POSTGRADUATE EDUCATION COURSES ENGAGING INSPIRING CHALLENGING TRANSFORMING www.morlingcollege.com
CONTENTS About Morling...4 About the Faculty of Education... 6 Our Faculty...8 Master of Education (Leadership...10 Master of Education / Graduate Diploma of Education...12 Master of Teaching (Secondary)... 14 Recommended pathway...16 Academic Calendar...18 Important Dates...19 Accreditation Status...20 How to Apply...21 Testimonials...22 Frequently Asked Questions...23 2 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 3
MORLING S MISSION ABOUT MORLING THIS YEAR MORLING COLLEGE CELEBRATES 100-YEARS OF QUALITY, BIBLICALLY-GROUNDED EDUCATION AND TRAINING. Whilst we are committed to our Baptist foundations, our students are from a wide range of denominations and it is our diversity within a framework of shared evangelical conviction that makes Morling College unique. We offer a number of specialist degrees including: OUR MORLING VALUES Our values shape how we teach and in them we are committed to: 1. TRANSFORMATIONAL DISCIPLESHIP We long to be people who love God with all our heart and soul and mind and strength, and so we will pursue a balance between academic study, practical training and spiritual formation, knowing that such integration 4. MISSIONAL FOCUS We aim to equip men and women to take the whole gospel to the whole world, with vision, courage, wisdom and creativity, recognising the crucial importance of both evangelistic proclamation and active social concern. We affirm the centrality of the church within the purposes of God for the world, and we train pastors, teachers and evangelists to serve the church and its mission in the world. 5. EDUCATIONAL EXCELLENCE The Mission statement of Morling is to equip the whole believer to take the whole gospel to the whole world. This is reflected in our values. Theology and Mission Education Postgraduate studies Counselling Plunge gap year course (18 32 years old) Chaplaincy and youth training Various intensives, seminars and conferences Morling offers both online and on-campus study modes, and has invested heavily in online training and IT systems. Morling College brings you: transforms us as whole persons. 2. UNITY IN DIVERSITY We welcome a diversity of theological opinion and ministry practice on secondary issues, within a framework of shared evangelical conviction. And we delight in the diversity of cultures, genders, backgrounds and gifts represented within our college community, and seek to give practical expression to the unity we have in Christ. 3. EVANGELICAL CONVICTION We are committed to the centrality of the gospel of We are committed to advancing knowledge and understanding through dedicated involvement in scholarly activities, and to improving our society through high levels of skills, knowledge and research, and excellent pastoral, spiritual, education and counselling contributions. We enable individuals to grow and learn throughout their lives, through personal and character formation and the enhancement of lifelong learning. We are committed to quality education and professional formation of students that meet the expectations of our church, denominational, business, community-based and governmental constituents. We value equitable access to, and opportunities Over 20 years of experience in providing high quality Jesus Christ in the life and mission of the church, in to participate successfully in, higher education, education degrees prayerful dependence on the power of the Spirit, to the professional development and academic contribution. A Faculty that is the most published in Theology in Australia glory of God. And we gladly submit to the authority of Scripture as God s infallible word, and seek to honour the trustworthiness of God s word in our teaching, We will equip people to work in all spheres of society, to enhance the wellbeing of the community by contributing to a democratic, equitable and civilised society and to The largest provider of Missional subjects aiming to combine intellectual rigour and integrity with a improving the national economy through high levels of The largest provider of Online Theological training humble, gracious orthodoxy. skills, knowledge and research. 4 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 5
