Bachelor of Education (Secondary)/Bachelor of Arts (Humanities)

Course information for - 2026 entry
International
  • Domestic
  • International

Offered at 2 locations
  • Melbourne
  • Strathfield

Duration
4 years in accelerated mode full-time or equivalent part-time
CRICOS Code
0102079
Fees (first year)*
$35624
Start dates
February 2026, February 2027, February 2028

Overview

Become an in-demand secondary teacher who makes a difference. This double degree paves the way to a rewarding career in secondary school teaching in a range of humanities areas. You will graduate as a qualified specialist in two arts disciplines. Your expertise will allow your students to develop their historical, geographical, social, and economic understanding of societies. In a supportive, flexible environment learn the craft of teaching from mentors across a wide range of educational contexts. Build strength in your skills over time, from observing your mentor teacher, to co-teaching, through to planning for and teaching multiple classes a day.


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.

Get paid to learn with a Victorian Government ITE scholarship. Victorian students enrolling in a secondary school initial teacher education (ITE) program can apply to help cover the cost of studying. 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

Course map

Open all

Please note: Course maps are subject to change.

Commencing Semester 1 - 4 year program (indicative)

Refer to the Course Enrolment Guide for first year enrolment in 2026

  • Education Studies UnitsEDES100 Understanding Learning and Teaching OREducation Studies UnitsEDES103 Understanding Learners and Their Contexts OREducation Studies UnitsEDES104 Digital Cultures and Capabilities OREducation Studies UnitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students must complete all 4 units.

    10.0 cp
  • Education Studies UnitsEDES100 Understanding Learning and Teaching OREducation Studies UnitsEDES103 Understanding Learners and Their Contexts OREducation Studies UnitsEDES104 Digital Cultures and Capabilities OREducation Studies UnitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students must complete all 4 units.

    10.0 cp
  • Education Studies UnitsEDES101Educational Thought10.0 cp
  • Bachelor of Arts Major units (FIRST TEACHING AREA)Arts Major Unit 1 (100-level unit)10.0 cp
    • Education Studies UnitsEDES100 Understanding Learning and Teaching OREducation Studies UnitsEDES103 Understanding Learners and Their Contexts OREducation Studies UnitsEDES104 Digital Cultures and Capabilities OREducation Studies UnitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

      Students must complete all 4 units..

      10.0 cp
    • Education Studies UnitsEDES100 Understanding Learning and Teaching OREducation Studies UnitsEDES103 Understanding Learners and Their Contexts OREducation Studies UnitsEDES104 Digital Cultures and Capabilities OREducation Studies UnitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

      Students must complete all 4 units.

      10.0 cp
    • Bachelor of Arts Major units (FIRST TEACHING AREA)Arts Major Unit 2 (100/200-level unit)10.0 cp
    • Bachelor of Arts Minor units (SECOND TEACHING AREA)Arts Minor Unit 1 (100-level unit)10.0 cp
    • ACER Literacy and Numeracy Test for Initial Teacher Education UnitsACER Literacy and Numeracy Test for Initial Teacher Education UnitsLNTE100 LANTITE - Literacy Test for Initial Teacher Education Students ANDACER Literacy and Numeracy Test for Initial Teacher Education UnitsLNTE101 LANTITE - Numeracy Test for Initial Teacher Education Students

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

      0.0 cp

    Commencing Semester 2 - 4 year program (indicative)

    Refer to the Course Enrolment Guide for first year enrolment in 2026

    Graduate statement

    Insight

    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.

    Empathy

    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

    Imagination

    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.

    Impact

    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 qualifies a student to teach in Australia.

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


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

    In addition applicants (excluding QLD) 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.

    StatePrerequisites
    ACT

    Prerequisites: Nil

    Assumed Knowledge: Studies in English (T); 

    For Mathematics major or minor: Mathematic Studies (T)

    NSW

    Prerequisites: Nil

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

    For a Mathematics major or minor:  Mathematics Advanced or Mathematics Extension 1 or 2

    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

    QLD

    Prerequisites:  English (Units 3 & 4, C); General Mathematics, Mathematical Methods or Specialist Mathematics (Units 3 & 4, C) 

    For a Mathematics major or minor :  Mathematical Methods

    VIC

    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 and 2: satisfactory completion of two units (any study combination) of General Mathematics, Mathematical Methods or Specialist Mathematics OR Units 3 and 4: any Mathematics.

