You can study individual units for personal or professional development without having to apply for a full QUT course.
If you successfully complete a unit, you may be eligible for credit if you decide to apply for a degree course in the future.
Units anyone can study
These units don’t have any requirements for previous study or background knowledge.
But if your previous studies were not in English, or were completed in a country where English is not the first language, you will need to demonstrate that you meet our English proficiency requirements when you apply.
Design Consequences is a foundational unit employing historical, theoretical, and applied methods to explore the ways in which design influences and is influenced by cultural traditions and practices, beliefs and biases. Working across frames of past, present and future, you will learn how to critically engage with and draw upon these cultural factors and influences to shape and define your design work and practice. The twenty-first century presents designers with a challenging context characterised by the increasingly dramatic effects of climate change, growing levels of inequality, and destabilised geopolitical conditions. This unit will introduce you to a range of ideas, methods, and approaches necessary to understand design not only as products, environments, services and experiences but also as a social, cultural, political, and economic agent.
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.
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 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, and 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 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.
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.
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 quality differentiated teaching practice to support the engagement, participation and achievement of 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 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 is designed to increase your understanding about the inter-relationship between teaching, ethics and the law. This will be achieved, first, by examining both of the nature of ethical judgments, and of the strengths and weaknesses of the main approaches to ethical conduct – Consequentialist Ethics, Deontological Ethics and Virtue Ethics – approaches that most of us take for granted, and employ every day. The unit will then investigate how such ethical frameworks underpin our approaches to three other associated social and educational building blocks: those of rights, justice and the law. This will not only equip teachers with a knowledge of the intricate relationship between these important constructs, it will also illustrate some of the ways in which their professional lives are shaped by very specific legal rights and responsibilities.
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.
Inclusive education is a process of systemic transformation that begins with educators acquiring the knowledge and skills necessary to ensure that all learners can access and participate in high-quality, age-appropriate curriculum, pedagogy and assessment in regular classrooms and early childhood education and care settings. This includes learners with a disability for whom inclusive education is a human right in accordance with international law and who are entitled to reasonable adjustments under national anti-discrimination legislation. This unit steps through the fundamental knowledge that educators need to meet their legal obligations and to understand inclusive practice. Together with EUN681, EUN639 provides a strong foundation for the three other core units in the inclusive education specialism: EUN640 Reading and Writing Difficulties, EUN641 Multi-tiered Supports for Diverse Learners, and EUN642 Creating Positive Learning Environments.
Learning to read and write with clarity and efficiency is essential for participation in modern society. However, approximately 20% of children experience ongoing reading and writing difficulties, resulting in academic underachievement, early school leaving, and unemployment. High-quality early reading and writing instruction and targeted, evidence-based supports are essential to ensure all learners can develop reading and writing competence. This unit provides opportunities for educators to build their knowledge of the teaching of reading and writing, with a focus on strategies to support learners who experience persistent difficulties. Evidence-based methods of collecting and using student data, explicit teaching strategies and adjustments will be explored, enabling educators to feel better equipped to teach reading and writing, as well as to identify and address difficulties in the learning process.
Multi-Tiered Systems of Support (MTSS) are evidence-based frameworks guiding provision of high-quality teaching and learning. MTSS bring together universal approaches with processes and strategies for making significant adjustments in a systematic and effective way. This unit will cover concepts and research underpinning MTSS in inclusive classrooms and prior-to-school settings. This unit will develop your understanding of universal, targeted, and intensive approaches to designing accessible curriculum, pedagogy, assessment, and learning environments, and processes for making reasonable adjustments for diverse learners, including students with complex learning profiles. The unit will build your scholarly knowledge, pedagogical ability, and ethical practice for creating inclusive learning environments, and enhance your responsiveness to the learning strengths, rights and requirements of diverse learners.
In learning contexts, an in-depth knowledge of effective practices that create positive and supportive learning environments, collaborative partnerships and teaching practices that address the requirements of all learners is essential. This unit responds to educators' concerns about how to effectively create and maintain safe and supportive learning environments that meet the requirements of all learners. It focuses on theory, knowledge, and practices to effectively understand the requirements of all learners; manage the environment to support all learners' participation and engagement; and respond proactively to more challenging contexts and complex requirements. Theoretical approaches and practical strategies in teaching and supporting learners with complex profiles in inclusive classrooms will be emphasised including functional behavioural assessments, personal and social capabilities, connectedness and wellbeing.