ABOUT THE FACULTY OF EDUCATION THE FACULTY OF EDUCATION AT MORLING COLLEGE DRAWS ON OVER 20 YEARS OF EXPERIENCE IN PROVIDING HIGH QUALITY EDUCATION DEGREES FROM A CHRISTIAN PERSPECTIVE. Our degrees have provided the backbone of professional development for many Christian teachers in Australia for decades. We are proud of our heritage, and the contribution that our degrees have made to teachers and leaders in Christian schools, as well as to teachers in other school contexts. The degrees are awarded and accredited through Morling College Ltd and accreditation is given by the Tertiary Education Quality and Standards Agency (TEQSA). The degrees are listed on their National Register website http://www.teqsa.gov.au/national-register/search/course and as such is nationally and internationally recognised. WHY STUDY AT MORLING COLLEGE THE DEGREES OFFERED BY THE FACULTY OF EDUCATION ARE ALL TAUGHT FROM A CHRISTIAN PERSPECTIVE. They encourage teachers and educational leaders to think deeply about how their work as educators integrates with a Christian worldview. They provide opportunities to learn from great thinkers and practitioners about the intersection of education and Christian belief, and to consider how this relates to the daily life of teachers and school leaders. 6 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 7
OUR EDUCATION FACULTY PROFESSOR JAMES DALZIEL DR PAMELA HARVEY DR NOLA NORRIS BA (HONS), PHD (SYD), GRAD CERT ED STUD, MAPS DEAN OF EDUCATION James Dalziel joined Morling College BSC (HONS), CERT ED, MED, PHD MACEL DIRECTOR OF PROGRAMS Pam Harvey is passionate about DIPTEACH, BED, MED, PHD, DEPUTY DIRECTOR OF PROGRAMS Nola is Deputy Director of Programs in the Faculty of Education at Morling, co-educational school on the outskirts of Sydney, where her role was to work in professional development of teachers across the curriculum in the sound, innovative use of information technologies in the classroom. in April 2016 as Dean of Education, Christian education and over the where she oversees the Master of and is a Professor of the University of Divinity. James years has helped numerous teachers and pre-service Teaching program. Her interests include learning interests including Educational Technology, Learning Design, Christian Education and Moral Values in teachers to develop a sound philosophy and practice of Christian education. She has been involved in Christian and teaching, cognition and metacognition, teacher professional development, giftedness, twice- ADJUNCT LECTURERS Education. James was previously Professor of Learning Technology and Director of the Macquarie E-Learning Centre of Excellence (MELCOE) at Macquarie University from 2003-2015. Before this he was at the University of Sydney as a Senior Lecturer in the Institute for Teaching and Learning (2001-2003), and a Lecturer and Associate Lecturer in Psychology (1995-2001). James is a member of the Academic Board of the Australian College of Theology, and a Research Fellow at The Excellence Centre at Pacific Hills Christian School. He leads the development of the open source LAMS (Learning Activity Management System) software a Learning Design system used in schools and universities around the world. James has over 80 publications including his recent edited book Learning Design: Conceptualizing a Framework for Teaching and Learning Online (Routledge, 2016) education for over thirty years, working in Australia with Christian Community Schools, the Institute of Tertiary Education and Wesley Institute. Her involvement in postgraduate courses led to her doctoral thesis which investigated the motivations of teachers in Christian schools to engage in postgraduate study. From 2009 to 2011 she was Head of Primary Education and Head of Curriculum Methods at the Teachers College, Universitas Pelita Harapan, a Christian university near Jakarta. Her time in Indonesia was a lifechanging experience as Pam worked with committed and dedicated Christian pre-service and postgraduate teachers who are being sent to Christian schools across the archipelago. She is encouraged that Christian teachers from Indonesia and other overseas countries are studying at Morling Education alongside their Australian colleagues. exceptionality, and autism/asperger s syndrome. After a varied career working in K-12 schools and at university, Nola completed her PhD in 2014. Her thesis title is A new perspective on thinking, memory and learning in gifted adults with Asperger syndrome: Five phenomenological case studies. Her research utilised neuroscience and autism research to interpret findings from in-depth interviews with gifted adults with Asperger syndrome. Nola s research led to the development of a conceptual framework for professional development of pre-service and practising teachers to transform understanding of the unique learning needs and strengths of gifted students who have Asperger syndrome. Prior to working full-time on her doctoral research, Nola was ICT Integration Coordinator at a K-12 independent ADJUNCT LECTURERS OF OUR FACULTY OF EDUCATION DEPARTMENT. Mr Tom Anderson Dr Edwin J Boyce Mr Jim Dayhew Dr Graeme Cross Dr Richard Edlin Ms Kathy Foster Dr Stephen Fyson Dr Brian Harris Mrs Lynette Hester Mr Greg Holmes Dr Natalie Leitão Dr Craig Murison Rev. Dr Ian O Harae 8 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 9
