Biblical wisdom into life-changing preaching.
How do I develop strong relationships, whether friendships, marriage or family? How do I deal with the changing dynamics of relationships through the life stages? If ever a unit was needed to clarify the topics found within the ‘relationships’ section of the local Christian bookstore, this is it. This unit aims to develop skills to strengthen your relationships and to assist those you minister to in everyday life.
Why don’t people always get healed when we pray for them? What is our responsibility in partnering with God for healing? Students undertaking this unit will have the opportunity to investigate the various perspectives on healing throughout the life of the church. Some of the big questions surrounding the ‘why’ of sickness, suffering, and death will also be addressed along with practical skills applicable in caring for others.
Why do we act the way we act? Have you ever wondered how our faith connects with society? Sociologists are those who study human social behaviour and propose these questions. Students undertaking this unit will be introduced to the field of sociology with the aim to explore the trends and megatrends that have formed the Christian community and its practice.
If you had the opportunity to plant a brand-new church, what would it look like? What are the personnel and resources required? How does a new church meet the needs of its community? This subject will assist students to develop a church-planting toolkit by learning from key church planting practitioners, academic literature on entrepreneurship as well as wider historical-biblical-theological foundations.
This subject explores the biblical, historical, and theological foundations of discipleship, assessing contemporary methods and strategies within various cultural and congregational contexts. You will critically analyse how different phases of life and spiritual disciplines influence discipleship, preparing you to effectively mentor and guide others in their faith journey.
In this unit, students will find themselves engaging with the historical, biblical and theological roots for communicating the gospel. In doing so, students will explore ways to engage with a world where the acceptance of the Christian story is counter-cultural, as well as ways to connect the good news of the kingdom to contemporary social concerns.
This unit explores ministry to youth and young people. Ground in love and empathy, we delve into understanding young people's concerns, needs, and pressures. Empower yourself to minister effectively to the next generation and beyond.
Gaining skills in children's ministry allows you to create engaging and safe environments for young people. This subject provides a comprehensive overview of the biblical, historical, and theological foundations of children's ministry. Students will critically assess various ministry strategies and learn to design and administer child-safe events. This unit also covers legal and ethical considerations, ensuring well-rounded preparation.
This subject delves into the sociological and religious factors that have shaped gender roles throughout church history and assesses their impact on contemporary ministries. Students will critically examine biblical and theological foundations, exploring how they inform the debate over women and men in leadership, particularly in Pentecostal contexts. This unit also encourages the formulation of a personal philosophy of egalitarian ministry, equipping students to lead with inclusivity.
This subject explores effective pastoral theology and ministry models. Students will gain a systemic and critical understanding of complex and advanced ministry issues and will apply advanced research skills to a topic of research on a contemporary ministry issue.
This subject provides students with the opportunity to propose and delve into a research topic, developing advanced research capabilities. It focuses on constructing solid arguments, critically engaging with diverse perspectives, and effectively communicating findings. Students will also learn to respond thoughtfully to the research of their peers, preparing them for informed leadership in their ministries.
This subject affords the Teacher Education Student 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. The students develop their planning, relational and evaluation skills within the setting of professional teams of communities of practice. Above all, they learn effective behaviour management techniques while observing the performance of professional teachers in their own contexts and they experience how their personal worldview impacts every aspect of their life and work in education.
Alphacrucis University requires all initial Teacher Education Students to attempt the National Literacy and Numeracy Test LANTITE in their first semester of study and pass LANTITE before their final placement. It is a national requirement that students cannot graduate from an ITE program if they have not passed LANTITE.
This subject affords the Teacher Education Student 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. The students develop their planning, relational and evaluation skills within the setting of professional teams of communities of practice. Above all, they learn effective behaviour management techniques while observing the performance of professional teachers in their own contexts and they experience how their personal worldview impacts every aspect of their life and work in education.
Alphacrucis University requires all initial Teacher Education Students to attempt the National Literacy and Numeracy Test LANTITE in their first semester of study and pass LANTITE before their final placement. It is a national requirement that students cannot graduate from an ITE program if they have not passed LANTITE.
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 incorporating a Christian world view enabling each student to flourish.
