EUB408 Integrated Curriculum: Bringing it all Together
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUB408 |
|---|---|
| Equivalent(s): | CRB007 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Flexible Period - 03A 2026, Kelvin Grove, Internal (Start Date: 19 Jan 2026)
| Unit code: | EUB408 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB007 |
| Coordinator: | Rebecca English | r.english@qut.edu.au |
Overview
This unit investigates ways of translating theory into professional practice for integrating curriculum. Multiliteracy frameworks will be introduced as a foundation for integrated curriculum. The unit considers leadership and enterprise skills for educators, by building on the curriculum knowledge and resources developed over this course to plan an integrated unit of work.
Learning Outcomes
On successful completion of this unit you will be able to:
- Investigate and analyse current and real-world multi-modal texts.
- Justify integrated curriculum teaching practices drawing on educational theory and research.
- Identify and plan for diverse learners, including Aboriginal and Torres Strait Islander students.
- Design innovative, integrated curriculum unit plan maps drawing on knowledge of a range of curriculum areas.
- Critically reflect on leadership and enterprise skills, behaviours and attributes.
Content
In this unit, you will learn:
- multiliteracy designs for learning and pedagogy;
- curriculum and pedagogy planning models;
- Australian Curriculum: cross-curriculum priorities, general capabilities;
- engaging with colleagues to plan entrepreneurial strategies for investigating curriculum-related solutions;
- critical reflection skills for evaluating and reflecting upon project learning experiences; and
- transdisciplinary ways of thinking.
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face);
- Online self-directed learning;
- Personal research and readings; and
- Collaborative activities with peers.
Feedback on Learning and Assessment
You will gain feedback in this unit through participation in weekly workshops with academics and peers. You will receive written feedback on your summative assessment from teaching staff. Opportunities for formative feedback on the development of your curriculum-related solution will be available at points throughout the unit. Feedback to you is provided through opportunities for reflection, discussion and peer-feedback in workshops and in online activities.
Assessment
Overview
There are two assessment tasks in this unit:
- Context Analysis (group) - This assessment connects the unit content about multiliteracies to identifying curriculum-related issues and opportunities, and related solutions.
- Integrated Unit Plan (individual) - This assessment builds on the first assessment and draws on all that you have learnt in the course about professional planning to develop an integrated unit plan. This is followed by a critical reflection on the process and entrepreneurial work of teachers.
Workshops will provide opportunities for discussion, reflection, and feedback and - where relevant - meetings with stakeholders who may be involved in your project. This consultative and iterative process models typical practice in schools where teachers apply investigative skills to the production of effective programs, resources, policy analyses or other artefacts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Context Analysis
In groups you will investigate and analyse multimodal texts that children encounter in a real world context. Drawing on the analysis, your group will identify an issue or opportunity and develop a curriculum innovation (big idea or inquiry question) in response. Justify the importance of addressing this in primary school settings.
This is an assignment for the purposes of an extension.
Assessment: Integrated Unit Plan
You will submit a unit plan and reflection.
Your unit plan will be a detailed integrated unit plan (an A3 sized detailed conceptual map) for implementing your innovative curriculum solution (from Assessment 1). Your plan should engage multiliteracies pedagogies, draw on content from across teaching areas, and include a range of teaching strategies.
Finally, you will individually reflect on how this experience contributes to your preparation as an educator, leader and entrepreneurial thinker; and how multiliteracies pedagogies contribute to entrepreneurial teaching practice.
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Context Analysis, Integrated Unit Plan - Understand how students learn
Relates to: Integrated Unit Plan - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Integrated Unit Plan - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Integrated Unit Plan
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Context Analysis, Integrated Unit Plan - Content selection and organisation
Relates to: Integrated Unit Plan - Curriculum, assessment and reporting
Relates to: Integrated Unit Plan - Literacy and numeracy strategies
Relates to: Integrated Unit Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Integrated Unit Plan - Plan, structure and sequence learning programs
Relates to: Integrated Unit Plan - Use teaching strategies
Relates to: Integrated Unit Plan - Select and use resources
Relates to: Integrated Unit Plan - Evaluate and improve teaching programs
Relates to: Integrated Unit Plan
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Integrated Unit Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Integrated Unit Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Context Analysis, Integrated Unit Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Context Analysis - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Context Analysis, Integrated Unit Plan - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Integrated Unit Plan - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO5, Integrated Unit Plan
Unit Outline: Flexible Period - 03A 2026, Online (Start Date: 19 Jan 2026)
| Unit code: | EUB408 |
|---|---|
| Credit points: | 12 |
| Equivalent: | CRB007 |
Overview
This unit investigates ways of translating theory into professional practice for integrating curriculum. Multiliteracy frameworks will be introduced as a foundation for integrated curriculum. The unit considers leadership and enterprise skills for educators, by building on the curriculum knowledge and resources developed over this course to plan an integrated unit of work.
