Course Structure

The course structure is based on one semester (13 weeks duration).

To qualify for award of the degree of Undergraduate Certificate in Teacher Preparation a candidate shall accrue an aggregate of at least 40 credit points, including satisfactory completion of the core subjects noted below.

Subjects

• EDU101 Foundations in Christian Learning and Teaching
• EDU105 Introduction to Academic Writing and Research
• ACA101 Faith & Purpose
• EDU121 Critical Thinking for Effective Learning

Admission Criteria

Applicants with Recent Secondary Education (within the past 2 years)

Applicants with recent high school education only will demonstrate completion of the NSW Higher School Certificate, or the completion of the interstate or overseas equivalent qualification.

Applicants with Vocational Education and Training (VET) Study

Applicants with a Vocational Education and Training (VET) qualification will demonstrate the completion of a Certificate III or higher qualification awarded by an authorised institution or registered training organisation (RTO).

The Program Director will conduct a pre-admission interview (either face-to-face or phone or via Zoom) with all applicants seeking entry into the course on the basis of a Certificate III qualification. This interview aims to assess academic suitability and preparedness of the applicant for undergraduate level study.

Applicants with Higher Education Study

Applicants whose highest level of study enrolment since leaving secondary education is a higher education qualification will demonstrate the completion of an AQF Level 5 Diploma (or higher) by an authorised institution for admission into this course.

Applicants with Work and Life Experience

If you are over the age of 21 at the time of commencement, you can apply for admission into this course on the basis of provisional entry, and complete the provisional entry qualifying period to become a full candidate.

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) with an overall IELTS (or equivalent) score of at least 6.5 and no score below 6.0 in any of the four skill areas, or equivalent.

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.

HECS-HELP is available for eligible students to assist you in financing your studies. For more information and other options, please visit the Financing Your Study and Fees pages. For students who cannot access government loans, an alternative option is Study Loans, a private student loan provider. To learn more about loans provided by Study Loans, click here.

Course Learning Outcomes

Demonstrated:

• knowledge of key issues and practices in the discipline area of teaching;
• general knowledge of scholarship and recent developments pertaining to teaching, including, where appropriate, across disciplines;
• a broad and coherent 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.

Demonstrated ability to:

• analyse and interpret the stages of development in physical, cognitive, social/emotional and spiritual growth in children and adolescents;
• communicate effectively coherent ideas and proposed solutions to peers and general audiences in diverse contexts;
• identify and critically evaluate new developments of research and scholarship in the discipline area of teaching.

Demonstrated ability to:

• discuss and analyse contemporaneous topics, issues and challenges impacting on teaching, from a Christian worldview;
• comply with professional codes of ethics and regulations which impact on the ability to work with children and adolescents and keep abreast of changes in the legislation and practice applicable to the specific teaching context;
• work independently and responsibly.