Master of Teaching (Secondary)
Teach with heart
The Master of Teaching (Secondary) equips graduates with an accredited professional teaching qualification by TEQSA and NESA (formerly BOSTES).
Do you love young people and get a thrill when you see the lights go on in their hearts and minds? Do you connect with the youth in your church? Are you excited about working with young people reaching for their dreams? Are you keen to equip your own future with our professional qualification to teach in Independent or Public Secondary Schools?
This program is for graduates who sense a calling to secondary 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. Our Master of Teaching (Secondary) is a new program for us but why not hear and read what some of our students are saying about our current 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 (Secondary)
The Master of Teaching (Secondary) is a two year program (4 subjects per semester full-time).
Below is a sample subject sequence, although this can be varied depending on subject availability, pre-requisite needs and the student’s personal circumstances:
• 10 compulsory core subjects
• 4 curriculum subjects
• 1 compulsory action research subject
• 1 elective
To qualify for the 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:
Each student must take two disciplines made up of two curriculum subjects each totalling four subjects over the two years. These subjects will qualify the student to teach up to Year 12 in their two chosen disciplines. In order to be eligible to take their two chosen disciplines they must meet the pre-requite demands from their bachelor degree qualifications. The students’ degree transcripts will be reviewed to confirm eligibility to study the selected disciplines.
The following subjects are currently available, other subjects will be added in time but if the student wishes to take a subject not available from this list, they can elect to study one or more subjects through another provider that holds a memorandum of understanding with us. The subjects are:
CRS403 Curriculum Studies - English: Part A
CRS503 Curriculum Studies - English: Part B
CRS431 Curriculum Studies - Drama: Part A
CRS531 Curriculum Studies - Drama: Part B
CRS433 Curriculum Studies - Music: Part A
CRS533 Curriculum Studies - Music: Part B
CRS435 Curriculum Studies - Visual Arts: Part A
CRS535 Curriculum Studies - Visual Arts: Part B
HSIE (Human Society and Its Environment)
CRS450 Curriculum Studies - Commerce
CRS550 Curriculum Studies - Business Studies
CRS502 Curriculum Studies - Economics
CRS412 Curriculum Studies - Geography: Part A
CRS512 Curriculum Studies - Geography: Part B
CRS413 Curriculum Studies - History: Part A
CRS513 Curriculum Studies - History: Part B
CRS532 Curriculum Studies – Studies of Religion
CRS414 Curriculum Studies - Mathematics: Part A
CRS514 Curriculum Studies - Mathematics: Part B
PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION
CRS411 Curriculum Studies - Personal Development, Health and Physical Education: Part A
CRS511 Curriculum Studies - Personal Development, Health and Physical Education: Part B
CRS418 Curriculum Studies – Information and Software Technology
CRS518 Curriculum Studies – Information Processes and Technology
Finally,students are to select ONE taken from accredited Level 8 or 9 subjects offered by Alphacrucis College, such as:
EDU522 The Self-Reflective Educator
EDU520 Educational Leadership
EDUXXX Independent Guided Study
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), either on entry to or on graduation from 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.
Academic Entry Requirements
Entry into the Master of Teaching (Secondary) program requires an appropriate completed Bachelors degree from a recognised University or equivalent tertiary education institution. 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). All applicants to the award must comply with the requirements as set out in the Policies and Procedures of Alphacrucis College. Specifically, all applicants must hold Australian citizenship, have permanent residency, or apply as an international student and have an acceptable level of English language proficiency.
Literacy and Numeracy Test (LNT)
The Australian Government introduced a national Literacy and Numeracy Test 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 Literacy and Numeracy Tests (LNT) 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 Literacy and NumeracyTest prior to their final professional placement.
Non-Academic Entry Requirements
Pre-Admission Interview: 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.
Individual support is available for any questions you might have about your application, don't hesitate to ask. You are required to attach a number of supporting documents to your online application. (If there are insufficient upload ports, for example, if you have multiple transcripts, scan them into multipage PDFs for single upload):
- Online Application Form
- Working with Children Check: new students enrolling in 2016 are required to complete the new 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.
- Anaphylaxis e-training – select ‘schools course’. On completion of the online module participants receive a certificate of completion that is to be uploaded as part of the application.
- Academic transcripts and identification documents – upload certified copies.
- If applicable, Alphacrucis (Higher Ed) Application for Credit – applicants seeking credit for relevant previous study or experience should complete, sign and upload.
Once your application has been approved you will be sent a Letter of Offer by email. When this is signed and returned you will be invited to submit your online Enrolment Form. You should select the most appropriate subjects for your first semester from those on offer but please contact the Program Director, Dr Jim Twelves, by email, phone (02 8893 9000) or by appointment, for academic advice at this stage.
School Professional Placement
Students must complete 10 credit points in Professional Experience.
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.
