Bachelor of Education (Secondary)/Bachelor of Arts (Design Innovation and Technologies
Course information for - 2023 entry
Offered at 1 locations
- Duration
- 4 years in accelerated mode full-time or equivalent part-time
- UAC code
- 101116
- ATAR
- 63.00 for Strathfield
- Fees (first year)*
$6208 CSP
- Start dates
-
Semester 1 intake: Not availableMidyear (Semester 2) intake: Beginning July 2023Applications open April 2023
Overview
The Bachelor of Education (Secondary)/Bachelor of Arts (Design Innovation and Technologies) is a double degree for students who want to teach technologies in secondary schools.
The Design and Technologies major has been extended to allow students to form a sequence of 13 units, made up of 80cp major and 50cp targeted electives, to gain additional sub-discipline teaching codes as follows:
- Design and Technology
- Industrial Technology (Timber)
- Industrial Technology (Metal)
- Industrial Technology (Electronics)
- Industrial Technology (Engineering)
- Industrial Technology (Graphics and Multimedia)
- Food Technology
- Textiles and Design
Minor: Digital Technologies (Computing)
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.
Careers
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
To complete the Bachelor of Education (Secondary)/Bachelor of Arts (Design innovation and Technologies), a student must complete 360 credit points (cp).
Sample program map
| Year - Study period | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 |
|---|---|---|---|---|---|
Year 1 - Semester 1 | Choose ONE 10cp unit from*: EDES100 Understanding Learning and Teaching OR EDES103 Understanding Learners and Their Contexts (Incl. min. 35 hours Community Engagement) OR EDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures | EDES101 Educational Thought | TECH105 Design Principles | SCIT101 Stem Principles | 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.* | TECH108 Design in Textiles | TECH207 Food and Society | ||
Year 2 - Semester 1 | EDET100 Effective Teaching 1: Becoming a Teacher (PEP block - 15 days) | TECH205 Design in Timber data-versionlabel=2 > OR TECH209 Textile Industries OR TECH210 Food and Nutrition | TECH104 Product Design data-versionlabel=2 > | COMP107 Fundamentals of Digital Technologies and Computing data-versionlabel=2 > | Core Curriculum Unit 1 UNCC100 Self and Community: Exploring the Anatomy of Modern Society OR PHCC102 Being Human OR PHCC104 Ethics and the Good Life |
LNTE100 LANTITE - Literacy Test for Initial Teacher Education Students AND LNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students | |||||
Year 2- Semester 2 | EDET101 Effective Teaching 2: Curriculum, Planning and Pedagogy (PEP block 15 days) | TECH206 Design in Metal OR TECH212 Textile Innovations OR TECH213 Food Industries | TECH211 Electromechanical Technologies | COMP108 Fundamentals of Programming Design data-versionlabel=2 > | EDTE299 Curriculum, Pedagogy and Assessment in Design and Technologies 1 |
Year 3 - Semester 1 | TECH306 Product Design Innovation | TECH315 Engineering Technologies data-versionlabel=2 > OR TECH205 Design in Timber data-versionlabel=2 > OR TECH209 Textile Industries OR TECH210 Food and Nutrition | EDFD454 Literacy and Numeracy Across the Curriculum | COMP207 Object Oriented Programming Design data-versionlabel=2 > | EDTE399 Curriculum, Pedagogy and Assessment in Design and Technologies 2 |
Year 3 - Professional Term 5 | EDET200 Effective Teaching 3: Engaging Learners and Managing Learning Environments (PEP block 15 days) | ||||
Year 3 - Semester 2 | TECH307 Technologies Professional Experience | TECH206 Design in Metal OR TECH212 Textile Innovations OR TECH213 Food Industries | COMP208 Web Application Development data-versionlabel=2 > | EDIT299 Curriculum, Pedagogy and Assessment in ICT and Digital Technologies Education 1 | |
Year 4 - Summer | EDES300 Comparative Education: Local and Global Contexts | ||||
Year 4 - Semester 1 | EDET300 Effective Teaching 4: Students with Disability and Inclusive Education | EDST470 Secondary Technology and Engineering in an Integrated STEM Classroom | Core Curriculum Unit 2 UNCC300 Justice and Change in a Global World OR PHCC320 The Just Society | EDIT399 Curriculum, Pedagogy and Assessment in ICT and Digital Technologies Education 2 | |
Year 4 - Professional Term 6 | EDET400 Effective Teaching 5: Assessment and Data Informed Practice (PEP 5 days) | EDES302 Professional Communication | |||
Year 4 - Professional Term 7 | EDET401 Effective Teaching 6: Professional Engagement and Reflection (PEP block 30 days) |
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 4-year program
AQF framework
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.
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:
| State | Prerequisites |
|---|---|
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. |
Queensland | Prerequisites: English (Units 3 & 4, C); General Mathematics, Mathematical Methods or Specialist Mathematics (Units 3 & 4, C); a General science subject (Units 3 & 4, C) |
Victoria | Prerequisites: English: Units 3 and 4 – a study score of at least 30 in English (EAL) or 25 in any other English; Mathematics: Units 1 & 2: satisfactory completion of two units (any study combination) of General Mathematics, Mathematical Methods or Specialist Mathematics OR Units 3 & 4: any Mathematics |
OR
(b) 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:
- a minimum of three years’ work experience; or
- completion of year 12 or equivalent; or
- demonstrated relevant tertiary study skills or successful completion of a Tertiary Communication Skills program.
Disclaimer: The course entry requirements above are for 2023 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.
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
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.
Fees
Course costs
$6208 CSP
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.
Scholarships
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.