Why study in the Faculty of Education?
Our Faculty of Education is a leader in teacher education and education research nationally and internationally. We are regularly ranked in the top two faculties and schools of education in Australia for Australian-government funded competitive research grants.
We offer the greatest choice of specialist early childhood programs in Queensland, including practical professional experience units, which are not usually offered by universities as part of study abroad programs.
What can I study?
- choose individual units (subjects)
- study a group of units in your field of interest over one or two semesters.
Working with children
If you're working with children or young people as part of your studies or work experience, it is a legal requirement to have a blue card. You need to have a current blue card for the following units:
- Introduction to Curriculum, Pedagogy and Assessment (Primary) (EUB105)
- Introduction to Curriculum, Pedagogy and Assessment (Early Childhood) (EUB106)
- Professional Experience: Introduction to Early Childhood Practice in Kindergartens (EUB140)
- Professional Experience: Introduction to Professional Practice (EUB242)
- Professional Experience: Introduction to Professional Practice (EUN130)
Applying for a blue card requires a criminal history check. Because the application process can take some time, you should apply for a blue card when you submit your study abroad application.
Approved unit packages
Come and study Education at QUT for one or two semesters. Choose from seven packages that include programs with a practicum (professional experience) component. Professional experience units can only be taken as a part of a package.
You also have the option of creating your own program by selecting from more than 60 pre-approved units.
All units provide 12 credit points unless otherwise specified.
Packages with professional experience
Early childhood professional experience package
Includes a 15-day professional experience placement unit. Available Semester 2.
The package includes:
- Professional Experience: Introduction to Early Childhood Practice in Kindergartens (EUB140) (15-day placement. Blue card required.)
- Introduction to Curriculum, Pedagogy and Assessment (Early Childhood) (EUB106) (Blue card required.)
- Early Childhood Development and Learning (Birth - 8 Years) (EUB108)
- English, Literacies and Language 1 (EUB109)
Primary professional experience package
You can choose up to 4 units including a 15-day professional experience placement unit. Available Semester 1.
The package includes:
- Professional Experience: Introduction to Professional Practice (EUB242) (15-day placement in a primary school setting. Blue card required.)
- Primary Mathematics Curriculum Studies 2 (EUB208) (Pre-requisite waiver required - you must show that you have studied maths curriculum studies units before.)
- Inclusive Practices for Diverse Learners (EUB213)
- One of:
- Australian Geographical Studies (EUB250)
- Australian Society and Culture (EUB252)
- Science in Primary Education 1 (EUB210) (Available from 2020)
Postgraduate early childhood professional experience package 1
You can choose up to 48 credit points in this package, including a 20-day professional experience placement unit. Available Semester 1.
This package includes:
- Professional Experience: Informing Professional Practice (EUN231) (20-day placement in a Grade 1 classroom. Blue card required.)
- Arts Curriculum (EUN205) (Early childhood specific unit. Must be taken as package with EUN206. 6cp only.)
- Design and Technologies (EUN206) (Early childhood specific unit. Must be taken as package with EUN205. 6cp only.)
- One of:
- Supporting Innovative Pedagogy with Digital Technologies (EUN101)
- Mathematics and Numeracy 2 (EUN202)
- STEM for 21st Century Learners (EUN631) (6cp only. Students taking this option will only have a total of 42 credit points in the semester.)
Postgraduate early childhood professional experience package 2
This package includes a 20-day professional experience placement unit in a kindergarten. Available Semester 2.
The package includes:
- Professional Experience: Introduction to Professional Practice (EUN130) (20-day placement in a kindergarten. Blue card required.)
- Mathematics and Numeracy 1 (EUN107)
- Science Curriculum and Pedagogy (EUN108)
- Inclusive Teaching for Diverse Learners (EUN109) (6 credit points only.)
- Teachers as Leaders and Entrepreneurial Thinkers (EUN110) (6credit points only.)
Packages without professional experience
Early childhood or primary mathematics package
Available in Semester 2.
This package includes:
- Mathematics and Numeracy 1 (EUN107) (You must show you have completed a bachelor degree.)
- Engaging with New and Emerging Technologies (EUB008)
- Differentiation for Gifted Children (EUB006)
- Mathematics in Primary Education (EUB111)
Postgraduate STEAM (STEM + Arts) package
You can choose up to 48 credit points from any of the following master level units. Available Semester 1.
Package options include:
- Arts Curriculum (EUN205) (Early childhood specific unit. Must be taken as package with EUN206. 6 credit points only.)
- Design and Technologies (EUN206) (Early childhood specific unit. Must be taken as package with EUN205. 6 credit points only.)
- Supporting Innovative Pedagogy with Digital Technologies (EUN101)
- Mathematics and Numeracy 2 (EUN202)
- STEM for 21st Century Learners (EUN631) (Can be paired with unit EUN633. 6 credit points only.)
- Thinking in STEM (EUN633) (Can be paired with unit EUN631. 6 credit points only.)
- STEM Pedagogies (EUN634) (6 credit points only.)
- English, Language and Literacies 1 (EUN106)
Postgraduate STEAL (STEM + Assessment + Leadership) package
You can choose up to 48 credit points from any of the following master level units. Available Semester 2.
Package options include:
- Mathematics and Numeracy 1 (EUN107)
- Science Curriculum and Pedagogy (EUN108)
- Inclusive Teaching for Diverse Learners (EUN109) (6 credit points only.)
- Teachers as Leaders and Entrepreneurial Thinkers (EUN11) (6 credit points only.)
- Leading and Managing People (LCN624)
- Curriculum and Pedagogy 3: Assessment (EUN122)
Some units require previous study and have entry requirements, while other units don't require any academic background in the areas of study. You should check the full unit details to make sure you meet any requirements.
All students can study these units, regardless of your academic background.
Numeracy is a crucial component of education; however, many learners continue to cite concerns over their numeracy skills well into adulthood. Educators across disciplines and areas are needed in this area who have understandings, skills and expertise around potential barriers and equity issues in numeracy education. This unit will provide you with opportunities to explore several potential issues in numeracy education, and may include psychological, socioeconomic, cultural and/or biological factors. This unit will build on knowledge and expertise gained from core units of mathematics already studied as well as numeracy concepts explored within other curriculum subjects. This unit is critical to position you as a responsive, inclusive and resilient numeracy educator in your setting.