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. Christian worldview and ethical issues discussed in EDU407 Foundations in Christian Education will be drawn upon when critiquing syllabus content, methodology and teaching resources.
This subject equips students with pedagogical approaches, teaching methodologies, and practical strategies to effectively teach Creative Arts (Drama, Dance, Media Arts, Music and Visual Arts) in the Primary classroom. Students will develop their own God given creative capacities, and draw on prior learning to explore the specific role of integration, student engagement, and assessment when applied to Creative Arts teaching and learning.
This subject critically analyses inclusive philosophy while exploring the specific learning needs for students ‘at risk’ of exclusion. This includes an understanding of the challenges faced by students experiencing marginalisation due to disability, ethnicity, religion, gender or other forms of diversity. Differentiation strategies, behaviour support models and technologies, assessment and evaluation strategies are examined in the context of learning and teaching strategies for individuals with disabilities. Legislative requirements, for people with disabilities and gifted and talented opportunities, are reviewed and the Teacher Education Students (TES) are given the opportunity to review their own attitudes to diversity and disability in the light of their own faith and professional responsibilities.
This unit equips students with the tools to understand the principles, purposes, and historical development of biblical interpretation. By critically assessing contexts and the reader’s role, students apply these insights to contemporary issues, enhancing their analytical skills and understanding of biblical texts. This unit prepares students for thoughtful discourse and application of biblical principles in modern settings.
This subject explores various perspectives on the Spirit of God in the Old Testament. Primary biblical materials and secondary literature from a range of perspectives will be analysed. Students will also examine the socio-historical background relevant to the functions of the Spirit in the Old Testament and will apply passages on the Spirit to modern Pentecostalism.
At the beginning of the Bible, we find the Pentateuch. From Genesis to Deuteronomy, these books are essential for understanding our faith today. In this unit, we will explore the foundational themes of creation, faith, salvation, covenant, worship, land and journeying present in the Pentateuch. We will also survey how the Pentateuch sets the stage for what follows in the rest of the biblical canon.
Many of the Old Testament books are dedicated to the history of Israel from the time of conquest through to exile. This subject will examine the books of Joshua, Judges, 1 and 2 Samuel, 1 and 2 Kings, Ezra and Nehemiah—a vast array of books and times! It will also specifically investigate the major events and people in Old Testament history.
Isaiah was a prophet consumed with the vision of God as the sovereign Lord over the nations. The Book of Isaiah speaks to a crucial time in the history of ancient Israel both prior to the exile as well as re-building after the devastation. It about how to live faithfully as the people of God in a hostile environment and presents a vision of a holy people.
Understanding the world of the Old Testament equips students with the ability to evaluate its historical, geographical, and social contexts critically. In this unit, students will analyse Old Testament passages and themes with precision, linking ancient practices and perspectives to contemporary applications. These skills are essential for anyone seeking to gain a thorough understanding of how these ancient texts continue to influence modern society and thought.
The books of Proverbs and Psalms are two of the most well-known and loved texts within the Old Testament/Hebrew Bible. In addition to Proverbs, the books of Job and Ecclesiastes comprise what is known as Wisdom Literature, a genre of writings from the ancient Near East comprised of sayings and teachings by sages and the wise about the breadth of the human experience. Psalms is an anthology of Hebrew hymns to be used either in collective liturgical settings or for personal expression. Throughout this course, we will engage with tools of exegesis to reflect on how to read the Wisdom and Psalms text, as well as the Song of Songs, which is neither part of Psalms or Wisdom Literature, yet is Hebrew poetry and considers wisdom in relationships.
The time between the end of the Old Testament and the beginning of the New Testament is sometimes erroneously referred to as the "400 Years of Silence." In this course, students enter a world of imperial conquest and theological development to explore how the Jewish people wrestled with faith and survival under foreign rule. Figures such as Daniel, Esther, Tobit, Judith, and Susana teach us faithful resilience in the diaspora, while Ezra, Nehemiah, Zechariah, and Malachi deal with theological and cultural issues back in the land of Israel. This course unpacks the historical context of the neo-Babylonian, Persian, Hasmonean, and Greek/Roman empires to see how the exile reshaped Jewish culture, theology, and communal identity into the Judaism of Jesus' day
This unit equips students to assess and analyse the diverse perspectives on Jesus' identity and mission, grounded in a solid socio-historical understanding. Students will also learn to apply their insights to modern contexts, particularly within Pentecostalism, fostering a richer comprehension and ability to communicate the significance of these ancient narratives in a compelling way.
