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

Course information for - 2025 entry

Offered at 2 locations

Duration
4 years in accelerated mode full-time or equivalent part-time
VTAC code
1200211251
ATAR
70.00 for Melbourne
Fees (first year)*

$5210 CSP

Start dates
Semester 1 intake: Beginning February 2025
Applications open August 2024
Midyear (Semester 2) intake: to be advised

Overview

Prepare students to succeed in a rapidly changing world. You will learn the craft of teaching from experienced mentors across a wide range of educational contexts. Gain the confidence, skills, and practical experience to teach secondary mathematics. As a graduate, you will be proficient in innovative curriculum, teaching and assessment practice. This course includes university-level mathematics, and you will develop a contemporary understanding of the variety of ways students learn mathematics and the diversity of teaching approaches needed to ensure all students understand mathematics. 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 in 2024 or 2025 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. 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 school 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 Years

  • 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 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 cp
  • Education Studies UnitsEDES101Educational Thought10 cp
  • Bachelor of Arts Mathematics Major Units (FIRST TEACHING AREA) Major Unit 1 (100-level unit)10 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 UnitsEDES104 Digital Cultures and Capabilities OREducation Studies UnitsEDES105 Aboriginal and Torres Strait Islander Knowledges, Histories and Cultures

    Students must complete all 4 units.

    10 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 cp
  • Bachelor of Arts Mathematics Major Units (FIRST TEACHING AREA) Major Unit 2 (100/200-level unit)10 cp
  • Bachelor of Arts Minor Units (SECOND TEACHING AREA) Minor Unit 1 (100-level unit)10 cp
  • ACER Literacy and Numeracy Test for Initial Teacher Education Units 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 Years

Commencing Semester 1 - 4.5 Years

Commencing Semester 2 - 4.5 Years

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 qualify 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
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.

For a Mathematics major or minor: 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. 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 2025 Admission. Refer to your relevant Tertiary Admission Centre website for future years' entry requirements.

View transparency admission information

Applicants with recent secondary education

You’ll need to meet the minimum entry requirements and subject prerequisites for your chosen course.  

If your school result was affected by circumstances outside of your control, such as financial hardship, illness, disability or a challenging home environment, you may qualify for an access scheme. You can apply through your TAC as part of your application process.  

Learn more about access schemes 

Applicants with vocational education and training (VET) study

You’ll need to meet the minimum entry requirements and subject prerequisites for your chosen course. 

For current year 12 students 

If you’re a current Year 12 applicant you can be given a selection rank separate from, and in addition to, your ATAR if you’ve completed a competency-based and graded AQF Certificate III or above. 

For non-school leavers 

If you’ve completed, or are completing a competency-based AQF Certificate IV or AQF diploma you will be assigned a selection rank by your local Tertiary Admission Centre (TAC). This is an entry score based on your individual qualifications and achievements. 

ACU has partnerships with TAFE and many private education providers. If you have completed a qualification with one of these partners or with ACU College, you may be eligible for guaranteed entry and/or credit into a related ACU degree. Please apply through your local TAC and then submit a credit application for your previous study.

Applicants with higher education study

You’ll need to meet the minimum entry requirements and subject prerequisites for your chosen course. 

If you have completed at least two units of AQF-recognised study at bachelor level or above, you’ll be assigned a selection rank based on your study level, duration and grade point average that will be applied during the admission process. 

If your previous study has equipped you with knowledge, skills or experiences that align with the learning outcomes of units in your new course you may be able to apply for recognition of prior learning and you may be able to complete your course sooner. 

Learn more about recognition of prior learning 

Applicants with work and life experience

You’ll need to meet the minimum entry requirements and subject prerequisites for your chosen course.

If you have no formal education qualifications you may be eligible for a selection rank based on your work, life or service experience.

  • If you’ve been in paid employment, relevant to the course you’re applying for, for a minimum of six months full-time (or equivalent), this work may be assessed for your selection rank.
  • If you’re 21 years or older you can sit the Skills for Tertiary Admissions Test (STAT) through your local TAC.
  • You can apply for an ACU bridging course. Our bridging courses allow you to transition back into studying and can give you a head start on the relevant undergraduate degree.
  • If you have served in the defence force, your rank and time in service may contribute to your selection rank.

Find your path into study

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 current or recent Year 12 students

If you can’t meet the ATAR requirement for your choice of course and you’re currently completing Year 12 or finished Year 12 in the two years previously, we have entry programs to get you where you want to be. 

Alternatively, you may be able to complete a diploma or bridging course relevant to your desired course: 

Understand your pathway options 

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

Are you applying to ACU as a non-school leaver? 

By that we mean, you’re not currently completing Year 12 and haven’t completed it in the two years previously. If the answer is yes and your selection rank isn’t enough to meet the requirements for your desired course you still have a number of options to help you achieve your study goals. 

If you’re over 21, you can sit the Skills for Tertiary Admissions Test (STAT), or you can complete a diploma or bridging course relevant to your desired course. 

Explore the pathways to your future 

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 Education is for primary and secondary school teachers who want to teach religion.

Fees

Course costs

Average first year fee*

$5210 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

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

Domestic applicants

Melbourne

Apply through VTAC

VTAC code 1200211251

Deferment

Deferment is available for one year. Find out more about deferment: Deferment Information.

Staff Profile

Dr Chrissy Monteleone

Senior Lecturer and Deputy Head of School of Education, Strathfield

Dr Chrissy Monteleone is a Senior Lecturer and the Deputy Head of School, Strathfield, in the Faculty of Education and Arts at the Australian Catholic University. She began her professional career in education with a passion to find research based models to cater for student needs. Her school-based experience includes working in Primary Schools and as a Consultant in mathematics education, gifted education, early learning, technology. Dr Monteleone's research focuses on Critical Mathematical Thinking in young students and Initial Teacher Education Professional Experiences and Partnerships between Universities and School Systems. Her published research includes Conceptualising critical mathematical thinking in young students. 

Dr Claudia Orellana-Farias

Mathematics Education Lecturer and Course Coordinator

Dr Claudia Orellana-Farias is a Mathematics Education Lecturer and Course Coordinator for the Bachelor of Education (Secondary) degrees at at the Australian Catholic University in Melbourne. She has taught in a variety of undergraduate and postgraduate programs, in particular, within units focused on curriculum, pedagogy, and assessment in Mathematics Education both in the primary and secondary schooling contexts. Claudia’s research interests include examining the pedagogical approaches and challenges surrounding technology implementation in mathematics classrooms, and the importance of developing partnerships between schools and tertiary settings.  

 

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