This is a foundational subject for the Master of Teaching program. It introduces the philosophical and theoretical framework for this program and provides an overview of the international and national education context with a specific focus on Australian education policy and curriculum. This subject introduces key educational philosophers and theorists and explores their influence on education with a particular focus on Christian education. It introduces the evidence-based theoretical foundation for students to effectively plan engaging learning sequences and to manage a supportive learning environment.
This subject introduces initial teacher education (ITE) students to the core components of effective teaching and learning. It explores how cognitive evidence-based theory informs teaching decisions, instructional design and assessment in relation to the classroom and the broader school context. Students will examine cognitive evidence-based theory and consider how this can be applied in various learning contexts with different groups of learners. They will also explore student diversity, differentiation and how to design lesson plans that integrate evidence-based theory and that demonstrate good planning to engage a broad range of learners.
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 introduces human development with a specific focus on the period from early childhood through to adolescence and early adulthood where students study the historical and contemporary theory of cognitive, psychosocial, physical, and spiritual development. These are considered through a Christian Worldview lens. Students analyse factors that influence child and adolescent development and the implications for educational practice with a specific focus on teaching and learning. They also consider what it means for humans to flourish and some of the primary challenges that children and adolescents face in relation to wellbeing together with what teachers and schools can do to support them.
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.
The aim of this unit is to prepare students to effectively teach and integrate literacy and numeracy into their subject area(s). Literacy and numeracy are two of the general capabilities in the Australian Curriculum. With reference to the NSW K-10 syllabuses & other state and territory syllabi, students will implement teaching strategies and will engage with evidence-based research through various evidenced-based pedagogies. By analysing the literacy and numeracy demands of their subject(s); and by developing strategies for differentiation across the full range of abilities, students will effectively demonstrate their capabilities. Pedagogies and theories will be explored considering Christian and alternative worldviews.
This subject will investigate the curriculum implications of catering for the range of abilities within the classroom. This subject will revisit a number of learning theorists whose ideas inform classroom instruction e.g. concept of intelligence, theories of learning and multiple intelligences, emotion and motivation. It provides an overview of some recent findings of cognitive science and neuroscience and their application to the classroom. Educational approaches such as academic, linguistic, socio-economic and culture-based segregation, integration, mainstreaming, and managing challenging behaviour will be critiqued while reviewing differentiation and individualisation. Legislative and policy implications and their impact on learning management programs in a range of educational contexts will be explored. The roles of integration of professionals in the case management of children with learning needs will be examined, together with consideration of parent, caregiver and/or community participation. Different models of communicating, assessing and reporting will be examined.
In this subject, students will explore the ways ICT skills can be embedded across the curriculum to support quality learning and teaching based on relevant pedagogical approaches for Years 7-12/Stages 4-6. It will provide Teacher Education Students (TES) with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practices, as well as critically engaging with models of pedagogy. It will also consider the impact of technology in the classroom and society. The TES will gain experience in using technology as a productivity tool and in the design and evaluation of learning resources.
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 enables Teacher Education Students (TES) to establish an introduction to contemporary theories and practices to equip students to teach the ACARA English curriculum 7-10 and NSW English syllabus (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. 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. TES, in accordance with the K-10 Curriculum Framework and Statement of Equity Principles take account of the diverse needs of all students ensuring all students can fully participate in learning experiences.
This subject requires Teacher Education Students (TES) 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 syllabus (Stages 6) it will focus on current pedagogical perspectives in English, which allow the TES to develop critical knowledge and pedagogical skills in using multimodal texts. This subject will give opportunity to consider global perspectives in education and the implications for teaching English, based on these perspectives. TES will make links to their own practice and the range of strategies they have developed. Students will have opportunity to ‘reflect’ on their practice and its impact on competing worldviews by developing a well- researched, evidence-based justification for their own approach to teaching secondary English. The course will provide exposure to the current Australian curriculum in English using a variety of frameworks for teaching English to diverse learners. It will address the role of literacy across the curriculum, literacy for academic purposes and workplace multi literacies.
This subject enables Teacher Education Students (TES) 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 TES’ 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. The TES 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, developing a well-researched evidence-based justification for their own approach to teaching secondary Drama.
This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS431 Curriculum Studies – Drama: Part A, and provides Teacher Education Students (TES) with an opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice, as well as critically engaging with models of pedagogy necessary to teach the NESA Drama Stage 6 Syllabus. It enables the TES to extend their own creative capacities, and their understanding and knowledge of Years 11-12 drama teaching and equip them to foster in students skills in interpretation, communication, performance and critical thinking. Genre theory in drama is examined alongside how to encourage students to overcome fear, manage stage craft and casting. The teacher’s duty of care, ethical considerations, copyright issues and managing the dynamics of the audience’s interaction with actors in performance are also considered.