MASTER OF EDUCATION (LEADERSHIP) CREDIT POINTS EDL501 Worldview Assumptions in Educational Leadership 9 Core Units (3 units) EDL560 Leadership in an Educational Community shaped by a Biblical Vision of People and Purpose 9 EDL563 Leadership Contemporary Perspectives and Challenges 9 Elective Strands EDL561 Leadership for Quality Teaching 9 EDL564 Leading and Managing in Educational Settings 9 MASTER OF EDUCATION (LEADERSHIP) Leadership Strand EDL565 Quiet Leadership 9 EDL566 Becoming a more effective school leader in the 21st Century 9 THE MASTER OF EDUCATION (LEADERSHIP) AIMS TO EQUIP AND ENABLE YOU TO BETTER FULFIL YOUR ROLE AS A CHRISTIAN EDUCATOR IN LEADERSHIP. Written from a Christian worldview, each unit is designed to challenge and transform your thinking and practice in educational leadership. To complete the Master of Education (Leadership) 72 credit points are required in total. Students can choose one of two pathways through the Course. PATHWAY 1: COURSEWORK (8 UNITS) Students complete three core units EDL501, EDL560 and EDL563 (27 credit points), at least three units from the Leadership Strand of which the final unit must be the capstone unit (27 credit points) and two elective units (18 credit points). PATHWAY 2: COURSEWORK AND RESEARCH Students complete three core units EDL501, EDL560 and EDL563 (27 credit points), and then choose between either completing a Minor Research Thesis (18 credit points) or a Major Research Thesis (27 credit points). All students complete the Research Methods unit (9 credit points) and then either select one or two units from the leadership strand depending on whether they have chosen the Minor Research Thesis or the Major Research Thesis. Assessment tasks are varied and enable you to apply what you are learning in your own educational context. ENTRY REQUIREMENTS Master of Education (Leadership) applicants should have as a minimum, an accredited three-year Bachelor degree in any discipline, together with a strategic role and experience in an education institution. Applicants whose first language is not English must demonstrate proficiency in spoken and written English adequate to undertake the course. This would normally be equivalent to a minimum IELTS score of 6.5. Contextual Strand EDL567 The Professional Development of Educators 9 EDL573 Stakeholder Relationships in the Christian School Community 9 ED570 Trends in Education: A Philosophical, Historical and Contemporary Overview ED575 The Vision and Mission of Christian Schooling in Australia 9 ED572 Spirituality, Psychology and Teaching 9 ED579 Appraisal of Professional Learning 9 Capstone Unit EDL583 Educational Leadership Project 9 Research Strand ED591 Research Methods in Education 9 EDL592 Minor Research Thesis in Educational Leadership 18 EDL593 Major Research Thesis in Educational Leadership 27 9 10 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 1 1
MASTER OF EDUCATION & GRADUATE DIPLOMA OF EDUCATION CREDIT POINTS Core Teaching Units (2 core units) ED500 Foundations of Christian Education 9 EDE501 Worldview Assumptions in Education 9 Elective Strands EDE510 Teachers as Curriculum Developers 9 Curriculum Strand EDE512 Assessment for Learning 9 EDE514 A Christian Approach to Curriculum 9 EDE515 The Bible in the Christian School: A Transformational Approach 9 MASTER OF EDUCATION / GRADUATE DIPLOMA OF EDUCATION EDE520 Ways of Learning 9 EDE540 Teaching from a Christian Perspective 9 EDE541 Christian Schools as Learning Communities 9 THE MASTER OF EDUCATION IS IDEAL FOR CURRENT TEACHERS WHO WISH TO ENHANCE THEIR PROFESSIONAL UNDERSTANDING OF EDUCATION AND CHRISTIAN FAITH. The twin aims of high academic rigour and a clear Christian worldview make this a course capable of transforming your thinking and integrating a Christian worldview into your teaching practice. The Graduate Diploma of Education is an optional exit point from the Master of Education program. To complete the Master of Education 72 credit points (cp) are required in total. Students can choose one of two pathways through the Course. PATHWAY 1: COURSEWORK Students must complete