Bachelor of Education (Primary and Secondary)

Course information for - 2023 entry

Offered at 4 locations

Study mode
4 years full-time or equivalent part-time
7.0 minimum score in Reading and Writing and a minimum of 7.5 in listening and speaking
Fees (first year)*
Start dates
February 2023, July 2023, February 2024, July 2024, February 2025, July 2025


As both a primary and secondary teacher you will be able to inspire, nurture and develop expertise in young people. You will become qualified to teach across the schooling year levels from the early years to Year 12. This course gives you the flexibility of multiple career options. You will develop knowledge and skills in primary curriculum and one specialist secondary teaching area.

Professional experience

You will be required to complete 80 days. Year 1: Community engagement in an educational setting, minimum of 35 hours. Year 2: 10 days, 15 days. Year 3: 20 days. Year 4: 5 days, 30 days.

Work placement

All initial teacher education programs must include a defined period of professional experience, where pre-service teachers practise teaching in a school under the direct supervision and guidance of an appropriately qualified teacher. 

The current requirements are for a minimum of 80 days of professional experience that occurs in structured supervised settings. Supervised professional experience is at the heart of all our pre-service teacher education courses and the faculty will find appropriate placements to suit the needs of your course.

Professional recognition

Graduates are eligible for registration as primary and/or secondary teachers in government, independent, Catholic, and other faith-based schools. This program has been listed on the Australian Institute for Teaching and School Leadership (AITSL) accredited programs list and meets the teacher education component of the qualification requirement for registration (accreditation) as a primary and secondary school teacher in all states and territories. 


Our graduates have pursued careers in:

  • primary school education
  • secondary school education
  • community centre education
  • private colleges
  • inclusive education settings
  • policy development

Course details

Course structure

To complete the Bachelor of Education (Primary and Secondary), a student must complete 320 credit points (cp).

View course rules

Sample program map

Year - Study periodUnit 1Unit 2Unit 3Unit 4Unit 5

Year 1 - Semester 1

Choose TWO 10cp units from*:

EDES100 Understanding Learning and Teaching


EDES103 Understanding Learners and Their Contexts data-versionlabel=3 >

(Incl Community Engagement, minimum of 35 hours)


EDES104 Digital Cultures and Capabilities data-versionlabel=3 >


EDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures data-versionlabel=3 >

EDES101 Educational Thought

EDEN100 Foundations of Literacy

LNTE110 Literacy and Numeracy Diagnostic

Year 1 - Semester 2

Choose the TWO 10cp units from the list above THAT WERE NOT COMPLETED IN SEMESTER 1 OF YEAR 1.*

EDEN102 - Childrens Literature for Early Reading

Secondary Discipline (1)

100-level unit

Year 2 - Semester 1

EDET100 Effective Teaching 1: Becoming a Teacher


EDEN290 English Curriculum, Pedagogy and Assessment 1 (B-8)

EDAR290 The Arts Curriculum, Pedagogy and Assessment F 6

Secondary Discipline (2)

100-level unit

LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students


LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students

Year 2 - Semester 2

EDET101 Effective Teaching 2: Curriculum, Planning and Pedagogy


EDMA290 Mathematics Curriculum, Pedagogy and Assessment 1 (B-12)

Secondary Discipline (3)

200-level unit

Secondary Discipline CPA 1

Year 3 - Semester 1

For Mathematics as a secondary discipline

EDMA291 Mathematics Curriculum, Pedagogy and Assessment 2 (F-6)

EDSI290 Science Curriculum, Pedagogy and Assessment (B-12)

Secondary Discipline (4)

200-level unit

Secondary Discipline CPA 1

Year 3 - Professional Term 5

EDET200 Effective Teaching 3: Engaging Learners and Managing Learning Environments


Year 3 - Semester 2

EDTE290 Technologies Curriculum, Pedagogy and Assessment (F-6)

EDEN291 English Curriculum, Pedagogy and Assessment 2 (8-12)

EDSS290 Humanities and Social Sciences Curriculum, Pedagogy and Assessment (F-6)

Secondary Discipline


300-level unit


For English, Mathematics and Arts teaching areas, the primary teaching specialisation unit is studied here, and two disciplinary units are studied in semester 1 of year 4.

Year 4 - Semester 1

Primary Specialisation


EDEN345 Literacy and Diversity Curriculum, Pedagogy and Assessment


EDMA311 Intervention in Numeracy

Arts (one of)

EDAR311 Music Education

EDAR312 Visual and Media Arts Education


EDSS490 Humanities and Social Sciences Curriculum, Pedagogy and Assessment Extension (F-6)

Religious Education

EDRE290 Religious Education Curriculum, Pedagogy and Assessment 1


EDSI412 Alternative Science Conceptions: What, Why and How

EDET300 Effective Teaching 4: Students with Disability and Inclusive Education

EDMA291 Mathematics Curriculum, Pedagogy and Assessment 2 (F-6)

For Mathematics as a secondary discipline, this unit will have be studied in year 3.

Secondary Discipline (6)

300-level unit

Year 4 - Professional Term 6

EDET400 Effective Teaching 5: Assessment and Data Informed Practice (PEP BLOCK 5 days PRIMARY)

EDES302 Professional Communication

EDHP290 Health and Physical Education Curriculum, Pedagogy and Assessment (F-6)

Year 4 - Professional Term 7

EDET401 Effective Teaching 6: Professional Engagement and Reflection


This is a sample program only and units will vary depending on your campus and mode of study. Please refer to the handbook for the prerequisite units and the current listing.