In this unit, you will develop your knowledge of culturally responsive pedagogy that enhance learning opportunities for First Nations learners and deepen understandings of First Nations perspectives that can be incorporated into your learning spaces. We consider the development of thinking around teaching strategies for First Nations education contexts, including the emergence of Aboriginal learning styles and the use of Aboriginal processes for learning, and we critically engage with the implications of Australian Professional Standards for Teachers 1.4 and 2.4. This unit will enable educators to choose teaching strategies responsive to their students and intended learning, enhancing the learning opportunities for First Nations and non-Indigenous learners.
In this unit, you will develop your understanding of First Nations perspectives, focusing on the centrality of relationships to place, people and knowledge, and investigate how this interacts with the requirements of current Australian curriculum. This unit centralises and develops the abilities of educators and knowledge holders to work together to create learning opportunities informed by the two great knowledge traditions of this continent. This unit will enable educators to embed First Nations perspectives and work with First Nations knowledge according to protocol to enhance the learning opportunities for First Nations and non-Indigenous learners.
In this unit, you will develop your understanding of policy eras that have shaped the treatment of First Nations peoples since 1788, ending with a focus on present-day policy initiatives. The unit content will specifically investigate the role of education in delivering policy intentions and the impact this has had, and continues to have, on First Nations peoples and their ways of knowing. These understandings will contribute to the development of your own critical practice in First Nations education.
In this unit, you will design a learning sequence for your education context that embeds First Nations perspectives or knowledges. This unit provides an opportunity to develop a learning sequence with guidance from First Nations education academics and a shared journey with your peers. You will critically reflect on your own cultural position and how this influences and shapes your design, and develop a plan of action for future practice.
In this unit, you will begin to build your knowledge and understanding of important research, key theories and concepts relating to trauma-aware education. You will work with peers to consider the implementations of this theory and research and to identify ways to strengthen educational policies and practices that better respond to the holistic needs of children and young people. This unit is designed to be studied at the beginning of your specialisation as it provides foundational information for the remaining units in the Graduate Certificate and Master of Education course. The unit may also be studied as a single option unit.
There is growing understanding of the impact of Adverse Childhood Experiences (ACEs) on learning, well-being, health and life outcomes. ACEs are a range of potentially traumatic events that occur during childhood. In this unit, you will examine important research informed by the initial "Centers for Disease Control, Kaiser Permanente ACE Study" that contribute knowledge and practice for schools and early childhood education and care services. You will work with peers to consider the implementations of this research and to identify ways to strengthen educational policies and practices that better respond to the holistic needs of children and young people. Along with EUN651, this unit is designed to be studied at the beginning of your specialisation as it provides foundational information for the remaining units in the Graduate Certificate and Master of Education course. The unit may also be studied as a single option unit.
In this unit, you will build your knowledge and understanding of important theory and research examining the biology and neurobiology of child and adolescent development, the impact of complex trauma on development and functioning, and the intergenerational transmission of complex trauma. Your growing understandings will be applied to the education context including early childhood education and care and primary and secondary schooling. You will work with peers to consider the implications of this information for educational policies and practices and will develop your skills to explain key learnings to colleagues. This unit is designed to be studied along with or after EUN651 and EUN652, as part of the Trauma-Aware Education specialisation for the Graduate Certificate or Master of Education course. The unit may also be studied as a single option unit.
This unit will examine the challenges faced by particular groups of children and young people who are living with the outcomes of various types of trauma, and how schools and early childhood services can respond to these challenges.
In this unit, you will examine the means to advocate for, progress and lead trauma-aware work in school and early childhood education and care contexts, to align with current systemic frameworks and to enhance learner outcomes and staff well-being. You will also work with peers to develop your skills for the design and delivery of professional learning to colleagues. This is the final unit of the Trauma-Aware Education specialisation for the Graduate Certificate or Master of Education course.