Johnny Kumar (faculty profile)
Mrs Alison Lau (faculty profile)
Dr U-Wen Low (faculty profile)
U-Wen began theological studies at the University of Divinity in 2007, progressing through to an Honours year in 2013 and subsequently beginning his PhD in 2014, completing it in 2017 and graduating in 2018. He has previously worked as a youth pastor at Melbourne's CityLife Church. He is passionate about seeing students develop and grow in their faith and wisdom through studying the Bible and theology. He is married to Danielle, and enjoys a variety of hobbies including woodturning, cycling, bagpipe playing and reading.
Dr Van Shore (faculty profile)
Van is married to Heazle and they have two adult children, Ben married to Lani and Amy married to Seng. Van loves to laugh and celebrate with others their uniqueness in God and enjoys walking, bird watching, tennis and good food. He has almost 20 years of pastoral ministry and teaching experience.
In 2009, Van was selected along with a number of New Testament scholars throughout Australia to write a chapter in The Content and Setting of the Gospel Tradition (Eerdmans, 2010). Dr Mark Harding and Dr Alana Nobbs co-edited the work. Van's chapter was called "The Titles of Jesus".
In 2011, Van also authored two books: The Art of Not Disappearing (River Publishing, UK), and in 2011-2012, while living in Bangkok, he wrote his second book, The Art of Not Getting Lost on the Way Home. This was prior to joining the staff at the Alphacrucis College.
Dr Jim Twelves (faculty profile)
As the Dean Education and Program Director, Master of Teaching (Primary) and Master of Teaching (Secondary) Jim is responsible for the leadership, development and oversight of this exciting new faculty that was pioneered by Dr Jennie Bickmore-Brand. 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. Prior to Jim’s emigration to Australia in 1995 he was Head of Geography in Aldenham School, Hertfordshire, United Kingdom for nearly 20 years where his passion for learning and teaching were formed. Since arriving in Australia he has held Deputy and Principalship roles in Victoria, New South Wales and Queensland. As Director of Twelves Consulting, with a team, he developed national policy frameworks for Christian schools. Jim also 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. Follow the link to read the full text.
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, and they both live with their dog in the north western suburbs of Sydney. Andrew graduated with a BTh through Southern Cross College in 2009. He has just recently finished his MaCS and will be graduating May 2014. Andrew is an active member of Hillsong Church, serving with his wife at the Macquarie extension service. Andrew works with Dr. Shane Clifton in the Faculty of Theology.
Units offered as part of this Award:
- CRS403 - Curriculum Studies – English: Part A
Description: This subject enables pre-service teachers 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. Unit detail page >>
- CRS411 - Curriculum Studies – Personal Development, Health and Physical Education: Part A
Description: This subject provides an overview of the field of 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 educationin years 7-10. Unit detail page >>
- CRS412 - 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. Unit detail page >>
- CRS413 - Curriculum Studies – History: Part A
Description: Effective history teaching results from integrating theory and practice with ongoing critical reflection. This unit then considers the postmodern philosophy of history characterised by secularism and compares it with other faith oriented constructs of History as well as a Christian philosophy of history. Unit detail page >>
- CRS414 - Curriculum Studies – Mathematics: Part A
Description: This subject aims to develop in each pre-service teacher the ability to effectively teach Mathematics to secondary school students as offered in the Years 7-10 syllabuses as developed by BOSTES and ACARA. Pre-service teachers 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. Strategies for embedding technology into lessons will be explored, as well as assessing mathematics knowledge, skills and understanding. Unit detail page >>
- CRS418 - Curriculum Studies – Information and Communication Technology: Part A
Description: 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. 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. Unit detail page >>
- CRS431 - Curriculum Studies – Drama: Part A
Description: Pre-service teachers will examine theoretical concepts, current pedagogical principles and perspectives and curriculum structures within Drama. Students will also 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. Unit detail page >>
- CRS433 - Curriculum Studies – Music: Part A
Description: The aim of this subject 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 pre-service teachers with teaching methodologies and practical strategies to effectively teach Music to children from Years 7-10. Unit detail page >>
- CRS435 - Curriculum Studies – Visual Arts: Part A
Description: In this subject, pre-service teachers will explore their own creative capacities, and their understanding and knowledge of visual arts. Pre-service Teachers will be equpped with teaching methodologies, assessment tools, and practical strategies to effectively teach visual arts, with a specific emphasis on the BOSTES Visual Arts 7-10 and ACARA The Arts Year 7 – 10 syllabi. Unit detail page >>
- CRS450 - Curriculum Studies – Commerce
Description: The aim of this course is to prepare pre-service teachers to teach effectively the Commerce Years 7-10 Syllabus, with an emphasis on evidence based research to make informed decisions about pedagogical approaches. Unit detail page >>
- CRS502 - Curriculum Studies – Economics
Description: The subject, building on CRS450 Curriculum Studies – Commerce, prepares pre-service teachers to teach effectively Economics in secondary schools from Years 11-12. This subject will expose pre-service teachers to the Australian Curriculum (Economics) 11-12 with the purpose of developing a lesson plan along with their own personal philosophy of Economics learning and teaching. Unit detail page >>
