The Accounting Teaching Area focuses on developing students’ understanding of how financial information is created, interpreted, and used in real organisations. We teach the core principles of accounting, from recording transactions to analysing financial statements, and help students build the practical skills needed for professional practice. Our subjects emphasise accuracy, ethical decision‑making, and real‑world application, preparing learners for careers in business, finance, and beyond.

The Biology teaching area provides students with foundational knowledge of living systems and prepares them to teach Biology in secondary school contexts. Study in this teaching area focuses on key biological concepts including cells, genetics, physiology, biodiversity and ecosystems, with attention to the relationships between organisms and their environments.

The teaching area emphasises scientific inquiry, evidence‑based reasoning and the application of biological knowledge to contemporary issues relevant to secondary curricula. Students develop skills in laboratory practice, data interpretation and scientific communication that support effective teaching and learning in Biology.

Completion of the Biology teaching area prepares graduates to teach Biology across relevant secondary year levels in accordance with curriculum requirements and pedagogical expectations for the discipline.

The Business Studies teaching area helps you build a strong understanding of how businesses work and how to teach these ideas clearly and confidently in secondary classrooms. You will develop skills in analysing and explaining business concepts such as finance, economics, management and entrepreneurship, and learn how to connect theory to real‑world examples that make learning meaningful for students.

This teaching area prepares you to plan engaging lessons, assess student learning, and respond to contemporary issues in business education. It supports pathways into secondary teaching and other education‑focused roles where business knowledge and curriculum expertise are valued.

Chemistry examines the composition, properties, and behaviour of matter and the chemical processes that underpin the natural and built world. The teaching area develops students’ understanding of chemical reactions, materials, and energy changes, while building strong analytical, practical, and problem‑solving skills through laboratory practice and scientific inquiry. Chemistry supports pathways into secondary teaching, science‑related roles, and further study, and complements other STEM teaching areas by highlighting chemistry’s central role in contemporary society.

The Dance teaching area prepares preservice teachers to plan, teach and assess engaging and inclusive dance learning experiences. Dance is explored as an embodied art form through which students express ideas, communicate meaning and develop creativity.

Preservice teachers develop knowledge of key concepts, including the elements of body, action, space, time and dynamics, and apply these within curriculum contexts. The teaching area emphasises culturally responsive and inclusive pedagogies, enabling graduates to support diverse learners and create meaningful learning in primary and secondary classrooms.

Design and Technologies is a dynamic teaching area that engages students in using design thinking and practical skills to create innovative solutions for real-world needs and opportunities. Students develop knowledge and understanding of materials, systems and technologies while working through design processes that involve investigating, generating, producing and evaluating ideas. Through hands-on learning across a range of contexts, such as food, materials and engineering, students build creativity, problem-solving and critical thinking capabilities. The teaching area also emphasises ethical, sustainable and socially responsible practices, enabling students to understand the impact of technologies on individuals, communities and environments, and to contribute to preferred futures in an increasingly complex world.

The teaching area in drama provides you with a comprehensive overview of theatrical literature and history and a grounding in production work. Through performances, workshops and practical classes, ACU’s drama sequence develops your skills in many areas including theatre production, stage management, direction, and acting, as well as knowledge of theatre history and repertoire. You’ll gain transferrable skills in communication and public speaking, allowing you to seek employment in the performing arts industry or use the skills developed in other professional contexts. When combined with an appropriate tertiary teaching qualification, the drama major is a pathway to becoming a secondary-school drama teacher. You do not need any previous theatre experience and there are no prerequisites for studying this sequence at ACU.

Digital Technologies (Computing) prepares future secondary teachers to confidently teach how digital technologies shape learning, work, and everyday life. Students learn how to design and use digital systems to solve problems, while building skills in computational thinking, programming, and understanding how digital systems work. The teaching area places strong emphasis on classroom practice, helping students learn how to teach these concepts in engaging, meaningful, and age‑appropriate ways. It also explores the ethical, safe, and responsible use of technology, supporting young people to become thoughtful and capable digital citizens. Graduates are well prepared to teach Digital Technologies in contemporary secondary school settings and to adapt to the fast‑changing digital world.

