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.
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 (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 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 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.
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 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 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.
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.
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.
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.
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.
There have been increasing demands from statuary bodies and other stakeholders for all organisations, whether schools, educational institutions, voluntary organisations, businesses or government departments, to be effective, efficient and managed in a transparently responsible way. This has come at a time when most organisations face external environments that are increasingly chaotic - instability being driven by such forces as increasing government legislation, legal challenges, changing technology, information growing exponentially, reduced time frames and demands for improved quality. This unit will look at the strategic management of an organisation, general systems theory and the issues of governance and accountability to analyse the processes educational organisations and other organisational settings use to maintain their strategic intent and to harness the continuous and discontinuous innovation required to sustain organisations in challenging times.
While the understanding and application of learning theory is essential to the teaching of all students, there will always be some for whom specialised approaches are required in order to maximise their potential. Estimates indicate that approximately 16% of children in Australia can be described as ineffective readers. Children who experience reading and writing difficulties are at high risk for academic failure during their school years and chronic unemployment and ill-health in adulthood. Accordingly, it is vitally important for teachers to develop their knowledge and skills so that they can meet the needs of diverse literacy learners in a flexible, inclusive manner using evidence-based approaches to instruction (DEST, 2005). Content in this unit relates to the components considered critical to reading and writing success, with recognition of classroom-based assessment practices and recommended instructional practices for readers and writers experiencing difficulties.