    To study a major or minor in Mathematics: Units 3 and 4: Mathematical Methods

    Recommended Studies:

    Music discipline: AMEB Grade VI or Year 12 Practical Music

    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:

    1. minimum of three years’ work experience; or
    2. 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 2026 Admission. Refer to your relevant Tertiary Admission Centre website for future years' entry requirements.

    View transparency admission information

    International applicants

    If you’re an international applicant you’ll need the equivalent of an Australian Year 12 Certificate.

    Find the equivalent qualification for your country

    You’ll also need to comply with the Admission to Coursework Programs Policy , including the English Language Proficiency requirements.

    See the language requirements

     If you’re an international student completing one of the following qualifications, you will need to apply for admission through your local Tertiary Admission Centre (TAC) and be assessed on your performance in these studies (i.e. your ATAR or equivalent):

     an Australian Year 12 qualification (either outside or in Australia)

    an International Baccalaureate (IB) Diploma

    a New Zealand National Certificate of Educational Achievement (NCEA) Level 3.

    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

    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 the ACU Foundation Studies program 

    Find out more about Diploma pathways 

    Further study

    Graduates with bachelor degrees may be eligible for entry into honours courses or to a range of postgraduate coursework programs, e.g. graduate certificates and graduate diplomas and, through these qualifications and/or with relevant work experience, to master’s degree programs.

    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 EducationFor primary and secondary school teachers who want to teach religion.

    Fees

    Course costs

    • Unit fee: $4453
    • Average first year fee: $35624
    • Estimate total cost: $160308

    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

    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.  

    Search our scholarships

    How to apply

    International applicants

    Strathfield

    Apply through UAC

    UAC code 101108

    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.

    Additional application information

    Entry to this course is governed by the Admission to Coursework Programs Policy. The selection of course entrants is based on academic merit and satisfaction of non-academic capabilities for entry to initial teacher education. In accordance with the mission of ACU, the Faculty of Education and Arts is committed to providing access to education for a diversity of students. For applicants who are not Year 12 students, the assessment may include year 12 or other studies undertaken to allocate an equivalent ranking. Additionally, ACU provides a range of access and equity schemes which consider additional or alternative factors in assessing applicants, including applicants of Aboriginal or Torres Strait Islander descent. ACU also offers approved, alternative entry pathway programs for domestic and international students.

    Deferment

    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 Tracey Sanders

    State Head. National School of Education Queensland

    Dr Tracey Sanders is a Senior Lecturer in the National School of Education at the Australian Catholic University specialising in Arts Education, Sociology and Inclusive Education. Her specific research areas have spanned Performance Ethnography, Drama Education and Sociology of Gender. Dr Sanders is a Senior Fellow of the Higher Education Academy and has won National Teaching Awards and an ACU Community Engagement Award. Dr Sanders has extensive experience across primary, secondary and tertiary sectors of teaching and learning and has been a member of both the Queensland Catholic Education Commission and the Brisbane Catholic Education Council. Dr Sanders has been a keynote speaker at a number of industry and conference events and continues her work with community theatre when time allows. 

    Assoc. Prof. Gil Davis

    Director, Ancient Israel Program, National School of Arts and Humanities

    Associate Professor Gil Davis directs the Ancient Israel Program which offers a full Major and Minor in the archaeology, history and languages of ancient Israel to students in Arts, Education, Theology and the Ramsay Centre for Western Civilisation together with an annual dig in Israel and school outreach. His research interests range across ancient Israel, Archaic Athens, communications, epigraphy and especially numismatics and archaeometallurgy. He is currently co-authoring a history of Archaic Athens based on a comprehensive new corpus of early-Attic coinage and associated metallurgical studies as well as writing a commissioned book on Athens. He has been the Managing Editor of the last eight volumes of the Journal of the Numismatic Association of Australia, the peak body for numismatics in Australia.

     

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