the two core units, ED500 and EDE501 (18 credit points) and with the exception of the research strand, select six electives of which the final one must be EDE583, the capstone unit (54 credit points). PATHWAY 2: COURSEWORK AND RESEARCH Students must complete the two core units, ED500 and EDE501 (18 credit points), and then choose between either completing a Minor Research Thesis (18 credit points) or a Major Research Thesis (27 credit points). All students complete the Research Methods unit (9 credit points) and then either select two or three units from the electives depending on whether they have chosen the Minor Research Thesis or the Major Research Thesis. To complete the Graduate Diploma of Education 36 credit points are required in total. Students choose at least one core unit (9 credit points) and three units of electives (27 credit points) with the exception of the research strand and capstone unit. ENTRY REQUIREMENTS Applicants should have a four-year qualification either a degree with a major in education, or a degree and a Diploma/Certificate in Education. Applicants whose first language is not in English must have a minimum IELTS score of 6.5 Teaching and Learning Strand Contextual Studies Strand EDE542 Understanding Innovation in Schools 9 EDE543 Reflective Teaching Practice 9 EDE544 Special Education 9 EDE545 Inclusion in Education 9 EDE551 Issues in Teaching Mathematics 9 EDE555 Technology and Education 9 EDE556 ICT Integration and Effective Technology 9 EDE531 Directed Reading (Education) 9 ED570 Trends in Education: A Philosophical, Historical and Contemporary Overview. ED575 The Vision and Mission of Christian Schooling in Australia 9 ED572 Spirituality, Psychology and Teaching 9 EDE578 Christian Schooling: Perspectives on Philosophy and Practice 9 ED579 Appraisal of Professional Learning 9 Capstone Unit EDE583 Education Project 9 Research Strand ED591 Research methods in Education 9 EDE592 Minor Research Thesis 18 EDE593 Major Research Thesis 27 9 12 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 1 3
MASTER OF TEACHING (SECONDARY) THE MASTER OF TEACHING (SECONDARY) PROVIDES INITIAL TEACHER TRAINING FOR THOSE WITH AN UNDERGRADUATE DEGREE WHO WISH TO BECOME ACCREDITED TEACHERS IN SECONDARY SCHOOLS. The course is listed on the Board of Studies, Teaching and Educational Standards (BOSTES) website as an Approved Program of Initial Teacher Education under the name of Morling College through which the degree is accredited. The following website has the details http://www.nswteachers.nsw.edu.au/future-returningteachers/become-a-teacher/find-an-accreditedteaching-degree/. The Master of Teaching is a two-year full time or four-year part-time course. It is offered on line using the learning management system, Moodle. A oneday Orientation is normally run for students prior to the commencement of the course. Child Protection Training and information regarding Anaphylaxis training, e-emergency Care, and Occupational Health and Safety which relate to the professional experiences are provided during this Orientation. As part of the course students undertake 3 x 20 days (in total 60 days) of Professional Experience in different schools. All students enrolled in the Master of Teaching (Secondary) are required to take and pass the Literacy And Numeracy Tests prior to their final professional experience. http://www.nswteachers.nsw.edu.au/ future-returning-teachers/become-a-teacher/literacyand-numeracy-tests/ On successful completion of the course candidates can be registered with Board of Studies, Teaching and Educational Standards (BOSTES) to teach in public or private secondary schools in NSW (and where-ever its standards are accepted around the nation and the world). ENTRY REQUIREMENTS Applicants must have two specialist discipline areas which come from either having successfully completed an appropriate undergraduate Bachelor degree and/or postgraduate degree. Applicants whose first language is not English must demonstrate proficiency in spoken and written in English adequate to undertake the course. This would normally be equivalent to a minimum of IELTS score of 8.0 with a minimum of 7.5 in any band. Prior to acceptance into the course a candidate in NSW should be willing to undergo a police criminal record check and will complete a Working with Children Check which will be verified by the College. Candidates from other States must submit a current working with children card. Applicants must be willing to complete mandatory child protection training and anaphylaxis training prior to commencing any