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.
Early childhood teaching and learning in the arts and sciences requires ongoing construction and reconstruction of new knowledges about learners, learning, and the early years context in which learning takes place. You will build on your knowledge base of the arts and sciences. You will be supported to develop effective communication capabilities using appropriate literacies to exercise confident leadership in learning environments. This unit aims to challenge you, as leaders in early childhood teaching and learning, to interrogate a broad range of ideas, principles and guidelines to inform decisions about arts and science curriculum and to engage with trans-disciplinary and cross-disciplinary knowledge and innovation. You will be challenged to engage in critical evaluation of approaches to teaching and learning, to use appropriate techniques to analyse and solve problems, and to manage change productively.
Children's early experiences are critical in laying the foundation for them to become numerate citizens and critical participants in society. It is essential that children have opportunities to develop concepts that are foundational to understanding in mathematics. Therefore, early years educators require knowledge about how young children develop understanding in a number of conceptual areas and a positive disposition towards mathematics. In this unit, you will learn about foundational concepts in mathematics and explore ways in which early childhood educators can develop appropriate learning opportunities and foster children's mathematical development.
The focus of this unit is to help you to understand recent research-based practices for learning and teaching literacy and language in early childhood education contexts. Emphasis is placed on a definition of literacy as a critical social, material and cultural practice, and a balanced approach to literacy teaching and learning is fore grounded. The unit highlights the importance of all children becoming active participants in a society, and of knowing and engaging in a range of literacy and language practices. You will have opportunities to consider the importance of providing high quality literacy and language instruction for all students as a basic foundation of a socially just or high equity education system. You will engage in addressing current issues and debates, and in understanding the research research evidence and professional practices that underpin literacy and language learning and teaching in prior to school and early years of schooling.
This unit will introduce you to core counselling techniques and communication skills that underpin effective helping strategies used by counsellors in a range of helping professions. The unit will assist you to understand and use particular skills that help to increase your own self-awareness and awareness of the needs of others. The aim of effective counselling is to develop the capacity of clients to problem-solve and to work towards their goals and potential.
This unit is designed to provide you with a broad understanding of the various types of psychoeducational assessment techniques and strategies used in the educational context by Guidance Officers/School Counsellors. Throughout this unit, you will examine a range of psychoeducational assessment strategies such as observation, interviewing and formalised testing of learners who exhibit learning, behavioural and/or emotional difficulties.
This unit will introduce the range of genres and approaches identified as practitioner-led or practitioner-engaged. The unit promotes an inquiry stance to research, valuing practitioners as knowers and agents of educational or social change. You will learn about this family of research approaches, including: design-based research; action research, participatory action research; practitioner-as-researcher; self study; and practice research. Dimensions covered include the roles and identities of researchers and practitioners; positive research partnerships; design and methodology; methods and how they are applied; research problems that lend themselves to practitioner-led inquires; and issues of rigor and generalisation. This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
In this unit you will build your capacity to undertake two qualitative approaches to educational research: case study and ethnography. You will begin by exploring how these approaches enable researchers to study practices in specific contexts, and to see patterns between people and systems. You will explore examples of how each approach can be used to critique or inform policy, engage in social transformation efforts, and provide insightful evaluations. You will learn about specific methods and techniques, and how research data is collected and used in different settings. You will consider the affordances of each approach through examining the contributions you could make by engaging with these research approaches. This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
Evaluation is a particular subset of research that aims to result in a judgement about the value of a particular approach. Evaluation seeks to understand the effectiveness of programs, practices and policy: what works for whom and how? This unit will introduce you to critical processes and current thinking about evaluation. You will explore how different purposes for evaluation may be applied in educational and other settings. You will learn about the theory and terminology of evaluation; processes for articulating a theory of change for evaluation; design of program logic models; steps for evaluation design; and critical literacy in relation to interpreting and applying evaluation findings. This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
This unit aims to introduce the principles and practice of designing surveys including the strengths and weaknesses of survey research, the survey research process and contexts in which survey research might be used. Core issues in questionnaire design will be discussed, question types and response categories. Wording and ordering, layout and length of questionnaire, memory and recall, sensitive questions and the importance of evaluating and testing survey items will be incorporated. Issues related to reliability and validity will also be addressed including sampling, sample size and non-response and sampling error. Finally the unit will focus on ethical considerations in survey research and reporting. This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study.