This unit is designed to develop your understanding and skill in neuroscience-informed support and education of students who are living with the outcomes of complex childhood trauma (abuse, neglect, family violence, etc). New teachers often deem student behaviour to be one of the most confronting aspects of their new careers. The behavioural concerns presented by students who are living with the outcomes of complex trauma can be significant, persistent and unresponsive to more traditional approaches to behaviour management. By examining the impact of complex trauma on the developing brain and nervous system, you'll develop your understanding of why and how these behaviours occur and explore approaches and strategies recommended to address short and longer-term concerns for students. You'll be informed and prepared for the times you are responsible for the learning and well-being of these students whilst minimising any negative impact on your own well-being or teaching practice.
The aim of this unit is to provide you with knowledge of the learning strengths and challenges of students with learning difficulties in inclusive educational settings and to provide you with skills and strategies to improve learning outcomes with these students. These learning differences can cause difficulties in reading, writing, spelling, and maths. This option unit provides you, as a pre-service teacher, with an understanding of concepts of difference in learning and practical implications for teaching. This unit will focus on pedagogical frameworks and continuums of support to ensure quality instruction, underpinned by informed evidence that identifies each child's needs and supports performance in an inclusive environment. You will develop skills to disseminate your knowledge to the wider community, including your peers and future teaching colleagues.
Emerging environmental, demographic, economic, cultural and digital forces are shaping young peoples' lives around the globe and increasing their intercultural encounters. This unit will provide you with opportunities to develop your capacity to teach in an interconnected, diverse and rapidly changing world. Building on your knowledge and expertise gained from your core units, the unit considers how learners can critically examine global developments that are significant to both the world at large and their own lives. A variety of subject matter drawn from frameworks for global education including; global competence, intercultural education, global citizenship education, values education and education for sustainable development, will be considered through which key principles and practices of contemporary pedagogy will be explored. You will apply your understanding of a global and intercultural outlook to your education setting.
The aim of this unit is develop your professional knowledge of the philosophy, policies, pedagogical requirements and practical issues in differentiation, and in teaching and supporting gifted children in inclusive environments. The learning in this unit will develop your understanding and skills of designing differentiation to cater for diverse learners by adjusting the content, processes of learning, products of learning, and the learning environment. It will also develop your understandings about the characteristics, abilities and needs of gifted students, how to identify them, and how to plan a challenging and inclusive curriculum and learning environment for them. This unit is in the developmental stage of the course, and will link to other learning on child development, pedagogical approaches and inclusive education.
The unit offers opportunities to develop and master your knowledge and pedagogical skills related to teaching students who experience difficulty learning to read. You will learn strategies for planning, teaching and assessing, and strategies for engaging parents/carers. The context for learning will be framed by the Australian Curriculum: English and current research, relevant literacies theories, and empirical research. You will be encouraged to explore the concepts presented via collaborative learning experiences including case studies, problem solving tasks, small group work, and discussion. The unit enables you to build informed professional practices for teaching students with reading difficulties. The unit includes weekly study activities to support the content delivered within workshops.
This unit develops the theoretical and practical approaches to using new and emerging digital technologies across the curriculum to connect and engage with students. Working both individually and collaboratively, you will participate in activities that require you to explore these technologies and apply them across all learning areas. The aims of this unit are to enable you to acquire skills and knowledge related to (i) introducing and using new and emerging technologies across a range of learning areas, and (ii) theoretical and practical perspectives associated with using these technologies in your future classroom.
As a teacher you are a leader, regardless of your organisational position. Leadership and entrepreneurial thinking involve enacted practices that shape who you are as a teacher. This unit aims to develop your practical leadership and enterpreneurial thinking skills to enable you to become confident in self-negotiated action, and influence your future working environment in a positive way. Understanding leadership and entrepreneurial thinking enables people who work in educational contexts to be well positioned in engaging with change, enabling organisational growth, and advocating for effective forms of professional practice. This unit enables you to engage with leadership and entrepreneurial thinking in your role in the teaching profession. It links to your previous study of learners and educational contexts to provide an important foundation for your professional identity and your future career as a teacher with leadership and entrepreneurial skills.
This unit equips you to understand how Integrated STEM contributes to the investigation and solution of real-world problems, where this field aligns with the Early Years Learning Framework and the Australian Curriculum, and how learners learn through contextualised Integrated STEM projects. The unit adopts authentic approaches to teaching knowledge and skills that are relevant for problem identification, definition, inquiry, the trialling of possible solutions and the construction of solutions, simulating transdisciplinary contexts in which science, technology, engineering and mathematics are practiced. The curriculum and pedagogical approaches embedded in this unit address professional standards to support the professional registration of teachers. The unit enables you to build on teaching areas related to science, technology, engineering and/or mathematics, appropriate to the context in which you will teach. The Integrated STEM approach enables prior discipline, curriculum and pedagogical knowledge to be framed in authentic learning contexts that simulate real-world practice.
This unit provides you with an opportunity to explore your potential as a STEM educator and communicator, while gaining a better understanding of the enablers and barriers to your own learning processes. It introduces you to the essentials of teaching and learning, combining theoretical elements such as educational design and learning theories with practical, real world skills in observing, planning, presenting and communicating effectively. Such skills and knowledge are necessary in a wide range of STEM professions and will help you build confidence and expertise in presenting to groups. This introductory unit is interactive and collaborative, rewarding your engagement in a variety of group and individual activities. It can be taken as a single option or as the initial unit in the Science and Mathematics Education minor, which builds upon and contextualises the foundational skills developed in EUB012.