Learning Outcomes
On successful completion of this unit you will be able to:
- Investigate and analyse current and real-world multi-modal texts.
- Justify integrated curriculum teaching practices drawing on educational theory and research.
- Identify and plan for diverse learners, including Aboriginal and Torres Strait Islander students.
- Design innovative, integrated curriculum unit plan maps drawing on knowledge of a range of curriculum areas.
- Critically reflect on leadership and enterprise skills, behaviours and attributes.
Content
In this unit, you will learn:
- multiliteracy designs for learning and pedagogy;
- curriculum and pedagogy planning models;
- Australian Curriculum: cross-curriculum priorities, general capabilities;
- engaging with colleagues to plan entrepreneurial strategies for investigating curriculum-related solutions;
- critical reflection skills for evaluating and reflecting upon project learning experiences; and
- transdisciplinary ways of thinking.
Learning Approaches
In this unit you will learn through engaging in the following:
- Workshops (online and/or face-to-face);
- Online self-directed learning;
- Personal research and readings; and
- Collaborative activities with peers.
Feedback on Learning and Assessment
You will gain feedback in this unit through participation in weekly workshops with academics and peers. You will receive written feedback on your summative assessment from teaching staff. Opportunities for formative feedback on the development of your curriculum-related solution will be available at points throughout the unit. Feedback to you is provided through opportunities for reflection, discussion and peer-feedback in workshops and in online activities.
Assessment
Overview
There are two assessment tasks in this unit:
- Context Analysis (group) - This assessment connects the unit content about multiliteracies to identifying curriculum-related issues and opportunities, and related solutions.
- Integrated Unit Plan (individual) - This assessment builds on the first assessment and draws on all that you have learnt in the course about professional planning to develop an integrated unit plan. This is followed by a critical reflection on the process and entrepreneurial work of teachers.
Workshops will provide opportunities for discussion, reflection, and feedback and - where relevant - meetings with stakeholders who may be involved in your project. This consultative and iterative process models typical practice in schools where teachers apply investigative skills to the production of effective programs, resources, policy analyses or other artefacts.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Context Analysis
In groups you will investigate and analyse multimodal texts that children encounter in a real world context. Drawing on the analysis, your group will identify an issue or opportunity and develop a curriculum innovation (big idea or inquiry question) in response. Justify the importance of addressing this in primary school settings.
This is an assignment for the purposes of an extension.
Assessment: Integrated Unit Plan
You will submit a unit plan and reflection.
Your unit plan will be a detailed integrated unit plan (an A3 sized detailed conceptual map) for implementing your innovative curriculum solution (from Assessment 1). Your plan should engage multiliteracies pedagogies, draw on content from across teaching areas, and include a range of teaching strategies.
Finally, you will individually reflect on how this experience contributes to your preparation as an educator, leader and entrepreneurial thinker; and how multiliteracies pedagogies contribute to entrepreneurial teaching practice.
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Physical, social and intellectual development and characteristics of students
Relates to: Context Analysis, Integrated Unit Plan - Understand how students learn
Relates to: Integrated Unit Plan - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Integrated Unit Plan - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Integrated Unit Plan
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Context Analysis, Integrated Unit Plan - Content selection and organisation
Relates to: Integrated Unit Plan - Curriculum, assessment and reporting
Relates to: Integrated Unit Plan - Literacy and numeracy strategies
Relates to: Integrated Unit Plan
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Integrated Unit Plan - Plan, structure and sequence learning programs
Relates to: Integrated Unit Plan - Use teaching strategies
Relates to: Integrated Unit Plan - Select and use resources
Relates to: Integrated Unit Plan - Evaluate and improve teaching programs
Relates to: Integrated Unit Plan
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Integrated Unit Plan
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Integrated Unit Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, ULO4, Context Analysis, Integrated Unit Plan - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Context Analysis - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Context Analysis, Integrated Unit Plan - Innovative: Create innovative future-focused learning.
Relates to: ULO4, Integrated Unit Plan - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO5, Integrated Unit Plan