EUB430 Curriculum Innovation in Secondary Contexts

Unit Outline: Flexible Period - 03A 2026, Kelvin Grove, Internal (Start Date: 27 Jan 2026)

Overview

This capstone unit provides opportunities to investigate and plan a curriculum and pedagogy innovation project. You will refine your leadership and enterprise skills as an educator and build on the curriculum knowledge and resources you have developed over this course. The project will investigate a curriculum-related issue, literacy, numeracy and educational context with the view to proposing an innovation. As a culminating unit in this course, it fosters integration and application of your knowledge from completed units to investigate and collaboratively plan how your curriculum-related project may be implemented. You are expected to demonstrate a high level of autonomy, agility and collaborative practice to synthesise your project learning experiences, prior experiences, and formal knowledge through reflective practices as a pathway for transformative lifelong learning.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Research and investigate curriculum-related issues and approaches for developing literacy and numeracy across the curriculum.
2. Analyse and evaluate educational contexts and stakeholder needs.
3. Plan innovative curriculum products or plans relevant to specific contexts.
4. Collaborate with peers and/or the wider community to investigate and develop curriculum approaches, products and plans.
5. Critically reflect on leadership, feedback, technology and enterprise skills, behaviours and attributes.
6. Communicate with families about curriculum products and plans, drawing on information and communication technologies.

Content

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;
• Collaborative activities with peers;
• Practice tasks with Gen AI for family communication; and
• Studio-style sessions during which you will be able to access academic expertise in regard to your chosen issue and other aspects of curriculum and pedagogy and assessment in your teaching area.

Feedback on Learning and Assessment

Feedback in this unit is provided to you:

• through a range of formative exercises and discussion in key workshops
• by comments on summative assessment work in addition to criteria sheets
• via grading against a criteria sheet, and
• via feedback from peers and, where relevant, stakeholders.

Assessment

Overview

1. Context analysis - This is a context analysis and identification of a problem as the focus for your project.

2. Implementation Plan - This is a plan for implementing your project and a critical reflection on the process.

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

CC: 2.4, 2.5

Assessment: Implementation plan

You will submit a detailed plan for implementing your innovative solution or initiative in a school. The plan should include details about the innovative solution or initiative, how it will be developed and implemented. Provide justifications of revisions you made throughout the planning process, including those made on the basis of feedback from your peers. Your plan should also include a justification of the appropriateness to the selected context, communication to engage families for learning and strategies for evaluating the outcomes of your innovative solution or initiative.

Finally, you will reflect on how this experience contributes to your preparation as an educator, leader and entrepreneurial thinker. Your reflection should also include consideration of how you will continue to identify professional learning needs in your career and outline relevant and appropriate sources for this professional learning.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

CC:4.3

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.

Resources

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 and laboratory use will apply.