This unit introduces key concepts and skills for the application of digital technologies in curriculum and pedagogy. It focuses on using digital technologies as a general capability across early childhood, primary and secondary education contexts, while emphasising the importance of ethical use of digital technologies in new and innovative approaches to teaching and learning. This unit will develop your knowledge of relevant curriculum documents (such as the Australian Curriculum (F-6), and the Early Years Learning Framework) and prepare you with the pedagogies to teach effectively across the curriculum using digital technologies. This unit is undertaken in the first year of your course.
This unit introduces you to the complex relationship between our education system and the social and cultural contexts from which it emerges. You will use socio-cultural and sociological theory to better understand those you will come to teach, as well as how learners' diverse backgrounds, including Aboriginal and Torres Strait Islander students, shape their experiences with the modern school/site, often in very different ways. In this unit, you will develop reflective and critical understandings of the socially, culturally and historically constructed nature of education and care, and be able to identify the social identities and structures influencing contemporary early childhood, primary, middle and senior school contexts.
This unit provides you with foundation skills and knowledge about teaching Aboriginal and Torres Strait Islander students and embedding Aboriginal and Torres Strait Islander peoples' knowledge as required by the Australian Curriculum, Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It is about understanding Aboriginal and Torres Strait Islander peoples' perspectives on history and contemporary issues, and why Aboriginal and Torres Strait Islander students continue to be disadvantaged by education systems. You'll develop theoretical, personal and professional knowledge around Indigenous perspectives enabling you to think more deeply about your role as a teacher in diverse educational contexts. It will cover a relevant concepts and issues in the area of Indigenous education, establishing a critical foundation for your teaching practice capacity to meet the educational needs of Indigenous students, their families and communities in practical ways.
This unit introduces the theory and practice of teaching and learning cycles that integrate curriculum, pedagogy and assessment to design lesson plans for primary students. You will learn how to plan a lesson using knowledge of student learning, curriculum sources, and responsive formative assessment. You will have opportunities to conduct classroom observations of students and teachers engaged in learning (via visiting or virtually engaging with schools). You will be introduced to national and state curricular documents, pedagogic frameworks and assessment for learning theories that inform contemporary teacher practice. This introductory unit provides a context for applying the theoretical knowledge of teaching and learning cycles. The unit also provides a foundation to be developed further in professional experience in EUB242 Professional Experience: Introduction to Professional Practice. The unit complements EUB112 Child and Adolescent Learning and Development.
This unit introduces key concepts about effective curriculum, pedagogy and assessment in early childhood education settings. You will identify, consider and evaluate early childhood philosophies, theories and approaches that influence and inform curriculum, pedagogy and assessment in the early years. You will learn how to plan learning experiences based on understandings of learners, curriculum sources, teaching strategies and responsive formative assessment. You will have opportunities to conduct observations of children and teachers engaged in learning (either in person or online). You will be introduced to national and state curricular documents, including the Early Years Learning Framework and Queensland Kindergarten Learning Guideline, pedagogic principles and practices, and assessment for learning theories and strategies. The content in this unit will be further developed through professional experiences and child development units.
This unit introduces theories, features and processes of early childhood development and learning, from birth to 8 years. Child development and learning are shaped by both biological predispositions, and the interactions and experiences afforded to children in family and social contexts. Content in this unit is focused on children's physical, social and emotional development, along with speech, language and cognition. Aboriginal and Torres Strait Islander knowledges and perspectives on child development are embedded in this unit. Knowledge about the interrelatedness of each area of child development, including influences on how children develop and learn, is fundamental to early childhood education practice. Early childhood teachers apply child development knowledge to plan and faciliate appropriate learning experiences.Your learning in this unit contributes to knowledge and skills further developed in the professional experience units EUB140 and EUB241.
This unit develops your knowledge, skills and application of teaching English curriculum, language and literacy to young children, from birth to year 6. This unit focuses on the theories of teaching English, literacy and language acquisition, and develops understandings about effective use of children's literature in literacy teaching in prior-to-school and primary school settings. You will explore early years literacy teaching and learning, including play based pedagogies with particular focus on birth to Year 3. You will engage with the Early Years Learning Framework, Queensland Kindergarten Guideline and The Australian Curriculum, to understand the ways children and teachers build knowledge and skills with language and literacy as they transition from prior-to-school to formal school contexts. The unit also prepares you in learning how to annotate evidence of practice, which will be needed for the Quality Teaching Performance Assessment in your final semester.
This unit provides an introduction to foundation understandings, skills and processes for studying Primary English Curriculum. In this unit, you will engage with current research about how educators teach children to learn about literature, including literacy theories, pedagogical models and assessment practices. In the context of a real world diverse class profile, you will study the Continuum of Literacy Instruction or Literacy Block, the Four Resources Model and reading assessment practices. The Primary English curriculum provides a key context for the development of literacy skills and knowledges. The unit supports the development of understandings that will be critical for further studies of language and literacies in EUB209 Primary English Curriculum Studies 2 and EUB306 Primary English Curriculum Studies 3. The units enable you to build informed professional practices for teaching listening, speaking, reading and writing for the real world.
This unit aims to assist you with developing your knowledge, skills and understanding of primary mathematics curriculum and pedagogical context knowledge and its application to real world contexts to enhance a numerate society. The foundations of mathematics commence in early childhood through play and is developed in later years through schooling and active participation in society. In this unit, specific content includes the exploration of number and measurement and the proficiences, and the role of numeracy in daily life including your own lives, in society and educational contexts.
This introductory unit contributes to your foundation knowledge for your pre-service teaching degree. This first-year unit facilitates understanding of how learners construct knowledge and become self-motivated thinkers and problem solvers. The unit provides a means of acquiring knowledge of the processes of learning, and an awareness of the physical, personal, moral, social, and emotional factors that influence development, learning experiences that support the instruction of diverse learners. The unit contributes to your own professional development as a life-long, autonomous learner, capable of reflection and high-level thinking, and of enabling you, as an educator, to promote similar development in your learners.