The Economics Teaching Area prepares future teachers to help students understand how individuals, businesses and governments make decisions about the use of resources. It explores core economic concepts such as markets, economic systems, growth, trade, and the role of policy in shaping economic outcomes. Preservice teachers learn to design engaging, inquiry‑driven learning experiences that build students’ analytical skills and economic literacy. This teaching area equips graduates to guide students in interpreting real‑world economic issues, evaluating evidence and developing informed perspectives on the economic forces that influence society

The Earth and Environmental Science Teaching Area prepares future teachers to help students understand the dynamic processes that shape the Earth and influence environmental systems. It explores geology, climate science, ecosystems, natural resources and human impacts on the environment, while developing strong scientific inquiry skills. Pre‑service teachers learn how to design engaging, evidence‑based learning experiences that build students’ curiosity about the natural world and support informed, responsible decision‑making about environmental challenges.

The English teaching area invites students to explore the power of stories, language, and ideas, and to discover how texts help us make sense of the world. Students engage with a wide range of literary and contemporary texts while developing strong skills in reading, writing, speaking, and critical thinking. When studied as part of a teaching qualification, English prepares future teachers to share their enthusiasm for literature and language with young people, and to create inclusive, engaging classrooms where discussion, creativity, and interpretation are valued. Graduates are well prepared to teach English in secondary schools and to communicate thoughtfully and confidently in a wide range of professional and community settings.

The Geography teaching area engages students with the major environmental challenges shaping our world and the ways people interact with places and environments. Students develop the skills to analyse and interpret environmental and social issues, critically evaluate management strategies, and apply geographical thinking to real‑world contexts.

Learning is strongly practice‑based, with an emphasis on project work, field investigations, and the use of contemporary tools and techniques such as GIS and remote sensing. Field‑based learning is a key feature, offering opportunities for hands‑on experiences in diverse locations within Australia and overseas. When undertaken as part of a teaching qualification, this teaching area prepares graduates to teach Geography in secondary schools while developing analytical, research, and problem‑solving skills valued across a range of professional settings.

The History teaching area invites future teachers to explore the past in ways that are meaningful, engaging, and relevant for today’s secondary classrooms. Students study a rich range of histories, including European, American, Australian, Indigenous, Asian, and Ancient contexts, while exploring powerful themes such as war and peace, race and class, gender and sexuality, conflict, and popular culture. The teaching area emphasises how historical knowledge is constructed, debated, and taught, helping students learn how to design lessons that encourage curiosity, critical thinking, and informed discussion. By connecting past events to contemporary issues, students develop the confidence and skills to bring history to life for young people and to support learners in understanding the world they live in. Graduates are well prepared to teach History in secondary schools and to foster thoughtful, informed, and engaged citizens.

The Health teaching area prepares future teachers to support students in developing the knowledge, skills and values needed to lead healthy, safe and active lives. It focuses on physical, mental, emotional and social wellbeing, exploring topics such as nutrition, physical activity, relationships, mental health and personal safety. Pre‑service teachers learn to design engaging, evidence‑based learning experiences that build health literacy, promote positive behaviours and strengthen students’ ability to make informed decisions about their wellbeing. Through this teaching area, graduates are equipped to foster inclusive, supportive learning environments and to empower students to contribute positively to their own health and the wellbeing of their communities.

Health and Physical Education (HPE) prepares future teachers to support children and young people to live healthy, active and positive lives. This teaching area focuses on both health education and movement, helping pre‑service teachers build confident, inclusive and engaging learning experiences for students across a range of school settings. Aligned with curriculum requirements in Queensland and Victoria, the program develops skills in physical activity, personal and social wellbeing, health literacy and respectful relationships. Graduates are equipped to respond to contemporary issues such as diversity, mental health, inclusion and student safety, while fostering a lifelong love of movement and wellbeing in their students.

The Languages Teaching Area prepares future teachers to help students develop strong communication skills in an additional language. It focuses on language structure, cultural understanding, and effective teaching strategies that support learners at different proficiency levels. This area equips pre‑service teachers with the knowledge and practical tools needed to create engaging, inclusive, and culturally responsive language learning environments across school settings.

