Bachelor of Education (Secondary)/Bachelor of Arts (Design Innovation and Technologies

Course information for - 2024 entry

Offered at 1 locations

4 years in accelerated mode full-time or equivalent part-time
UAC code
68.00 for Strathfield
Fees (first year)*

$6692 CSP

Start dates
Semester 1 intake: Not available
Midyear (Semester 2) intake: Beginning July 2024
Applications open April 2024


The Bachelor of Education (Secondary)/Bachelor of Arts (Design Innovation and Technologies) double degree is for aspiring educators who want to teach technologies in secondary schools.

One of the fastest growing and most innovative subject areas, if you are interested in the latest innovations, new and diverse technological applications and the impact of technology on society and the environment, a career as a technology and applied studies (TAS) teacher is for you.

You will benefit from learning in an industry-focused environment with access to purpose-built workshops and laboratories with embedded professional experience placements in schools to support your skill development as a TAS teacher.

This undergraduate course offers a diverse range of specialisations, with additional opportunities to develop subject content knowledge in industrial technology engineering, electronics, graphics and STEM education. With an ACU education degree you will be able to specialise and teach in some of these areas:

• Design and Technology 

• Technology (Mandatory) 

• Food Technology 

• Textiles and Design 

• Industrial Technology (Timber and Metal) 

• Industrial Technology (Graphics) 

• Industrial Technology (Engineering) 

• Computing Technology 

• Enterprise Computing 

• Software Engineering 

• STEM Education

Achieve your goals with a scholarship.  

A generous Commonwealth Teaching Scholarship is available to support new undergraduate and postgraduate students enrolling in an initial teacher education (ITE) program to help meet the costs of their study. Learn more about eligibility and how to apply here

Professional experience

Gain expertise in your practicums over a total of 80 days in schools. Year 1: Community engagement in an educational setting, minimum of 35 hours. Year 2: 15 days, 15 days. Year 3: 15 days. Year 4: 5 days, 30 days.

Work placement

All initial teacher education programs must include a defined period, or professional experience, where pre-service teachers practise teaching in a school under the direct supervision and guidance of an appropriately qualified teacher. In order to graduate, pre-service teachers must satisfy all the requirements of their program, including the professional experience requirements. 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. Placements will usually be arranged for the scheduled placement period in the professional experience calendar though this may not always be possible.

Professional recognition

Graduates are eligible for registration as 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 secondary school teacher in all states and territories. 


Our graduates have pursued careers in:

  • secondary teaching, including Catholic, government and independent settings
  • institutes of technical and further education (TAFE)
  • vocational education
  • community education centres
  • private colleges
  • special education settings

Course details

Course structure

Course map

Open all

Please note: Course maps are subject to change.

Commencing Semester 1 - (4 year program)

  • Education Studies UnitsEDES100 Understanding Learning and Teaching OREducation Studies UnitsEDES103 Understanding Learners and Their Contexts OREducation Studies UnitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students must complete all 3 units.

    10 cp
  • Education Studies UnitsEDES101Educational Thought10 cp
  • Design and Technologies - Specified UnitsTECH105Design Principles10 cp
  • Design and Technologies - Specified UnitsSCIT101Stem Principles10 cp
  • ACER Literacy and Numeracy Test for Initial Teacher Education Units LNTE110Literacy and Numeracy Diagnostic0 cp
  • Education Studies UnitsEDES100 Understanding Learning and Teaching OREducation Studies UnitsEDES103 Understanding Learners and Their Contexts OREducation Studies UnitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students must complete all 3 units.

    10 cp
  • Education Studies UnitsEDES100 Understanding Learning and Teaching OREducation Studies UnitsEDES103 Understanding Learners and Their Contexts OREducation Studies UnitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students must complete all 3 units.

    10 cp
  • Design and Technologies - Specified UnitsTECH108Design in Textiles10 cp
  • Design and Technologies - Specified UnitsTECH207Food and Society10 cp
  • ACER Literacy and Numeracy Test for Initial Teacher Education Units LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students ANDACER Literacy and Numeracy Test for Initial Teacher Education Units LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students

    Students must register with ACER to undertake the two LANTITE tests.

    0 cp

Commencing Semester 2 - (4 year program)

Commencing Semester 1 - (4.5 year program)

Commencing Semester 2 - (4.5 year program)

Graduate statement


As an ACU graduate you have personal insight founded on an understanding of who you are as a professional, a citizen and a scholar. You embrace change and growth through critical self-awareness and learning autonomy. You are empowered to seek truth and meaning, drawing on the principles of justice, equity, and the dignity of all human beings.