This subject develops a knowledge base for the Initial Teacher Education Students in the NESA Music 7-10 syllabus and the ACARA F-10 Curriculum, The Arts, Music. This course introduces 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 the students with teaching methodologies and practical strategies to effectively teach Music to children from Years 7-10.
This unit provides an opportunity to use effective pedagogical practices in relation to the junior secondary (Stage 4 and 5) curriculum of intending secondary teachers chosen teaching area(s). Teacher Education students will engage with their curriculum area to examine its content, core philosophies and value in contemporary society. Effective pedagogical practices will be examined and practiced in relation to the curriculum content, including planning and sequencing, explicit modelling and scaffolding, assessment and feedback. Teacher Education students will engage in micro-teaching to practice communication skills to support student learning in their subject area.
This unit provides an opportunity for Teacher Education students to investigate and apply the use of innovative and research-based teaching approaches in a teaching area for pedagogy specialist skill development. Students will also consider how to embed principles and values in pedagogy. Teaching area specific pedagogy will be explored as a basis for maximising student engagement and establishing effective classroom management practices. Specific attention will also be given to developing differentiated teaching and assessment resources with the innovative use of technologies, including Generative AI, to meet the diverse needs of learners.
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 Teacher Education Students to teach the Stage 6 Ancient History syllabus developed by NESA and ACARA. It is designed to advance knowledge in the areas of curriculum, pedagogy and assessment for Secondary school Ancient History students.
It also aims to develop Initial Teacher Education (ITE) students’ understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Ancient History as applied in the classroom context, including curriculum design and evaluation- assessment, examination and reporting. Using the local area as a research resource and fieldwork are integral parts of this subject.
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 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 builds on CRS411 Curriculum Studies – Personal Development, Health and Physical Education (PDHPE): Part A. This subject provides an in-depth examination of the NESA Health and Movement Science Stage 6 syllabus for Years 11-12. It aims to develop the 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. 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 Model QTM). It particularly focuses on the meaning of Health and Movement Science beyond the school curriculum by identifying implementation issues and encouraging students to value health and well-being as a lifelong learning experience.
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 NESA’s Computing Technology Years 7-10 (2022) 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 relevant Year 7-10 requirements.
This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS419 Curriculum Studies – Computing Technology and enables students to gain in-depth understanding of the various discourses that inform teachers’ knowledge and pedagogical practice. It encourages critical engagement with models of pedagogy necessary to teach the ACARA/NESA Enterprise Computing Stage 6 Syllabus (or local equivalent). This subject equips the TES to teach both the Preliminary and HSC courses of study with a focus on integrated, project-based learning that explores the key content areas of the Enterprise Computing Syllabus: Interactive media and the user experience, Networking systems and social computing, Principles of cybersecurity, Data science, Data visualisation and Intelligent systems from a Christian Worldview.
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.
Almost all pupils experience Integrated Science in primary and the first years of secondary school. CRS441 Integrated Sciences dealt with teaching and learning issues arising in such science courses and provided an outline of theory and practice in such mandatory science teaching. CRS541 Physics, CRS542 Chemistry and CRS543 Biology are other courses within the science education suite that deal with discipline-based courses that are more characteristic of the senior secondary years and are attempted by fewer secondary pupils. Biology can seem more challenging for many of the families that trust their children to Christian schools, so CRS543 builds on the broader issues encountered in the earlier course, with a focus on developing pupil thinking through research and field work. Each of the courses within this suite is focused on a broad function within teaching and learning in the secondary school. CRS543 engages with implementation and assessment of pupil research and fieldwork.
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. 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.
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.
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 unit provides an opportunity to use effective pedagogical practices in relation to the junior secondary (Stage 4 and 5) curriculum of intending secondary teachers chosen teaching area(s). Teacher Education students will engage with their curriculum area to examine its content, core philosophies and value in contemporary society. Effective pedagogical practices will be examined and practiced in relation to the curriculum content, including planning and sequencing, explicit modelling and scaffolding, assessment and feedback. Teacher Education students will engage in micro-teaching to practice communication skills to support student learning in their subject area.
This unit provides an opportunity for Teacher Education students to investigate and apply the use of innovative and research-based teaching approaches in a teaching area for pedagogy specialist skill development. Students will also consider how to embed principles and values in pedagogy. Teaching area specific pedagogy will be explored as a basis for maximising student engagement and establishing effective classroom management practices. Specific attention will also be given to developing differentiated teaching and assessment resources with the innovative use of technologies, including Generative AI, to meet the diverse needs of learners.
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.
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.