contact with or work in schools. Applicants are expected to possess a basic level of Information and Communication Technology competency. At the absolute minimum, this includes the ability to use Word, Excel and PowerPoint, and the ability to send and receive email communications. Students will be taught how to access and participate on line tutorials, be encouraged to present work using multimedia format, and access a range of on line resources. A GPA with credit average or over is required. To complete the Master of Teaching (Secondary) 64 credit points (cp) are required in total. MASTER OF TEACHING (SECONDARY) Core Units Professional Experience (PE) Teaching Method Education Research Project COURSE UNITS FOR MASTER OF TEACHING Core Units Practical Units Teaching Areas 7 compulsory units 3 x 20 day in at least 2 different schools 2 Teaching Methods (4 units) Total Credit Points 64 TEACHING AREAS OFFERED IN THE MASTER OF TEACHING (SECONDARY) English Mathematics Legal Studies Studies of Religion History Society and Culture Business Studies Each teaching area includes two units (the first unit focused on Years 7 to 10 and the second unit focused on Years 11 and 12). Unit Descriptions can be found in Appendix 4. CREDIT POINTS EDMT501 Basics for Teachers 4 EDMT502 School and Its Community 4 EDMT503 Pastoral Care and Classroom Management 4 EDMT504 Student Diversity in Education 4 EDMT505 Psychology for Teachers of Adolescents 4 EDMT506 Special Education 4 EDMT507 The Professional Practitioner 4 EDMT511 Professional Experience 1 (20 days) 4 EDMT512 Professional Experience 2 (20 days) 4 EDMT513 Professional Experience 3 (20 days) 4 EDMT521 English Method 1 4 EDMT522 English Method 2 4 EDMT523 Mathematics Method 1 4 EDMT524 Mathematics Method 2 4 EDMT525 Studies of Religion Method 1 4 EDMT526 Studies of Religion Method 2 4 EDMT527 History Method 1 4 EDMT528AH History Method 2 (Ancient) 4 EDMT529MH History Method 2 (Modern) 4 EDMT530 Human Society & Its Environment Method 1 4 EDMT531 Society and Culture Method 2 4 EDMT532 Business Studies Method 2 4 EDMT533 Social Sciences Method 1 4 EDMT534 Legal Studies Method 2 4 Capstone Unit EDMT540 Education Research Project 8 14 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 1 5
RECOMMENDED STUDY PATHWAY MASTER OF EDUCATION STUDENTS HAVE UP TO EIGHT YEARS TO COMPLETE THE MASTER OF EDUCATION AND UP TO FOUR YEARS TO COMPLETE THE GRADUATE DIPLOMA OF EDUCATION. IT IS RECOMMENDED THAT STUDENTS EITHER: Complete the Master s course over two years by studying two units per Semester or Complete the Master s course over four years by studying one unit per Semester. MASTER OF EDUCATION (LEADERSHIP) STUDENTS HAVE UP TO EIGHT YEARS TO COMPLETE THE COURSE. IT IS RECOMMENDED THAT STUDENTS EITHER Complete the Master s course over two years by studying two units per Semester or Complete the Master s course over four years by studying one unit per Semester A Semester 3 is also available for students who wish to complete the degree in a shorter time. ADVANCED STANDING AND RECOGNITION OF PRIOR LEARNING Up to 50% Advanced Standing (AS) or Recognition of Prior Learning (RPL) may be given for courses or units completed elsewhere, which may also include recognition for professional experience. There is no fee for this application. Normally, Advanced Standing /Recognition of Prior Learning must be applied for at the time of the application. MASTER OF TEACHING (SECONDARY) STUDENTS COMPLETE THE COURSE IN TWO YEARS (FULL TIME) OR FOUR YEARS (PART TIME). 16 16 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 1 7
IMPORTANT DATES EVENT SEMESTER 1 KEY DATES SEMESTER 2 KEY DATES SEMESTER 3 KEY DATES Application Date Friday 8 December 2016 Friday 13 May N/A Final Applications due Friday 20 January Friday 23 June N/A Orientation MTeach (Secondary) Enrolment by continuing students received after the Enrolment Due Date will incur a late fee Friday 27 January Friday 23 June N/A Friday 3 February Friday 30 June Friday 27 October Tuition Start Date Monday 20 February Monday 17 July Monday 13 November Administration Date Friday 3 March Friday 28 July Friday 24 November Graduation & Commencement Service Monday 13 March @ 7.30pm Census Date Thursday 31 March Thursday 31 August Friday 8 December ADMINISTRATION DATE Variation to enrolment (either withdrawal from a unit or substitution of a unit) up to the Administration Date will receive a full refund and incur no fee or academic penalty. CENSUS DATE (CD) Withdrawal from a Unit between the Administration Date and the Census Date will receive a full refund and incur