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
- CRICOS Code
- 0102080
- Fees (first year)*
- $28728
- Start dates
- February 2026, July 2026, February 2027, July 2027
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.
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
To complete the Bachelor of Education (Secondary)/Bachelor of Arts (Mathematics), 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.
- Non-Award Certificate in Educational Studies
- Diploma in Educational Studies (Tertiary Preparation)
- Non-Award Certificate in Liberal Arts
- Diploma in Liberal Arts
- 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.
Additional course information
Requirements for working with children: All students must apply for and obtain background checks as required by Federal and State/Territory laws, including the Working with Children check and National Police check, before they will be permitted to participate in the Professional Experience Program. International students must bring police check documentation from their own countries. Australian students who have lived in another country for 12 months or more must provide a police check from that country for that period.
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.
| State | Prerequisites |
|---|---|
| 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:
- minimum of three years’ work experience; or
- 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 2025 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.
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.
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 English language programs
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
- Unit fee: $3591
- Average first year fee: $28728
- Estimate total cost: $129276
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.
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.
How to apply
International applicants
Direct application
Apply nowInformation on the application procedure
International students undertaking an Australian Year 12 qualification should apply through the relevant tertiary admissions centre.
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 Wade Naylor
Lecturer, School of Education QLD - Brisbane
Dr. Wade Naylor (MInstP) is a former Associate Professor of Theoretical Physics at Osaka University (2010-2015), where he served as the physics course coordinator for the Chemistry-Biology Combined Major Program. During this time, he taught international students and supervised Masters and PhD candidates in the Department of Physics. After moving from Japan to Australia in 2015, Wade transitioned from andragogy to pedagogy, becoming a certified Queensland teacher in 2016. He also worked as a sessional academic at the University of the Sunshine Coast. Currently, Wade is a lecturer in Physics, Mathematics, and STEM education at ACU, with research interests in Physics Education Research (PER) and understanding misconceptions in physics and STEM through Concept Inventories (CIs). He is also a visiting senior researcher at the Department of Physics, University of Johannesburg, where he actively contributes to improving student outcomes through PER initiatives.
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.