- CRS503 - Curriculum Studies – English: Part B
Description: This subject will give students an opportunity to consider global perspectives in education and the implications for teaching English based on these perspectives. It will provide exposure to the current Australian curriculum in English using a variety of frameworks teaching English to diverse learners and will address the role of literacy across the curriculum, literacy for academic purposes and workplace multi literacies. Unit detail page >>
- CRS511 - Curriculum Studies – Personal Development, Health and Physical Education: Part B
Description: Building on CRS411 Curriculum Studies – Personal Development, Health and Physical Education (PDHPE): Part A, this subject provides an in-depth examination of the BOSTES PDHPE Stage 6 syllabus for Years 11-12, focusing on the meaning of PDHPE beyond the school curriculum by identifying implementation issues and encouraging students to value health and well-being as a lifelong learning experience. Unit detail page >>
- CRS512 - Curriculum Studies – Geography: Part B
Description: Building upon CRS412 Curriculum Studies - Geography: Part A, this subject aims to develop pre-service teachers’ 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. Unit detail page >>
- CRS513 - Curriculum Studies – History: Part B
Description: 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 a Christian view of history and other faith and ethnic constructs of history. Unit detail page >>
- CRS514 - Curriculum Studies – Mathematics: Part B
Description: This subject builds on CRS414 Curriculum Studies - Mathematics Part A. It equips pre-service teachers 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. Unit detail page >>
- CRS518 - Curriculum Studies – Information Processes and Technology
Description: This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS418 Curriculum Studies – Information Software and Technology, and provides pre-service teachers with an opportunity to gain in-depth understanding of the various discourses that inform teachers’ knowledge and pedagogical practice. Unit detail page >>
- CRS531 - Curriculum Studies – Drama: Part B
Description: This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS431 Curriculum Studies – Drama: Part A, and 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 necessary to teach the BOSTES Drama Stage 6 Syllabus. Unit detail page >>
- CRS532 - Curriculum Studies – Studies of Religion
Description: This subject, prepares pre-service teachers to teach Studies of Religion I and II, Years 11-12 syllabi developed by BOSTES. It is designed to advance knowledge and understanding of key theoretical and pedagogical perspectives and issues in the teaching of Studies of Religion. Unit detail page >>
- CRS533 - Curriculum Studies – Music: Part B
Description: This subject builds on the understandings of curriculum, pedagogy and assessment for teaching developed in CRS433 Curriculum Studies – Music: Part A, 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 necessary to teach the BOSTES Music 1, 2 & Music Extension Stage 6 Syllabus. Unit detail page >>
- CRS535 - Curriculum Studies – Visual Arts: Part B
Description: In this subject, builds on CRS435 Curriculum Studies – Visual Arts: Part A, pre-service Teachers 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 teaching and 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. Unit detail page >>
- CRS550 - Curriculum Studies – Business Studies
Description: This subject builds on previous knowledge of key theoretical and pedagogical perspectives and issues in the teaching of CRS450 Curriculum Studies – Commerce and related curriculum. It encourages critical engagement with models of pedagogy necessary to teach BOSTES Business Studies Stage 6 Syllabus and provides the opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice. Unit detail page >>
- 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 >>
- 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 >>
- 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 >>
- EDU540 - Learning and Teaching, Theory and Practice
Description: This subject helps the pre-service teacher develop their approach to teaching informed by their personal beliefs and values and the theoretical perspectives of learning and teaching theory and practice, informed by evidence based research, applicable across a range of settings. Unit detail page >>
- EDU541 - Differentiated Curriculum and Learning Management
Description: This subject will investigate the curriculum implications of catering for the range of abilities within the classroom. This subject revists a number of learning theorists, critiques various educational approaches and explores legislative and policy implications and impacts on learning management programmes. Different models of communicating, assessing and reporting will also be examined. Unit detail page >>
- EDU542 - Learning and Teaching through ICT
Description: 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. Pre-service teachers will gain experience in using technology as a productivity tool and in the design and evaluation of learning resources. Unit detail page >>
- EDU545 - Educational Policy Development
Description: This subject analyses the growth and development of policies impacting education and schooling in Australia since the post war era. Each pre-service teacher will be required to develop a policy to address a perceived need in order that student’s learning and teacher’s teaching may be enhanced. Unit detail page >>
- RES401 - Postgraduate Research and Writing
Upon completion of this subject, students should be able to:
- Demonstrate the ability to analyse, synthesise, and critically engage with literature.
- Demonstrate broad understanding of academic writing as a genre and the process of research.
- Demonstrate broad understanding of methodologies, and underlying assumptions of different methods.
- 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 >>