Course Structure

The course structure is based on four semesters (each of 12 weeks duration, plus an exam week), with four subjects taught in each semester. It comprises:

• 100 cps core subjects (including Professional Experience)                           
• 40 cps curriculum subjects
  
• 10 cps action research subject
• 10 cps elective subject

To qualify for award of the degree of Master of Teaching (Secondary) a candidate shall complete at least 160 credit points, including satisfactory completion of the core subjects.

For more information see the Student Handbook.

Subjects - Recommended Sequence

Notes:

EDU500 Professional Experience is conducted over 3 semesters (recommended: 2nd, 3rd, 4th Semesters).

One curriculum subject to be completed in each of the four semesters.

One elective subject is to be completed in the 4th semester.

For more information see the Student Handbook or see the full range of subjects available below.

All Subjects Available

View the entire list of subjects for this course.

For more details on which subjects you can choose, see the current enrolment guide for this course.

Admissions

Academic Entry Requirements

This course of study requires the completion of a higher education qualification by an authorised institution. Applicants with recent high school education only are not eligible for direct entry into this course.

This course of study requires the completion of a higher education qualification by an authorised institution. Applicants with a Vocational Education and Training (VET) qualification only are not eligible for direct entry into this course.

Applicants whose highest level of study enrolment since leaving secondary education is a higher education qualification must demonstrate the completion of an AQF Level 7 Bachelor degree (or higher) by an authorised institution for admission into this course.

This course of study requires the completion of a higher education qualification by an authorised institution. Applicants who have not completed formal higher education study are not eligible for direct entry into this course.

Language

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 7.0 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 Board of Studies, Teaching and Educational Standards - English Language Proficiency Policy.

Essential Requirements for Admission

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.

AC students are required to sit for and pass the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to their final Professional Experience Placement.

AC students are required to complete the Working with Children Check online. You are classified a ‘volunteer’ in Education. Submit application online and also print a copy and upload as an attachment to your application.

Training is provided free online by the Australian Society of Clinical Immunology and Allergy (ASCIA) http://etraining.allergy.org.au/ On completion of the online module participants receive a certificate of completion which must be included with your application. The training is required to be successfully undertaken every two years. This is the only training for anaphylaxis management in schools that New South Wales Education Standards Authority (NESA) will accept.

All students are required to complete the NSW Department of Education Child Protection Awareness Training before enrolling into a work-integrated learning subject and undertaking Professional Experience. Students who have met the academic and essential entry requirements can progress into the course prior to completing this training.

First Aid
All students completing EDU511 Personal Development, Physical & Health Education are required to complete a recognised First Aid Course. This course deals with the cause and prevention of accidents, the acquisition of sufficient knowledge to determine the nature and extent of injury, and sufficient skill to administer proper first aid.

Study Modes

Delivery Mode: Blended, Online
Locations: Sydney
Duration: 2 years full-time/up to 10 years part-time
Intakes: Semester 1, Semester 2

Fees & Timetable

Fee-Help information and a complete Fee Schedule for all Alphacrucis courses can be found in our Fees Information section.

For a full list of course dates for new and continuing students, please see our Timetables.

Course Learning Outcomes

Knowledge

Demonstrated:

• advanced and integrated understanding of key issues, practices and recent developments in secondary teaching within the chosen Key Learning Areas (KLAs): Creative Arts; English; Human Society and Its Environment; Languages; Mathematics; Personal Development, Health and Physical Education; Science; Technology;
• in-depth understanding of general research principles and methods, and advanced knowledge of specific research approaches used in secondary teaching within the chosen discipline areas;
• advanced and integrated understanding regarding the planning, implementation, assessment and reporting of pedagogically sound learning activities consistent with a Christian worldview and appropriate to the demands of the teaching context

Skills

Demonstrated ability to:

• evaluate, synthesise and critically engage the theoretical knowledge regarding the stages of development in physical, cognitive, social/emotional and spiritual growth in adolescents and apply it to diagnosis and teaching strategies for progression of students;
• critically analyse and synthesise various pedagogical approaches with differing ideologies and develop skills and strategies (including technologies) to enhance the quality of learning for all students, including those from marginalised communities;
• design and implement an action research project which examines a complex problem or issue using appropriate methodologies and theories from the discipline area;
• communicate effectively complex ideas and proposed solutions to peers and general audiences in diverse contexts;
• identify and critically evaluate new developments of research and scholarship in secondary teaching within the chosen discipline areas.

Application of Skills and Knowledge

Demonstrated ability to:

• articulate new questions or issues and apply the knowledge and skills developed in secondary teaching, within the chosen discipline areas, to develop appropriate solutions;
• comply with professional codes of ethics and regulations which impact on the ability to work with children and keep abreast of changes in the legislation and practice applicable to the specific teaching context;
• work independently, responsibly and with the level of professionalism expected of an expert in secondary teaching;
• develop and design a wide range of units of work within their chosen specialisation at Stage 4 (Y7/8); Stage 5 (Y9/10) and Stage 6 (Y11/12);
• design and implement a major action research project in the discipline area of secondary teaching to advance personal and professional development, in order to thrive in educational contexts.