This unit offers an introduction to geography as a discipline and provides an overview of the physical and human characteristics of the world's geographical regions, and zones (e.g. climate zones and biomes). With a focus on the interactions between people and environments you will gain an understanding of geographical processes that shape the identity of places. Geographical processes are both bio-physical and anthropogenic in nature and result in patterns of change over time and space which has implications for people and places. Using an inquiry approach, you will explore the regions, sub-regions and zones of the world to develop and apply analytical and communication skills as well as the specific geographical skills of mapping and representing data. The skills and understanding developed in this course provide practical value to professions including journalism, teaching, law, hazard management, global security, conservation and environmental science.
This unit provides you with an understanding of matters pertinent to the evolution of nationalism in Europe in the modern era. This will include the influence of social movements, cultural and economic issues (1640-1990). Nationalism, nationhood and national identity have become subjects of heated debate in the post-cold war world. But what is nationalism' What constitutes a nation and how does nationality become one of the primary bases for the construction of individual and collective identities' This unit offers you the ability to critically evaluate the work of professional historians. You will explore how available evidence and methodologies employed influence cultural and political factors and shape the messages and values that historians advocate through their writing. These practices promote understandings of how historians work, the rules that govern their methods, the reliability of historical knowledge and the value of history socially and culturally.
It is essential that young children develop mathematical foundations in the early years. As a future educator you will need to be aware of the mathematical opportunities that will enhance young children's mathematical proficiencies. You will develop an introductory understanding of Early Childhood Mathematics Education and familiarise yourself with mathematical content knowledge and the pedagogical practices associated with Number and Algebra. In this unit and the proceeding EUB302 Early Childhood Mathematics Education 2 unit, you will develop conceptual and pedagogical knowledge of early years mathematics teaching and learning, including play based pedagogies with particular focus on birth to Year 3. You will engage with the Early Years Learning Framework, ways children and teachers build mathematical knowledge as they transition from prior-to-school to formal school contexts.
This unit develops your understanding about the importance of quality science education for young children from birth to 8 years of age. In order to inspire young children to ask questions about their environment and become scientifically literate, teachers require knowledge of science concepts, pedagogy and curriculum, as well as diverse, contemporary and cultural perspectives on science education. This early childhood unit will develop your capacity to design and implement engaging science learning experiences that support children's conceptual development. You will further enhance your content knowledge, particularly in the areas of biology, chemistry, physics and earth and space science, through your participation in inquiry-based and hands-on learning activities. This unit will build on theories of teaching and learning from previous units and provide you with the knowledge and skills to develop and implement age-appropriate early childhood science learning experiences.
Teaching and learning is enhanced when early childhood teachers build respectful and supportive relationships and work in partnership with families. This includes undertaking professional learning to enhance these skills. This unit promotes knowledge and understandings about the diversity, complexity and changing nature of contemporary childhoods, families and communities. Undertaken in the second year of your course, you will be able to reflect on your experiences of working with children, families and communities in line with ACECQA requirements and the Australian Professional Standards for Teachers. You will understand your professional responsibilities and need for professional learning to develop your skills to engage in active communication, consultation and collaboration with families for effective partnerships and to develop links with other child and family services.
Due to the emerging understandings and concerns regarding children’s health and wellness, early childhood educators require the capacity to lead, plan, implement, and evaluate health practices in early childhood settings and to balance the health needs of individual children. Additionally, educators’ health and wellness is an important aspect of effective delivery of early childhood programs. This unit introduces foundational understandings related to child health, wellbeing, safety and movement that influence working with children, and that relate to the learning areas of Health and Physical Education and The Early Years Learning Framework. The unit focuses on food, nutrition and wellness principles as well as diverse, contemporary and cultural perspectives on health and wellness including Aboriginal and Torres Strait Islander perspectives.
This unit is the first of two curriculum units in the arts. In this introductory unit, you will examine the basic content of the Visual and Media arts and how students learn in these disciplines. The unit provides opportunities for practical exploration of these art forms and theories, and introduces relevant arts pedagogies that emphasise the role of the arts in society and in the education and care of children from birth to 12 years of age. The arts traditionally and historically play an important part in early childhood and primary education with their potential to inspire children to reach their creative potential, and to enrich their experiences in prior-to-school and primary school contexts. This Visual and Media Arts unit focuses on the social, emotional, cultural and educational importance of the arts.
This unit will cover the fundamental concepts underpinning inclusive education and your obligations under national legislation, with emphasis on evidence-based universal strategies for use in inclusive classrooms and prior-to-school settings. The learning in this unit will develop your understanding of the historical, philosophical and theoretical background of inclusion, as well as your scholarly knowledge of current research and implications for teaching practice for diverse learners in inclusive settings. The unit aims to build your pedagogical agility and ethical practice for creating safe and supportive inclusive learning environments. This unit is in the introductory stage of the course and is linked with other units covering child development and pedagogical approaches. It will enhance your responsiveness to the learning strengths, rights and requirements of diverse learners and your knowledge of universal strategies to teach diverse learners in inclusive settings.
This unit provides a developed understanding of skills and processes for studying Primary English Curriculum. In this unit, you will practice and engage with current research about how educators teach children to learn about language, including knowledge of the English language and how it works, language models and pedagogical models. In the context of a real world diverse class profile, you will study the writing cycle, a language in use model, and the teaching of genre, text types, grammar, punctuation, spelling and handwriting.The unit supports the development of understandings that will be critical for further studies of literacies in Primary English Curriculum Studies 3 (EUB306). The units enable you to build informed professional practices for teaching listening, speaking, reading and writing for the real world.
This unit will introduce you to science content knowledge and practices required to teach primary science from Foundation to Year 6. The content is relevant to the Science Understanding, Science as a Human Endeavour, and Science Inquiry Skills strands of the Australian Curriculum: Science and includes big ideas from the biology, chemistry, physics, and earth and space science disciplines. Adequate science disciplinary content knowledge has recently become a more focused requirement of Australian teachers working within educational systems. This unit will be built upon in EUB212 Science in Primary Education 2, where you will develop the knowledge and skills to plan, sequence, and assess inquiry-based student learning in primary science education using constructivism as a referent for your science teaching practice.