In this unit you will design a research-focused project to investigate a topic of professional interest and relevance. This will lead to a project proposal and oral poster presentation where you will recommend an implementation strategy or proposal for future action. This capstone unit will support you to reflect on and refine the specialised knowledge, mastery of theory and high level skills you have developed over the course of your study and apply these to a real world practice context. You will cultivate ways of working to identify problems, research the evidence base, build your confidence and ability to communicate findings and critically reflect on your role in leading change and improved educational practice. This unit is designed to be studied as part of the research pathway in the Masters of Education. This unit helps prepare students for both practitioner research and further postgraduate study.
Primary specialist teachers need knowledge and understanding of how to integrate Health and physical education within the other key learning areas. This unit provides you with the opportunity to experience and learn the connection between physical activity and health and its role in meeting the developmental needs of children. Additionally, you will participate in a range of learning experiences appropriate to the developmental needs of children and acquire the skills necessary to safely deliver student learning in an open environment. Topics include principles of the health and physical education years 1-10 syllabus; motor skill development and ability related expectations for teaching HPE; planning for quality instruction and linking physical activity with health; planning and teaching HPE; classroom management and safety issues.
This introductory unit addresses core animation processes and theories and the key historical aspects of the field. Animation intersects a wide range of creative disciplines resulting in a vast number of diverse outcomes and methods of practice. However, animation in its truest form, no matter what the medium or purpose of its outcome, is the illusion of movement facilitated by the manipulation visual content within a frame. This knowledge will enable you to progress into units such as KNB135 Animation Aesthetics and KNB215 Animation Performance.
This unit engages with contemporary screen productions and the ways in which they look and sound. It aids you to develop an appreciation of the artistic and production practices of key individuals and studios. The styles of recent screen productions (how they look and sound) are the result of past and contemporary creative innovations associated with key individuals, production houses, and studios over an extended period of time. This unit considers the styles of screen productions such as movies, television shows, and video games as being the result of evolving production practices, technological developments, individual and collaborative creative endeavours, and audience expectations.
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.
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, 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 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 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.
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 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.
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.
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.
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.
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.
Connected Learning in STEM will develop your understanding of integrated STEM curriculum, pedagogy, and assessment theory and practice. Participation of pre-service teachers from non-STEM teaching areas is welcomed. As a small group of peers (each with differing discipline knowledge and skills), you will be provided with an authentic context in which to collaboratively develop a connected STEM learning experience. This context will involve using a design-based approach to respond to a brief provided by a partner school. The brief will outline the need for the creation of an innovative STEM learning experience that aligns to the school's ethos, pedagogical framework, and student demographic. Your group will draw upon its collective expertise to respond to the design brief by proposing a learning experience which will be presented back to the partner school at the end of the unit. In doing so, you will demonstrate your understanding of connected learning in STEM.
At a time of increasing migration, educational institutions are experiencing growing enrolments of students from diverse cultural and linguistic backgrounds. In domestic contexts students are learning through English as an additional language (EAL) or through Standard Australian English as an additional dialect (EAD). In overseas settings, the focus is English as a foreign language (EFL). For teachers, school leaders and policy-makers as well as Teaching English to Speakers of Other Languages (TESOL) professionals, knowledge and skills in promoting learning in second language contexts is crucial. This unit introduces you to foundational knowledge about language; the integral role of language in teaching and learning; and practical teaching methods and techniques for learners using English as an additional language. A key focus of the unit is the integration of theory and practice, that is, applying TESOL principles to promote improvement in your teaching.
In the context of teacher education, there is increasing acknowledgement of the importance of studying the relationships between language, pedagogy and society. This unit will provide you with understandings of these relationships and how they impact communities and educational settings, notably schooling in Australian and overseas contexts. At a time of increasing migration and diversity, understanding the social and cultural influences on language use is crucial for ensuring educational access and social participation by all learners. It is also vital for understanding language choices and rights in multicultural, pluralistic societies.