As an ACU graduate you value human dignity and diversity. This appreciation is founded on deep reflection, and empathy. You have experience of Indigenous Knowings and perspectives and can engage respectfully when working alongside Australia's First Peoples. You can connect with people and cultures and work with community in ways that recognise the dignity of the human person and all cultures


As an ACU graduate you utilise imagination and innovation to solve problems. You critically analyse information from a range of sources to creatively solve practical problems and use critical thinking to make decisions and advance the common good. You appreciate the role of innovation and creative thinking in developing a better future for each person and community.


As an ACU graduate you recognise your responsibility to work for social justice and a sustainable world founded on a commitment to human dignity and the common good. You lead change through respectful collaboration and effective communication of ideas to diverse peoples, groups and communities in local and global contexts. You are empowered to positively impact your profession and the community.

AQF framework

Double Bachelor - Bachelor/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.

  • Certificate in Educational Studies
  • Certificate in Liberal Arts
  • Diploma in Educational Studies (Tertiary Preparation)
  • Diploma in Liberal Arts
  • Bachelor of Educational Studies

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

Entry requirements

An applicant must comply with the Admission to Coursework Programs Policy that includes meeting a minimum ATAR requirement.

In addition, applicants will be required to demonstrate suitability for teaching;

All applicants need to meet the English Language Proficiency requirements as defined in the Admission to Coursework Programs Policy.

To be eligible for admission to the course, an applicant must have completed the following prerequisites at year 12 level, or equivalent:


New South Wales

Prerequisites: Nil

Assumed Knowledge: A minimum of three Band 5 HSC results, including one in English

Note: This course is structured to allow applicants to meet the three Band 5 entry requirements within the degree program by including a full year of discipline studies before applicants' study how to teach.


Aboriginal and/or Torres Strait Islander applicants may be selected following an interview with the course coordinator and staff of the campus Indigenous Higher Education Unit. They should have:

  1. a minimum of three years’ work experience; or
  2. completion of year 12 or equivalent; or
  3. demonstrated relevant tertiary study skills or successful completion of a Tertiary Communication Skills program.

Disclaimer: The course entry requirements above are for 2024 Admission.

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 current or recent Year 12 students

The following pathways are available to assist students who do not meet entry requirements to access this course.

To be eligible to apply for transfer to the Bachelor of Education course and satisfy prescribed subject prerequisites, applicants must meet the entry requirements of the Bachelor of Education course.

Pathways into course for applicants with previous study and/or life experience

Recognition of prior learning (RPL) and credit transfer are available. ACU supports an approach which values all learning and acknowledges that learning may be achieved through either non-formal or informal pathways. Accordingly, RPL is recognised for the purposes of entry to a course or obtaining credit towards a qualification. In accordance with university policy, credit for previous tertiary studies is also available. The process of applying for, and the assessment of, RPL and/or Credit is stated in the University Handbook. Link to ACU RPL policy

Partnerships with school communities are also established through programs such as the Early Achievers Program and Step-Up into Uni/Teaching.

Further study

ACU offers further opportunities to advance your education career. Master of Education/Graduate Certificate in Education: Enhances 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 Leadership: Participants 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 Education: For primary and secondary school teachers who want to teach religion.


Course costs

Average first year fee*

$6692 CSP

All costs are calculated using current rates and are based on a full-time study load of 40 credit points (normally 4 units) per semester.

A student’s annual fee may vary in accordance with:

  • the number of units studied per semester;
  • the choice of major or specialisation; and
  • elective units.

The University reviews fees annually.

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

Domestic applicants


Apply through UAC

UAC code 101116

Staff Profile

Assoc. Prof. Belinda von Mengersen

National Course Coordinator and Discipline Lead Design Innovation and Technologies, National School of Arts and Humanities

Assoc. Prof. Belinda von Mengersen is the National Course Coordinator and Discipline Lead Design Innovation and Technologies for the National School of Arts and Humanities. A specialist in traditional, current and emerging textile technologies, her primary research focusses on the study and practice of contemporary textiles and the intersection between new technology and traditional textile materials and techniques. Her secondary area of research practice is in creativity and reflective writing as a tool for conceptual thinking in studio practice. She has authored chapters in three volumes of Springer’s Contemporary Issues in Technology series, regularly reviews articles for the International Journal of Technology and Design Education and presents frequently at International Design and Technologies conferences.


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