This unit will cover the fundamental concepts underpinning inclusive education and your obligations under national legislation with emphasis on evidence-based universal strategies for use in inclusive classrooms. This unit focuses on why, when and how to make adjustments for diverse students including those with complex behavioural profiles (disabilities), in partnership with parents/carers and in collaboration with teacher aides and external professionals. The unit aims to build your pedagogical agility and ethical practice for creating safe and supportive inclusive learning environments for all students. This unit is in the introductory stage of the course and is linked with other units covering child development and pedagogical approaches. It will enhance your responsiveness to the learning strengths, rights and requirements of diverse students and your knowledge of quality differentiated teaching practice and adjustments for teaching diverse students in inclusive classrooms.
This unit explores the unique nature of the Australian continent, its landforms and landscapes, it's people and places. A vast nation with a small population, Australia is faced with challenges of remoteness not found in other regions of the world. This remoteness shapes the identity of places and the relationships of people with their environment and poses challenges for sustainability and liveability. Australia is home to the one of world's oldest living cultures, that of Aboriginal peoples and Torres Strait Islander peoples, who have a connection and relationship with the land that shapes their identity and underpins their belief systems. In this unit you will gain an understanding of Indigenous peoples' perspectives on the creation of and relationships with land. The skills and knowledge acquired in this unit are valued in a range of academic endeavours including regional and urban planning, resource management, native title, emergency management, environmental management.
This unit provides an applied geography approach to understand the dynamic nature of interactions between people and their environments, and the ways environments influence people's attitudes, perceptions, choices and decisions. This is a skills-based unit that provides an opportunity to transform, represent and analyse geographical data and information to recognise spatial and temporal patterns and trends and explain how these represent contemporary geographical challenges.The skills developed in this unit are applicable across a range of other academic geography and social science subjects and are utilised by specialists in a diverse range of professions including economists, demographers, spatial technicians, criminologists, environmental analysists and managers, urban and regional planners and those in hazard management professions.
Australian Society and Culture combines literary and cultural studies, political analysis and history. It provides a context through which you can acquire knowledge about Australian institutions and traditions since 1901. In the last century, numerous social, cultural and political ideas, policies and actions have shaped and re-constructed Australians. Understanding how Australia has evolved as a nation, a community, a culture and a people involves critically analysing various constructions, meanings and interpretations. A study of Australian society and culture will therefore involve an appreciation of Australian people and the significant political and social debates that they engage in. This unit offers insights and understandings about issues that divide Australians as well as events and circumstances that unite the nation.The content provides students with the knowledge base and understandings necessary to successfully teach history in Queensland Secondary schools.
This unit facilitates understandings of particular societies and their transition in the Classical World by focusing attention on selected periods, aspects and individuals in ancient Greece, Rome and the Near East. Such understandings encourage questioning of established interpretations and knowledge and provides a basis for further intensive study of the period.
Pre-service English language teachers require a solid foundational understanding of the nature, complexity and diversity of language; of the ways in which it is acquired and learned and how it is used to perform a range of cognitive, social, cultural and personal functions. These understandings about language and literacy development are related to a broad range of teaching contexts, both local and international. This unit will enable you to gain insight into various aspects of language that impact on teaching and learning in schools. The unit will develop your awareness of the nature, function and development of language and literacy and the role each plays in the constitution of social and cultural processes and practices, with particular reference to the role of language in classroom contexts. It aims also to extend your understanding of the dynamic, changing nature of 'English' and of other languages in the current global context.
This unit provides you with opportunities to build conceptual knowledge and practise pedagogical strategies that will provide young children with opportunities to engage in learning, specific to Measurement and Geometry and Statistics and Probability. This unit extends upon knowledge gained in EUB201 and further develops your understandings, attitudes, values and skills in relation to early childhood mathematic concepts of Measurement and Geometry and Statistics and Probability. Through participation in this unit, you will be prepared to develop young children's early mathematics knowledge and processes through quality real world learning experiences and supportive learning environments from birth and into primary contexts. You will explore the Early Years Learning Framework, the Queensland Kindergarten Learning Guideline and the Australian Curriculum in relation to mathematics education.
Technologies impact the lives of people globally and are essential to envisioning and developing innovative solutions to meet both current and future needs. This unit provides you with opportunity to develop knowledge and understanding of both Digital Technologies and Design and Technologies, two distinct learning areas from the Australian Curriculum. As a future Early Childhood or Primary teacher you are required to engage with teaching and learning issues present in teaching technologies. Hence, theoretical approaches, practical experiences, and the development of communities of practice are important features of this unit. This unit also includes practical application of the ICT general capability that was introduced in previous units. This unit further develops introductory understandings of technologies covered in the Digital Pedagogies unit undertaken in your first year of study.
Teaching English as an additional language/dialect (EAL/D) introduces key concepts and skills that are foundational to understanding, engaging and supporting English language learners in education contexts. This unit relates to teachers’ professional work in knowing diverse learners and planning quality differentiated teaching practice for learners who are acquiring English as an additional language. This unit is at the developed level of the course, and supports the knowledge and orientations that you explore in other units. In particular, it complements curriculum knowledge and skills that you are learning about through other units studied.
This unit provides the opportunity to engage with a range of physical and human geography topics with Asia as the focus. A regional geography approach is used to explore and understand the features, elements and characteristics of the human and physical landscapes as well as the interconnection between Asian nations and Australia. A case study approach is used with topics include sustainability and liveability of places; natural and ecological hazard zones and the risks in these zones; population, urbanisation and the emergence of megacities; the unique and diverse physical environments and the relationships people have with places across Asia.Utilising a range of geographical technologies, this unit provides valuable analytical skills, including spatial analysis, that are valued in a range of professions including regional planning, foreign affairs, journalism, environmental management, emergency services, hazard management, resource management and global security.
This unit traces the evolution of Europe from the barbarian invasions of the 5th century, through the Carolingian period and the Crusades, to the centuries usually defined as the High Middle Ages. On a thematic level, the unit selectively examines topics concerned with political, religious and intellectual developments, along with the cultural history of Medieval Europe. You will develop an understanding of how events and forces have contributed to societal, political and cultural change in Europe in Medieval times. The Middle Ages constitute a crucial period in the formation of a European identity. The breakdown of the Roman world saw the gradual emergence of a Christian civilisation of striking originality. At the same time, it gave rise to political fragmentation, as well as to national characteristics and antagonisms that are still part of the European scene today. The content of this unit offers you understandings of issues that are still of central concern in our society.