no academic penalty, but will incur an admin fee of $370 per Unit. Unit substitution or addition, where allowed, will incur an admin fee of $125 per Unit. WITHDRAWAL DATE (WD) Before: Withdrawal from a Unit between the Census Date and Withdrawal Date will receive no refund and incur no fee or academic penalty. After: Withdrawal from a Unit after the Withdrawal Date will receive no refund and incur no fee, but will incur an academic penalty of Fail Withdrawn (FW). Mid Semester Breaks 10 April to 21 April STUDY OPTIONS Withdrawal Date Friday 28 April Friday 15 September Friday 22 December Mid Semester Breaks End of tuition for MEd and MEd (Leadership) End of tuition for MTeach (Secondary) 25 September to 6 October Christmas Break Sun 24 Dec to Tues 26 Dec Friday 2 June Friday 27 October Friday 19 January 2018 Friday 16 June Friday 10 November The units are provided online to allow for flexible approaches to study. We recognise that many educators have busy, complex lives, and online study provides a helpful way to balance work and study. While many of our students study part time, we have a range of part-time and full-time options available. The Master of Education course can be taken as a one-year, full-time course or part-time up to a maximum of eight years. Breaks Winter Break Summer Break Applications for Semester 1 2018 Application Date 20 October 2017 Final Application 19 January 2018 The Master of Education (Leadership) course can be taken as a one-year, full-time course or part-time up to a maximum of eight years. The Master of Teaching (Secondary) course can be taken as a two year, full time course or part time up to a maximum of four years. DELIVERY MODES All courses are offered online with lecturers who are qualified and experienced Christian educators. Candidates are encouraged to study at the times that best meet their needs. 18 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 1 9
HOW TO APPLY TO SUBMIT YOUR APPLICATION TO STUDY AT MORLING PLEASE VISIT OUR WEBSITE AT WWW.MORLINGCOLLEGE.COM AND TAKE THE FOLLOWING STEPS: Download and complete the application form Obtain referee reports from your pastor and a professional in the education sector Complete the personal statements Supply the certified documentation required One you have completed the above steps please send your application to the Education Administrator, 122 Herring Road Macquarie Park NSW 2113 Australia or email education@morling.edu.au. An Enrolment Form needs to be completed each Semester a unit is to be studied. ENROLMENT VARIATIONS, WITHDRAWAL AND REFUNDS ACCREDITATION STATUS MORLING COLLEGE EDUCATION DEGREES ARE NATIONALLY AND INTERNATIONALLY RECOGNISED. Accreditation is given by Tertiary Education Quality and Standards Agency (TEQSA). Their website address is http://www.teqsa.gov.au/national-register/ provider/prv12034. In addition, the Master of Teaching (Secondary) is an Approved Program of Initial Teacher Education listed on the Board of Studies Teaching and Educational Standards (BOSTES) website (http://www. nswteachers.nsw.edu.au/) under the name of Morling College. STUDENTS SHOULD CONSIDER WITHDRAWAL FROM A UNIT IF THEY BELIEVE THAT THEY CANNOT COMPLETE THE UNIT DURING THAT SEMESTER. To withdraw or vary unit selections in a Semester, the student needs to complete the Variation to Enrolment form. Enrolment by continuing students received after the enrolment due date will incur a late fee of $125 per unit. Variation to Enrolment (either withdrawal from a unit or substitution of a unit) up to the Administration Date will receive a full refund and incur no fee or academic penalty. Withdrawal from a unit between the Administration Date and the Census Date will receive a full refund and incur no academic penalty, but will incur an administration fee of $370 per unit. Substitution of a unit, where allowed, will incur an administration fee of $125 per substitution. Withdrawal from a unit between the census date and withdrawal date receives no refund. The Withdrawal Fee is not charged. The unit is graded W. This grade is not an academic penalty; it has no effect upon the GPA. FEES Full Tuition Fee information can be found on the Morling website, while basic details are included on our enrolment forms. PAYMENTS Morling offers a variety of payment options (Upfront, Instalment Plan, and FEE-HELP) along with a range of payment methods (direct transfer, BPay, online, in-person & phone). FEE- HELP Fee-Help is available to students who are an Australian citizens and have a tax file number. You can request an information booklet and form from the Faculty of Education Administrator. 20 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 2 1