The letters of Ephesians, Philippians, Colossians and Philemon were written from prison and yet deal with some of the most liberating concepts imaginable. Time spent with these letters will be richly rewarded and equip us for life in multiple dimensions; spiritual, relational, personal and corporate. We will examine how these four letters from captivity have the power to free readers from unconscious imprisoning ideas.
Why would Paul, a Hebrew speaking Jew, writing to Latin speaking Romans, use Greek? Why was the liberating message of the crucified messiah considered "foolish?" This unit examines the culture, customs, and values of the first century. It shows how radical the Christian minority group was in the face of the Roman Empire and invites you to assess your own convictions and values as a 21st century Christian.
The Pastoral Epistles show us that intrigue and controversy are not new to the church. The letters of 1 and 2 Timothy and Titus and are located towards the end of Paul’s life and ministry career. These letters give insight into the need for stabilisation and structure within the emerging Christian communities in Ephesus and Crete.
Have you ever wondered why Christians don’t follow the full Mosaic law? Have you ever asked what sets Christianity apart from Judaism? Paul’s letters to the Romans and Galatians answer these questions and more, and in many ways these letters reveal the heart of his theology. This unit will also synthesise Paul’s thoughts into a storyline of history that informs his pastoral and theological reflections.
The Corinthian Correspondence is a fascinating exchange between the Apostle Paul and the troubled church in Corinth and is a worthwhile study for those who are interested in Paul’s role as pastor and apostle. This unit addresses a variety of ethical and theological issues, such as sexual sin, drunkenness, Christians taking each other to court, dissatisfaction with style of leadership and much more.
This subject provides students with a first-hand introduction to the relevant cultural, geographical, historical, and archaeological issues for the New Testament. Students will engage with this historical context during an on-site field study program in the location of modern-day Turkey and Greece, formative for study of the biblical text.
Do you want the places of the Bible to come alive? Then join us for this Field Study Trip subject to Israel and its surrounding lands. We will walk through biblically significant places and link the geography of the land to the message of biblical stories. Your reading of the Bible will never be the same again!
Mastering biblical study methods is crucial for anyone looking to deeply understand and interpret biblical texts. This unit presents an extensive overview of historical-critical methods, literary approaches, and ideological criticisms, equipping students with the skills to apply these techniques effectively. Students will critically evaluate different methodologies and demonstrate advanced proficiency in biblical exegesis, preparing them to tackle complex interpretive challenges within both ancient texts and contemporary settings.
Enhancing your ability to conduct and present research is essential in any academic or professional setting. This unit focuses on developing advanced research skills within biblical studies. Students will select a topic, propose research, and present their findings to peers, fostering an environment of critical engagement and constructive feedback—enhancing both communication and analytical skills.
This subject affords the Teacher Education Student 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. The students develop their planning, relational and evaluation skills within the setting of professional teams of communities of practice. Above all, they learn effective behaviour management techniques while observing the performance of professional teachers in their own contexts and they experience how their personal worldview impacts every aspect of their life and work in education.
Alphacrucis University requires all initial Teacher Education Students to attempt the National Literacy and Numeracy Test LANTITE in their first semester of study and pass LANTITE before their final placement. It is a national requirement that students cannot graduate from an ITE program if they have not passed LANTITE.
This subject affords the Teacher Education Student 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. The students develop their planning, relational and evaluation skills within the setting of professional teams of communities of practice. Above all, they learn effective behaviour management techniques while observing the performance of professional teachers in their own contexts and they experience how their personal worldview impacts every aspect of their life and work in education.
Alphacrucis University requires all initial Teacher Education Students to attempt the National Literacy and Numeracy Test LANTITE in their first semester of study and pass LANTITE before their final placement. It is a national requirement that students cannot graduate from an ITE program if they have not passed LANTITE.