The unit provides you with the knowledge of how China, formerly a Dynastic Empire, was disempowered by Western Imperialism, only to obtain independence through the governmental embrace of Communism. The role of powerful individuals in determining China's destiny, and an understanding of how the country's fortunes changed over time are additional features of the content. To enhance understanding, and for comparative purposes, the unit also examines significant events in the history of nearby Asian countries. Through appreciating the circumstances and personalities that have shaped China and its neighbours, you will be able to more readily and articulately analyse and interpret major events taking place in China and its region today.
This unit prepares you to teach health education (wellbeing) in the primary school context. Student wellbeing is a central focus for learning, with both policy and the Australian Curriculum stating the importance of such teaching and learning. You will develop pedagogical knowledge on anti-bullying frameworks and pedagogies, diversity (including sex, gender, sexuality and culture), respectful relationships, and safe and responsible choices. Effective teaching and learning practices will be based in anti-oppressive education theory. This unit supports the introduction of the health and physical education curriculum with a focus on the personal, social, and community health strand.
This unit provides an opportunity to develop fieldwork design skills as well as practical fieldwork skills for gathering data, making observations, and recording information in the field. Fieldwork is carried out in both urban and natural environments within the Greater Brisbane area. Ways of representing and analysing data gathered in the field will provide the opportunity to develop cartographic, graphic and analytical skills. You will propose, design and carry out your own fieldwork and report on your findings. The skills developed in this unit are relevant to a wide range of professions within the geography, science and education fields that rely on project design, data collection and analysis and analytical reporting, including proposing action to identified geographical challenges.
This unit focuses on British and American social and political influences on Australian foreign policy and social attitudes since 1900. It investigates Australia's, America's and Britain's relationships with Asian countries through involvement in war. The content examines World War 1, the interwar-years, World War 2 and the post-World War 2 period. A secondary objective is to examine the fight for independence and democracy, particularly in a number of former colonial countries. Before World War 2, reverence for the British Empire and appreciation of its protection influenced Australian attitudes and governmental decision-making. Most Australians seldom questioned this close relationship. During and after World War 2, America became Australia's great and powerful friend - and the influence of Britain diminished. Nevertheless, public affection for the mother country did not dissipate so quickly.Learning experiences and assessment align with QCAA and ACARA expectations.
Units requiring approval
You can only enrol in these units if you meet the specified requirements and have significant background knowledge in the area of study. After you apply, we will assess the units and your background knowledge and let you know the outcome.
Debates and shifts in education contribute to the shaping of new pedagogical approaches and curriculum directions. In this unit you will be given opportunities to take the lead in current discussions and debates. Issues will be examined using analytical frameworks, interpreting existing research, and through developing your own learning agenda for critically assessing issues and contingencies.
Increasingly, developmental science is an interdisciplinary field that takes account of psychological and sociological theories, as well as perspectives from the neurosciences and biology. The unit will review a range of current perspectives that inform understanding about child development. The application of this knowledge to early childhood education and other professional contexts in which practitioners work with young children and their families will be a focus. This unit will enable students to develop their scholarly abilities in the analysis of theory and research on child development and its application to their professional responsibilities.
This unit develops understanding of what it means to be an innovator and a leader in a contemporary professional context. The unit is underpinned by the notion that innovation means being more critical, being open, being able to engage with greater uncertainty and complexity, and being able to learn from the past and from a broad range of contemporary ideas in order to manage the future. You are encouraged to undertake a disciplined inquiry into educational problems and issues through reflection on your own professional contexts and guided close reading of scholarly works about the big debates in education. This unit supports the development of a learning agenda that will inform directions for your study in the course as you develop your personal area of interest and work collaboratively with others in the development of that agenda. The unit also provides opportunities for learning through online technologies.
To bridge the gap between practice and research knowledge that may inform practice, you need to be confident in actively seeking research evidence on aspects of your own practice and to develop critical reflection skills towards reported findings. It assists you to search databases and other sources to locate published research reports in your field and evaluate them critically. This unit focuses on needs for reading, understanding and evaluating research. It is useful for professionals seeking to both use and conduct research projects.
The unit encompasses your international, rural or remote education experience that has been organised through QUT. The learning in this unit will develop your knowledge, skills and application for working. As part of this unit you will engage professionally with diverse linguistic, cultural, religious and socio-economic networks and communities. This unit builds on what you have learnt in the areas of engaging with an international, rural or remote experience, allowing you to investigate and consider diversity and professional practice and engagement.
Early childhood teachers draw on educational theories and practices, curriculum knowledge, play-based pedagogies, and understanding of the multiple ways that children learn to provide effective, inclusive and engaging educational environments for children aged 3-5 years.This unit focuses on examining the roles and practices of early childhood teachers; building respectful relationships with children, families, communities and colleagues; observing, documenting and assessing children's learning; planning and implementing engaging play-based pedagogies to support and extend children's learning; and critically reflecting on teaching, and links between the National Quality Standard and the Australian Professional Standards for Teachers. The unit includes a 15-day professional experience placement (ACECQA requirements) in a kindergarten setting and will further support you to develop knowledge and skills related to your Quality Teaching Performance Assessment (QTPA).
This is the first discipline unit that you will take in the first year of your degree. It will provide you with a broad introduction to Young Adult (YA) literature, created for and/or marketed to readers aged between 12 and 20 years. This unit complements and extends the study of literature in the English Curriculum units. It addresses similar aspects of literary criticism but applies these elements to literature specifically intended for adolescents and young adults. In this unit you will also engage with a number of topics essential to the professional development of secondary English teachers including scope and nature of YA literature; strategies for evaluation and selection of focus texts; recent research into teenagers' reading needs, interests and responses. You will also address questions about literariness, appeal, and the changing role and format of literary YA texts in learning environments dominated by digital media.
