Bachelor of Education (Secondary)/Bachelor of Arts (Design Innovation and Technologies)
Course information for - 2024 entry
Offered at 1 locations
- Duration
- 4 years in accelerated mode full-time or equivalent part-time
- UAC code
- 101116
- ATAR
- 68.00 for Strathfield
- Fees (first year)*
$6692 CSP
- Start dates
-
Semester 1 intake: Not availableMidyear (Semester 2) intake: Beginning July 2024Applications open April 2024
Overview
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.
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).
Course map
Graduate statement
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.
- 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:
| 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. |
OR
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 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.
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.
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.
Fees
Course costs
$6692 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.
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.