Semester 1 intake

* Not all campuses will necessarily offer four units in every semester; students will need to choose units from the available options.

A blank cell indicates that there are no additional units required for that study period.

This is a sample program only. Please refer to the handbook for the prerequisite units and the current listing.

AQF framework

Bachelor - AQF Level 7

Exit Points

A student who has successfully completed the requirements of a course listed below may exit from the course with that qualification. Note that none of these qualifications qualify a student to teach in Australia.

  1. Non-Award Certificate in Educational Studies
  2. Diploma in Educational Studies (Tertiary Preparation)
  3. Bachelor of Educational Studies
  4. Diploma in Liberal Arts
  5. Certificate in Liberal Arts

A student who does not meet the LANTITE requirements may access an appropriate exit point if they meet the requirements of that award.

Overseas study available

Our undergraduate education students can undertake professional experience and community engagement in locations like Kiribati and Solomon Islands. Students work with communities to raise the level of student engagement and offer professional development to local teachers. This intensive professional learning for teachers increases flexibility and adaptability as an educator and provides a global perspective for a better understanding of differences within classrooms.

Entry requirements

View transparency admission information

International applicants

International students must have an IELTS minimum of 7.0 in Reading and Writing and a minimum of 7.5 in listening and speaking.

English language requirements

A minimum of 7.0 in Reading and Writing and a minimum of 7.5 in listening and speaking.

Adjustment factors

If you’re currently completing Year 12 you may be eligible for adjustment factors that can boost your rank and help you get into your desired course.

Adjustment factors may be applied to your TAC application if you study particular subjects, attend schools geographically close to our campuses or in certain regional areas, apply as an elite athlete or performer or meet certain other criteria.

Learn more about adjustment factors

Inherent requirement

There are essential components of a course or unit that demonstrate the capabilities, knowledge and skills to achieve the core learning outcomes of that course or unit. You will need to be able to meet these inherent requirements to complete your course.

Learn more about inherent requirements for your course and how they affect you


Pathways into course for international applicants

If you don’t currently meet the direct entry requirements for admission to your chosen program, don’t worry. Our range of pathway programs can help you build the language proficiency, academic skills and confidence you need to succeed. 

Find out more about English language programs 

Find out more about the ACU Foundation Studies program 

Find out more about Diploma pathways 

Further study

ACU offers further opportunities to advance your education career.

Master of Education/Graduate Certificate in EducationEnhances career advancement opportunities for teachers and other professionals engaged in lead educational roles such as education administrators, researchers, policy makers, career counsellors, psychologists, members of the defence forces, youth ministers and family/parish educators.
Master of Educational Leadership/Graduate Certificate in Educational LeadershipParticipants explore theories of educational leadership, management and administration, and learn to apply them appropriately to their own contexts including Catholic and faith-based educational organisations defined as those organisations affiliated with a religious group or established Church.
Graduate Certificate in Religious EducationFor primary and secondary school teachers who want to teach religion.


Course costs

  • Unit fee: $3196
  • Average first year fee: $25568
  • Estimate total cost: $102272

The Tuition fees quoted above are for commencing students in the current year who undertake a normal full-time load. The Unit Fee is based on a 10cp unit. Fees are reviewed annually.

Tuition fees for continuing students may increase by up to 3 percent each year for the minimum duration of the course as provided on your electronic Confirmation of Enrolment (eCOE). Students who continue to study beyond the minimum duration will have the relevant annual commencing rate applied to their fees for subsequent study periods.

Payment options

You should be able to concentrate on getting good marks instead of worrying about how you’ll pay your fees. We have a number of options that can help you ease the financial burden, including government assistance, scholarships and income support. 

Explore your options


You could be eligible for one of the hundreds of scholarships we award each year to help students from across the university with the cost of studying, accommodation or overseas study opportunities. Some of our scholarships are awarded on the basis of merit, but these aren’t just for the academically gifted; ACU also recognises excellence in community engagement and leadership. We also offer a range of scholarships for those who may be struggling financially or who have faced other barriers to accessing education.  

Search our scholarships

How to apply

International applicants


Apply through QTAC

QTAC code 113414

Direct application

Apply now

Information on the application procedure

International students undertaking an Australian Year 12 qualification should apply through the relevant tertiary admissions centre.


Yes. See Defer your offer.

Students with a Student Visa will need to complete the program in minimum duration, study at least one subject on-campus each semester and must not undertake more than 33% of the program online.

Staff Profile

Dr Josephine Ryan

ACU Melbourne,Course Coordinator Bachelor of Education (Secondary) /Bachelor of Arts

Dr Josephine (Jo) Ryan is the Deputy Head of the School of Education (Victoria) based at our Melbourne campus. Prior to her employment at ACU, Jo worked as a secondary school English teacher in Australia and the United States of America. She then went on to complete her doctoral studies focusing on gender, class and English teaching undertaken in the US. Since working in higher education in Australia, Jo has taught English/literacy to pre-service and in-service teachers. She has also published academic papers in this field and is especially interested in the ways in which texts are created and comprehended in this digital age. Her recent publication was in 2014, a co-written book entitled Effective Techer Education: Partnerships, Reflective Practice

and the place of Technology. Dr Ryan is also a member of a number of associations including the Australian Association for the Teaching of English (AATE), as well as the Australian Association for Research in Education (AARE).


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