The Legal Studies Teaching Area prepares future teachers to guide students in understanding how laws are created, interpreted and applied within society. It explores key concepts such as legal institutions, rights and responsibilities, dispute resolution, criminal and civil law, and the role of law in shaping social order and justice. Preservice teachers learn to design engaging, inquiry‑focused learning experiences that build students’ legal literacy, ethical reasoning and capacity to analyse real‑world legal issues. This teaching area equips graduates to foster informed, active citizenship and support students in navigating the legal dimensions of contemporary life.

The teaching area in mathematics is designed to provide you with a broad introduction to the study of traditional and contemporary mathematics. Highlights include introductions to cryptography, project management, networks, mathematical modelling, and finance. The major also covers the traditional areas required by those intending to become primary or secondary teachers, as teaching of mathematics from K-12 is a high demand field and the demand will grow in the future. The teaching area can act as a pathway to becoming a secondary-school maths teacher when combined with a tertiary teaching qualification.

Media as a teaching area equips preservice teachers with the knowledge and skills to help students critically analyse, create, and interpret media texts across digital, print, and multimodal platforms. It explores how media shapes identities, cultures, values, and public discourse, while developing practical skills in media production and ethical digital participation. Teachers of Media support students to become informed, creative, and critical users and producers of media in an increasingly complex and media‑rich world.

The Music teaching area develops students’ knowledge and skills in music language, analysis, and musicianship, preparing them to teach music with confidence in educational settings. Students build the capability to perform, create, interpret, and critically evaluate music, while learning to apply these skills in safe, inclusive, and culturally responsive ways aligned with contemporary educational and creative industry practices. This teaching area offers a broad, generalist music education that supports pathways into secondary classroom teaching, as well as related professional fields such as community music education and music therapy. An audition is not required for entry into the Music teaching area at ACU, making it accessible to students with a passion for music and teaching.

The Double Teaching Area in Music provides pre‑service teachers with a comprehensive foundation in both music performance and musicology, preparing them to teach across the full breadth of secondary music curricula. This teaching area develops strong practical musicianship, a deep understanding of music theory and analysis, and the pedagogical skills needed to design engaging, inclusive, and creative learning experiences. Students gain experience with classroom music, ensemble direction, and contemporary approaches to music education, equipping them to support diverse learners and foster a vibrant musical culture within school communities.

This teaching area prepares pre-service teachers to promote students’ physical, social and emotional wellbeing through health and physical education. It focuses on curriculum and pedagogical approaches that support active, healthy lifestyles, respectful relationships, and informed decision-making. Graduates will be equipped to design and deliver inclusive PDHPE programs that foster student wellbeing and engagement across school contexts.

The Physics Teaching Area prepares future teachers to help students understand the fundamental principles that govern matter, energy and the physical universe. It explores key concepts such as motion, forces, electricity, waves and modern physics, while developing strong skills in scientific inquiry and problem‑solving. Preservice teachers learn how to design engaging, experiment‑rich learning experiences that build students’ conceptual understanding and confidence in applying physics to real‑world contexts. This teaching area equips graduates to foster curiosity, analytical thinking and a deep appreciation of how physics shapes everyday life and technological innovation.

Politics as a teaching area examines the ideas, institutions and practices that shape power, governance and public decision‑making at local, national and global levels. It develops students’ understanding of political systems, democratic processes, public policy, and international relations, while fostering critical analysis of contemporary political issues. Through engagement with theory, evidence and real‑world case studies, students build skills in critical thinking, research, ethical reasoning and informed argument, preparing them to participate thoughtfully in civic life and to apply political knowledge in professional, policy and community contexts.

Psychology as a teaching area introduces students to the scientific study of human behaviour, cognition and development, and prepares them to teach Psychology confidently in secondary school settings. Students explore key areas such as learning and memory, motivation, development across the lifespan, mental health and wellbeing, social behaviour, and research methods. Emphasis is placed on understanding psychological concepts and on developing the skills needed to explain complex ideas clearly and ethically to diverse learners. Through their studies, students learn to apply psychological theory to real‑world contexts and contemporary issues relevant to young people. When undertaken as part of an education pathway, Psychology provides the disciplinary knowledge, analytical skills and pedagogical foundations required to design engaging lessons, support student wellbeing, and teach Psychology effectively within secondary curricula.