TESTIMONIALS The Masters in Education (Leadership) course was completely relevant, extremely practical and very inspiring for me as a teacher in a leadership position. As I went through the course material I often marvelled at how well I could relate to the schooling situations that were presented. I gained a lot of insights into how to surmount challenges in different areas of schooling such as curriculum, teaching and learning as well as school leadership and management. I often read about very practical tips that I would actually apply the very next day. I remember being deeply touched and encouraged through my readings, once in a while, when I was faced with a difficult situation in school. I would gain perspective and direction directly from what I read! At times like this, as I studied, I felt that God had spoken to me directly to guide and comfort me in my role. I also used the ideas and insights I got from the course to inspire teachers every week either individually or during staff meetings. Throughout my studies I continued to cultivate a biblical perspective in everything I did as a teacher and as a leader and to influence our teachers as they grow in developing a biblical perspective in teaching. In summary therefore, the course was very beneficial in its relevance unit by unit, in how thought-provoking it was and how it helped me reflect about teaching Christianly and looking through the lens of scripture in different situations including decision making. BY CLARA IGOBWA Morling has been a flexible and engaging postgraduate study option for me. It is has been extremely useful to have advice and help so easily accessible as well as such interesting subjects and readings. I would definitely recommend friends and colleagues to consider Morling for furthering their education! (LEIGHTON CORR, TEACHER HISTORY/BIBLICAL STUDIES/HEAD OF JOHNSON HOUSE, ARNDELL ANGLICAN COLLEGE NSW) Postgraduate study from a Christian perspective is crucial as I see myself as a lifelong learner. It is important to expand my thinking and learning about current ideas and trends and to be equipped to discern and assess, from a Christian perspective, what is coming out in innovations in education, particularly in relation to Christian perspectives. Understanding Christian education is a lifelong process. I need to dig deeper and the Master of Education (Leadership) course is enabling me to do that. (RICHARD BOONSTRA, PRINCIPAL, BAIRNSDALE CHRISTIAN COMMUNITY SCHOOL, VICTORIA). FREQUENTLY ASKED QUESTIONS HOW ARE THE UNITS ASSESSED? A variety of assessment tasks, designated as assignments, form the basis of the assessment for student learning in all coursework units. There are normally two or three assignments for each unit. WHAT ICT SKILLS DO I NEED? Students are expected to possess a basic level of Information and Communication Technology competency. At the absolute minimum, this includes the ability to use Word, Excel and PowerPoint, and the ability to send and receive email communications. Students will be taught how to access and participate in on line tutorials, be encouraged to present work using multimedia format, and access a range of on line resources. ARE TEXTBOOKS REQUIRED? Each unit will have one or two recommended textbooks that will be highlighted in your Unit outline. Additional readings are provided in the unit material. DO YOU HAVE A LIBRARY? The Morling Library can provide students access to a variety of printed, electronic, and online material, useful for research projects and assignments. Morling students have access to a comprehensive Library designed with their education in mind and the Library team offers willing assistance in locating the required material. The Morling Library catalogue is online and all students can access journal articles through the Library catalogue. The Library subscribes to several full-text journal collections in the areas of Religion, Philosophy and the Social Sciences. The providers are EBSCO and ProQuest. Library books can also be sent out to students living remotely in Australia, though due to the time taken in postage, Library books will not be sent to students living overseas. 22 ENGAGING INSPIRING CHALLENGING TRANSFORMING ENGAGING INSPIRING CHALLENGING TRANSFORMING 2 3
BIBLE THEOLOGY MINISTRY MISSION COUNSELLING EDUCATION GAP YEAR 120 Herring Road, Macquarie Park NSW AUSTRALIA 2113 P. (02) 9878 0201 F. (02) 9878 2175 education@morling.edu.au www.morlingcollege.com/education