As a future mathematics educator you will need to be aware of the mathematical opportunities in everyday encounters that will enhance children's mathematical proficiencies. Through your participation in this unit you will develop conceptual and pedagogical knowledge of mathematics education, with a focus on algebra, geometry, probability and statistics. This unit builds upon knowledge attained in EUB111 Primary Mathematics Curriculum Studies 1 and provides important foundational work for the proceeding unit, EUB307 Primary Mathematics Curriculum Studies 3.
This unit has a 15 day professional experience placement designed to further introduce you to the practice of teaching, building upon the learning you have had to date, especially the unit EUB104. Throughout this unit you will develop the skills necessary to critically analyse your professional practice and identify areas to strengthen. You will develop a range of planning and teaching strategies designed to positively impact on a diversity of learners in positive learning environments. The unit content and professional experience combine to provide you with purposeful learning and reflection opportunities for you to begin to develop and shape your emerging identity and practice as a beginning teacher. Learning in this unit will be directly related to preparing for and reflecting on the time you will spend in a school. There will also be a focus on developing skills and practices for professional resilience.
This unit will cover targeted strategies for learners with complex learning profiles in inclusive classrooms in prior-to-school and formal school contexts. This unit focuses on why, when and how to make adjustments in accordance with the Disability Standards for Education 2005, and how to do so in partnership with parents/carers and in collaboration with relevant external professionals and teacher aides. The learning in this unit will develop your understanding of learners with complex learning profiles and your capability to plan and enact supplementary, substantial and extensive adjustments to curriculum, pedagogy and assessment within inclusive classrooms in prior-to-school and primary school contexts. The unit is offered at the mastery stage of the course to develop your ability to teach learners with complex learning profiles. It builds on your learning in EUB207 and is related to other units covering pedagogical and curriculum approaches.
In this unit you will explore essential elements of quality early childhood education and care, including leadership, management and advocacy. These are essential when building strong, respectful and meaningful relationships with children, families and staff. Understandings of leadership, management and advocacy from diverse, contemporary and cultural perspectives, enable early childhood educators to work optimally with diverse children, families and communities in varying early childhood contexts. Through exploring leadership and management theories and approaches to advocacy from contemporary research and literature you will expand upon and master your existing skills. Advocacy and its capacity to affect change and growth is integral to the unit. Social justice, ethics, and equity are explored as effective principles for the successful leadership and management of early childhood services.
This unit focuses on using digital technologies as a general capability across early childhood, primary and secondary education contexts, while emphasising the importance of ethical use of digital technologies on new and innovative approaches to teaching and learning. General capabilities are common across all three cohorts as part of the Australian Curriculum. Digital technologies play an essential role in how individuals work, live, play and learn. It is imperative for educators to understand how to use digital technologies to support and enhance student learning experiences. This six week unit provides you with theoretical and practical approaches to using innovative digital technologies in the classroom, while ensuring that you have the pre-requisite knowledge and skills to apply the essential learnings of digital pedagogies to units in this course. You will be introduced to the eportfolio which you will then build upon in subsequent units.
The Early Years Learning Framework and Primary English curriculum provide key contexts for the development of literacy skills and knowledges. Literacy is an area of concern for all early childhood and primary teachers, and comprises the largest proportion of daily learning. In current times it is vital for all learners to understand and work with texts across a variety of modes, therefore oral language, print reading and writing are key components of this unit. There will be a focus on the teaching of phonics, speaking (oral language), listening, spelling, reading fluency, reading comprehension, viewing and assessment of these vital English skills, drawing on current learning frameworks and curriculum documents. Elements of this unit interconnect with EUN201. A further aim of the unit is for you to develop your own academic, personal and professional literacy capabilities.
The development of mathematics knowledge, skills and applications across a wide range of situations is critical for your development as an early childhood or primary teacher. Mathematics knowledge and skills are included in your course because you will develop theoretical and practical knowledge to support learners as they learn to become numerate. This unit provides you with the foundations of two strands of the Australian Curriculum: (i) Mathematics - Number and Measurement, (ii) Proficiencies early numeracy is also explored in relation to the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. Work in this unit will be added to your eportfolio that you started in EUN101. You will develop your confidence and capacity to teach Number and Measurement and their interconnections with other curriculum areas, educational contexts and wider society.
Science is necessary for understanding the world around us. From birth onwards, children actively explore their environment and try to make sense of their world. You will enhance your content knowledge, particularly in the areas of biology, chemistry, physics and earth and space science, through your participation in inquiry-based and hands-on learning activities. This will be integrated with pedagogical and curriculum knowledge to enhance your repertoire of instructional approaches, and to develop your pedagogical content knowledge for teaching to all learners. This unit will build on theories of teaching and learning from previous units including literacy, numeracy, and digital literacies, and will provide you with the knowledge and skills to develop and implement age-appropriate science learning experiences. If you selected Science as your primary specialisation, it is reccommended you take EUN303: Science Primary Science Specialisation 1 alongside this unit.
Within the current policy and legislative context in Australia, teachers are required to respond to the needs of diverse learners and offer support through a multi-tiered response model, which integrates Quality Differentiated Teaching Practice and levels of adjustments for diverse groups of learners. The Australian Curriculum and The Early Years Learning Framework have been designed to enable flexibility and to ease adjustments to facilitate access using the principles of Universal Design for Learning, to meet the needs of all learners. This five-week unit will equip you with the knowledge and skills, developing your understanding of inclusive philosophies, policies and approaches, and your ability to apply inclusive teaching strategies across all educational contexts, to cater for diversity including learners with disabilities and gifted and talented learners.
Teachers require knowledge of leadership types, leadership styles and approaches as a framework for working collaboratively and optimally with a diverse range of people, communities and online professionals. Understandings of how management structures impact on programs and service provision shows how and why organisations function in particular ways. These leadership and management insights enable you to participate effectively as part of a team of staff and to influence and lead decisions in early childhood settings and schools for children, families, staff and the community. This six-week unit provides you, as a potential leader in education, and in your career as a teacher, with knowledge of entrepreneurial education, and develop an entrepreneurial mindset which will enable you to develop these qualities in your students and in your organisation. It will aid understanding of legislative, administrative and organisational policies and processes required for teachers and leaders.