Whether working with an official syllabus or curriculum or from an analysis of language needs, EAL/D teachers, community language teachers and those who work with them such as school leaders, curriculum and materials developers, policy makers and program managers in the area of TESOL, need an understanding of current issues in course design and the processes involved in developing effective language programs for specific groups of learners. This unit introduces the factors that influence teachers in the development of language programs. It includes analysis of the following areas: learner profiles and needs; aims and objectives; processes and criteria for selecting methodology; content selection and sequencing; choice and evaluation of materials and resources and processes involved in developing courses.
In this unit you will be introduced to theories and practices in second language assessment. It provides you with the opportunity to examine and evaluate both classroom-based assessment tasks and standardised tests used to assess the proficiency of second language speakers, including learners for whom English is an additional language or dialect (EAL/D). Language teachers and school leaders need both the understanding of theoretical aspects of language assessment and the skills necessary for the creation and interpretation of classroom-based language assessment tasks. Through reading and discussion of recent research into language assessment, you will also develop a framework through which to evaluate language assessment tasks used in a teaching context relevant to you.
Leadership within educational organisations occurs in various forms, from official leadership roles right through to the day-to-day professional practice of educators. In this unit, you will explore concepts of leadership and construct (and reconstruct) your own leadership identity as an aspiring or current leader. Throughout this unit you will engage with a wide variety of leadership theories and frameworks. You will then be supported to respond through a process of reflexive identity work that addresses the fundamental questions of “who am I as a leader?” and “what does leadership look like for me?”. Through this process you will consolidate your own critical understandings of adaptive, resilient leadership as a dynamic and ongoing development process that is shaped by knowing, doing and being.
In this unit, you will learn how to lead the collective and individual learning and development of others, whether you are a mentor, middle leader, professional developer, school or system leader or aspiring leader. You will engage with adult learning theories and principles and explore how these can be applied to designing learning processes for leading others for varying purposes in specific educational contexts. In this unit, you will also be introduced to principles of coaching and mentoring and how to establish and maintain a professional learning culture in workplace contexts.You will engage with specific work-based challenges for leaders such as workplace supervision and managing underperformance and will explore ways to negotiate these challenges effectively and ethically.
The dynamics of educational institutions and contexts require leaders to identify and cultivate innovations that purposefully respond to changing needs and new opportunities. This unit will provide you, as a current or emerging leader, with conceptual and practical tools for understanding, designing and activating innovation in the real world. You will explore relevant leadership models and processes, strategic thinking and planning, governance, and the importance of understanding and working with people to realise meaningful change.
In this unit, you will develop your knowledge of evaluation approaches, and how you can lead evaluation to improve educational quality. This unit will equip you with principles and practical tools to understand a range of practical evaluation approaches. You will understand different ways that educational policy is created, and evaluated in practical ways, as well as critically analyse the influence of evidence in accountability systems, evaluate values inherent in policies. Using real world scenarios, you will explore the concept of demonstrating impact, drawing on multiple forms of evidence in a range of educational contexts. By integrating the theory and practice, you will be equipped to critically understand and also design evidence-based plans for evaluation in educational contexts.
This unit provides an introduction to social research. It emphasises the foundational aspects of social research and explores qualitative, quantitative and mixed research approaches. It will cover introductory or foundational issues such as what constitutes research, worldviews and epistemologies. You will be introduced to methodology, research design and a variety of methods commonly used in social research. A key objective is to equip you to become a critical and discerning consumer of social research. This unit will build your ability to evaluate projects in terms of research design, methods of data collection and analysis for the purposes of becoming a better user of research in professional settings.
This unit introduces the fundamental process of data science and provides the necessary computational and statistical foundations for further experimentation in data science. You will learn how and when to use key methods for educational data mining and learning analytics. You will learn how to apply these methods and when to apply them, as well as their strengths and weaknesses for different applications. This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
In this unit you will engage with the theoretical and practical aspects of Large Scale Assessments (LSAs). Topics covered will include theories of assessment, classical test theory vs item response theory, Differential Item functioning, latent traits, scale development, and issues of error, reliability and validitiy. The knowedge and skills learnt in this unit will give you better insight into the the life cycle of a large scale assessment such as NAPLAN or PISA and equip you with the knowledge to make better educational decisions informed by large scale assessments. This unit is designed to be studied as part of the research pathway in the Masters of Education course. This unit helps prepare students for both practitioner research and further postgraduate study. This unit may also be studied as a single unit option.