(Please note that this sequence is not APAC-accredited; it does not offer a career pathway to become a psychologist.)

Religious Education as a teaching area provides students with a comprehensive understanding of the beliefs, values, practices and traditions of Christianity, with particular attention to the Catholic tradition and its contribution to contemporary society. The teaching area explores key themes such as Scripture, the life and teachings of Jesus Christ, the sacraments, the Church, ethics, social justice and Catholic Social Teaching.

Students develop the knowledge and skills required to teach Religious Education in Catholic schools while engaging critically with questions of faith, meaning, identity and spirituality. The teaching area encourages reflection on issues of human dignity, the common good, inclusion and stewardship, and explores religion in dialogue with contemporary culture and diverse worldviews. Through this study, students develop the capacity to teach Religious Education in ways that are academically rigorous, engaging and responsive to the needs of diverse learners and school communities.

The Society and Culture Teaching Area equips future teachers with the knowledge and skills to help students understand how people, communities, and institutions interact and shape the world around them. It explores social structures, cultural diversity, identity, and the forces that influence change within societies. Through a blend of theory and practical approaches, this area prepares pre‑service teachers to foster critical thinking, empathy, and active citizenship in their classrooms, supporting learners to engage thoughtfully with contemporary social issues.

The Study of Religions teaching area supports students to understand and teach religion in a world shaped by cultural, spiritual and religious diversity. It introduces students to Christianity, Judaism and Islam, while also providing opportunities to explore religious traditions practised in South and East Asia. Students engage with Aboriginal and Torres Strait Islander spiritualities, with a strong emphasis on their connection to Country, as well as the spiritual traditions of other Indigenous peoples around the world.

This teaching area encourages students to look beyond religious practice alone and to develop a thoughtful understanding of how religions have developed over time and how they continue to shape societies today. Through their studies, students build the ability to think critically about belief systems, appreciate different worldviews, and support respectful interfaith understanding and dialogue in educational settings.

Theological Studies as a teaching area provides students with a structured introduction to the study of Christian theology and its engagement with contemporary society. The teaching area examines foundational theological themes, including the person and work of Jesus Christ; the Scriptures as the Word of God; the sacraments and the Church’s liturgical life; and the beliefs, values, practices and traditions of Christianity.

The teaching area emphasises the relationship between faith, scholarship and spirituality, and explores theology in dialogue with contemporary worldviews and interfaith contexts. Students engage critically with ethical and social questions, with particular attention to social justice, human dignity, the common good, and stewardship of creation. Through this study, students develop theological understanding, critical thinking skills and the capacity to reflect thoughtfully on the role of faith in personal, social and global contexts.

Visual Arts as a teaching area offers students the opportunity to engage with both creative practice and critical thinking through studio‑based art making and the study of art and design history and theory. Students develop practical skills alongside an understanding of visual culture, learning how ideas are formed, expressed and communicated through art.

Learning is grounded in hands‑on experience. Students create and present their own work, write and speak about art, and take part in shared exhibition experiences, including group exhibitions in the ACU gallery. Small class sizes and studio‑based learning allow students to work closely with academic staff who are active artists and scholars, fostering a supportive and creative learning environment. The teaching area brings together making, thinking and reflecting, helping students to build confidence in both creative practice and critical analysis. For students on an education pathway, Visual Arts provides the disciplinary knowledge, skills and experiences needed to support effective teaching of visual arts at primary and secondary levels.

The Vocational Studies teaching area prepares preservice teachers to deliver practical, applied learning that connects education with industry and future employment pathways.

Preservice teachers develop knowledge of vocational learning frameworks, transferable skills and workplace competencies. They learn to design authentic, skills-based learning experiences that support student engagement, career awareness and readiness for further education, training and employment.

The teaching area emphasises inclusive, flexible and context-responsive pedagogies, enabling graduates to work with diverse learners and collaborate with industry and community partners to support meaningful transitions beyond school.