In conjunction with EUN121, this unit will extend upon your foundational knowledge of curriculum and pedagogy developed in EUN120. This unit will provide you with a theoretically framed opportunity to deeply explore the assessment intentions and subject matter of the junior secondary curriculum (Years 7-10). Through the unit's structured learning activities you will develop knowledge and skill in the design of responsive and valid assessment within associated learning sequences. As you develop your skills in assessment (diagnostic, formative and summative, and informal and formal) and planning, you will consider principles of authentic assessment and Quality Differentiated Teaching practice; and the implications that assessment data will have upon your teaching, preparing you for your first and subsequent professional experiences. Your knowledge and skill will be further developed in future units in which you will consider learning in senior secondary settings.
This unit prepares you for your first professional experience placement. You'll make links between theory and practice in the field to become critically aware of the influences on a teacher's decision-making. Your beginning understandings support positive learner behaviours and children/student well-being to plan, implement and manage positive learning experiences in a diverse range of educational settings. You'll learn about verbal and non-verbal communication strategies to support student engagement and develop knowledge of practical approaches to manage challenging behaviour / strategies to support young children and students' well-being. You'll learn about student safety working within the site, system, curriculum and legislative requirements and develop your e-portfolio. It incorporates a 15 day professional experience. Early Childhood students also complete professional experience (10 days) in an Early Childhood Setting (Birth - 2).
You will explore and continue to build your knowledge and skills to use the strands and their associated topics across a wide range of situations and contexts to enhance your development as a teacher. This focus is included in your course because you will need to teach children how to become numerate and be able to make sound decisions in their lives. This unit integrates the knowledge and skills developed in the first mathematics and numeracy (EUN107) unit to provide you with the foundations of strands of the Australian Curriculum: Mathematics - geometry, algebra, statistics and probability. It seeks to build your capacity to recognise the numeracy demands across a range of contexts to assist all children to identify the interconnectedness of mathematical knowledge and its application in everyday life.
This unit provides you with foundation skills and knowledge to teach the Arts, including dance, drama, media arts, music and visual arts. The Arts traditionally and historically play an important part in early childhood and primary education with their potential to inspire children to reach their creative potential and to enrich their experiences in before-school and primary school contexts. This unit is about the social, emotional, cultural and educational importance of the Arts. Teaching and learning in the Arts requires ongoing construction and reconstruction of new knowledges about learners, learning and learning contexts. Relevant theories, principles and philosophies will be considered and analysed, and form the basis for developing quality Arts programs in schools and before-school settings. At this point in the course, you'll consider the role of the Arts disciplines in education, as well as the Arts role in teaching and learning about other key learning areas.
This unit develops your knowledge of the “Technologies” Learning Area of the Australian Curriculum and the associated pedagogy required to teach this in primary and early childhood settings. You'll learn how to develop design and computational thinking in future students, enabling them to create designed solutions to address authentic problems and opportunities. Practical experiences and communities of practice development are important features of the unit and you'll become aware of the nature of technology and technological literacy and how it connects with the knowledge and skills developed in mathematics, science and digital literacies units. You'll explore and develop skills to teach the Technologies learning area in early childhood and primary education. You'll learn how to teach students to use critical and creative thinking in design processes, develop and evaluate technologies that create solutions to complex challenges, contributing to sustainable patterns of living.
This unit further develops your knowledge, skills and understandings of professional practice in the field. The unit focuses on enhancing your understandings of learners; creating curriculum; documenting and assessing learning; providing learners with feedback; and, planning for learners in alignment with individual and group needs and interests, as well as, curriculum and professional expectations. The unit extends on your research skills to include action research in the field and you will use data collection and analysis to inform your teaching practice. The professional experience placement will enable you to deepen your understandings of the interrelationships between theory and practice. The unit incorporates a 20 day professional experience placement (25 days for EU40 students who have only previously successfully completed a 10 day professional experience unit). This is a research unit as part of AQF-level 9.
STEM provides a disciplinary context through which learners of all ages, in formal and informal settings, can develop what are often referred to as 21st Century Skills, including critical and creative thinking, collaboration, communication, innovation and entrepreneurism, and digital fluency. In turn, the development of these skills supports the development and enhancement of conceptual understanding across the STEM disciplines. This unit, the first in the STEM in Education study area, introduces various conceptual frameworks for understanding STEM in Education that will be further explored in other units of the study area. This unit will prompt you to critically reflect upon your experiences of STEM education and to identify opportunities to further support the learning of STEM and the development of 21st century skills. You will connect with peers who represent a broad cross section of STEM education contexts and who share an interest in advancing STEM education.
STEM curricula make various references to types of discipline-specific thinking (e.g., mathematical modelling, scientific inquiry, systems thinking, computational thinking, and design thinking), as well as the more general skills of critical and creative thinking, collaboration and communication. Understanding such types of thinking supports a connected approach to STEM teaching and learning.
Productive work in the STEM fields is often associated with some form of question-posing and problem solving, and authentic STEM learning hinges on learners curiously inquiring into the world around them. Pedagogies have been developed that can be used in STEM education to promote such inquiry-oriented learning, including those that make significant use of digital technologies to support learning. Through such learning approaches, learners not only develop understanding about STEM concepts and propose solutions to problems, but they also authentically develop various higher-order thinking skills.
This unit focuses on developing your understanding about some of the many important people issues in organisations today. It is argued in this unit that people are the most important resources in organisations and, as such, a study of the effective leadership and management of that resource is important in enhancing organisational effectiveness.
Schools are a reflection of diversity within global and local education communities. An inclusive approach to education involves a critique of social values and priorities and the structures and institutions they support. It involves the politics of recognition and is concerned with the serious issue of who is included and who is excluded within education and society generally. This unit will provide an understanding of the historical and theoretical background of inclusion as well as knowledge of the theories, current research, and implications for instructional practice related to supporting students with learning difficulties and disabilities in inclusive classrooms.
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