This unit addresses concepts and movements that comprise early twentieth-century modernism in art and culture. It provides a coherent theoretical-historical knowledge of the period, 1900-1945, while fostering written, and oral communication skills, as well as building capabilities for visual analysis of art works across different media. Modernism is a crucial area of study for understanding twentieth century and contemporary art and visual culture. A proper comprehension of this period will assist you to become an informed practitioner in contemporary art, design, architecture and art writing.
This unit introduces the history of Australian art in the 20th Century. It addresses the national, cultural and social frameworks within which this art has been produced, particularly after World War II, emphasising a number of movements and styles in Australian art and their relationship to international tendencies. The unit also considers the nature of Indigenous art and its contribution to the complexities of Australian cultural identity. All of these issues will assist in understanding that Australian art has, and has continued to be, an important expression of our cultural values. This includes the viewpoints of marginal voices from Indigenous culture and multiculturalism, and at the level of gender and sexual politics.
This unit introduces the historical, philosophical, economic, political, social, cultural, artistic and formal issues related to art production since 1945 and into the post-modern era. It covers topics on neo-avant-garde, and art's engagement with consumerism, the philosophical underpinnings of movements such as Pop Art, Minimalism, Conceptualism, Performance and Earthworks, Feminist art practice, and post-modern art and architecture. The study of these movements will assist you in understanding the history behind arts production and the styles that have been adopted by other creative industries. This unit provides a skill-base for all Creative Industries students and applies to all disciplines and cultural industries including art criticism, arts practice, architecture, landscape architecture, fashion and music. You will also increase understanding and skills that are pertinent to the study of cultural literature and visual analysis.
This unit introduces key ideas and styles of art practice that have emerged since 1989 in a global economy. It develops knowledge and skills that are relevant to cultural literature and visual analysis. It furthers your expertise in problem solving, creative thinking and effective communication of knowledge in a variety of contexts and modes. As a creative industries student, it is important to possess an informed knowledge of art and culture since 1989, including the rise of the experience economy and the centrality of entertainment and post-avant-garde art in global creative industries. The concepts and knowledge gained will aid you to organise and evaluate information, synthesise research material into a coherent form, and write and verbally articulate ideas. This unit is intended to provide a foundation skill-base for you in Creative Industries and is applicable to all disciplines including art criticism, arts practice, architecture and fashion.
Units you need background knowledge to study
These units have requirements for previous study or background knowledge. Check the unit’s previous study requirements for details. If you have any questions, contact the unit coordinator for the semester you want to study.
If your previous studies were not in English, or were completed in a country where English is not the first language, you will also need to demonstrate that you meet our English proficiency requirements when you apply.
This unit builds on the knowledge and skills gained in its pre-requisite (Introductory Educational Counselling), and provides you with an overview of major theories of counselling that are helpful in the schooling context. The unit also assists you to develop a model using one or more of these theories that may be used as a basis for your future practice.
This unit will develop your understanding and knowledge regarding areas of practice undertaken by Guidance Officers/School Counsellors in early childhood, primary school and secondary school settings. This unit is designed to prepare you for your professional experience (practicum) and a career in school guidance and counselling.
Inclusive education is a process of systemic transformation that begins with educators acquiring the knowledge and skills necessary to ensure that all learners can access and participate in high-quality, age-appropriate curriculum, pedagogy and assessment in regular classrooms and early childhood education and care settings. This unit steps through the fundamental knowledge that inclusive educators need to collaborate as members of multidisciplinary teams in designing accessible learning experiences using inclusive practices. Together with EUN639, EUN681 provides a strong foundation for the three other core units in the Inclusive Education specialization: EUN640 Understanding Reading and Writing Difficulties, EUN641 Multi-tiered Supports for Diverse Learners, and EUN642 Creating Positive Learning Environments.