EUB420 Curriculum, Pedagogy and Assessment: Innovation
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: | EUB420 |
|---|---|
| Prerequisite(s): | EUB225 or EUB226 or EUB227 or EUB228 or EUB235 or EUB220 or EUB221 or EUB222 or EUB223 or EUB224 or XNB289. |
| Antirequisite(s): | CRB202, CRB206, CRB210, CRB217 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,528 |
| International unit fee | $4,572 |
Unit Outline: Flexible Period - 03A 2025, Kelvin Grove, Internal (Start Date: 20 Jan 2025)
| Unit code: | EUB420 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB225 or EUB226 or EUB227 or EUB228 or EUB235 or EUB220 or EUB221 or EUB222 or EUB223 or EUB224 or XNB289. |
| Anti-requisite: | CRB202, CRB206, CRB210, CRB217 |
| Coordinators: | Cate Challen | catherine.challen@qut.edu.au |
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 scope will be negotiated with teaching staff. Options may include a topical curriculum-related issue or critically examining education or curriculum matters 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:
- Research and investigate current issues of curriculum and pedagogy.
- Analyse and evaluate research and stakeholder needs.
- Plan an innovative future focused product or plan.
- Collaborate with peers and/or the wider community for the success of your project.
- Critically reflect on leadership and enterprise skills, behaviours and attributes.
Content
The focus of your study will depend on the topic negotiated with the unit coordinator. General content addressed and extended throughout this unit includes:
- identifying significant curriculum-related issues and contexts that require further investigation
- processes for evaluating an education or curriculum matter from a range of perspectives
- identifying and applying leadership and entrepreneurial thinking to curriculum contexts
- developing your entrepreneurial thinking skills and applying them to a curriculum innovation
- collecting, critiquing and synthesising relevant literature and data for curriculum-related issues and contexts
- engaging with colleagues to plan entrepreneurial strategies for investigating a curriculum-related issue
- 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;
- Collaborative activities with peers; 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
You will individually investigate and analyse a significant curriculum-related issue or context. Following completion of your independent context analysis, you will be given the opportunity to gain feedback from peers regarding a curriculum-related problem that requires an innovative solution or initiative. You will record this process via digital technologies.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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 Assessment 1 and from your peers. Your plan should also include a detailed description of the activities 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.
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 and laboratory use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
3 Professional Practice: Plan for and implement effective teaching and learning
- Evaluate and improve teaching programs
Relates to: Context Analysis
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Context Analysis
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Context Analysis, Implementation plan - Engage in professional learning and improve practice
Relates to: Context Analysis, Implementation plan - Engage with colleagues and improve practice
Relates to: Context Analysis, Implementation plan - Apply professional learning and improve student learning
Relates to: Implementation plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, Context Analysis - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Context Analysis - Innovative: Create innovative future-focused learning.
Relates to: ULO3, Implementation plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Implementation plan - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO5, Implementation plan
Unit Outline: Flexible Period - 08A 2025, Kelvin Grove, Internal (Start Date: 14 Jul 2025)
| Unit code: | EUB420 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUB225 or EUB226 or EUB227 or EUB228 or EUB235 or EUB220 or EUB221 or EUB222 or EUB223 or EUB224 or XNB289. |
| Anti-requisite: | CRB202, CRB206, CRB210, CRB217 |
| Coordinators: | Cate Challen | catherine.challen@qut.edu.au |
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 scope will be negotiated with teaching staff. Options may include a topical curriculum-related issue or critically examining education or curriculum matters 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:
- Research and investigate current issues of curriculum and pedagogy.
- Analyse and evaluate research and stakeholder needs.
- Plan an innovative future focused product or plan.
- Collaborate with peers and/or the wider community for the success of your project.
- Critically reflect on leadership and enterprise skills, behaviours and attributes.
Content
The focus of your study will depend on the topic negotiated with the unit coordinator. General content addressed and extended throughout this unit includes:
- identifying significant curriculum-related issues and contexts that require further investigation
- processes for evaluating an education or curriculum matter from a range of perspectives
- identifying and applying leadership and entrepreneurial thinking to curriculum contexts
- developing your entrepreneurial thinking skills and applying them to a curriculum innovation
- collecting, critiquing and synthesising relevant literature and data for curriculum-related issues and contexts
- engaging with colleagues to plan entrepreneurial strategies for investigating a curriculum-related issue
- 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;
- Collaborative activities with peers; 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
You will individually investigate and analyse a significant curriculum-related issue or context. Following completion of your independent context analysis, you will be given the opportunity to gain feedback from peers regarding a curriculum-related problem that requires an innovative solution or initiative. You will record this process via digital technologies.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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 Assessment 1 and from your peers. Your plan should also include a detailed description of the activities 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.
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 and laboratory use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
3 Professional Practice: Plan for and implement effective teaching and learning
- Evaluate and improve teaching programs
Relates to: Context Analysis
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Context Analysis
6 Professional Engagement: Engage in professional learning
- Identify and plan professional learning needs
Relates to: Context Analysis, Implementation plan - Engage in professional learning and improve practice
Relates to: Context Analysis, Implementation plan - Engage with colleagues and improve practice
Relates to: Context Analysis, Implementation plan - Apply professional learning and improve student learning
Relates to: Implementation plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED59 Bachelor of Education (Secondary)
- Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
Relates to: ULO1, Context Analysis - Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Context Analysis - Innovative: Create innovative future-focused learning.
Relates to: ULO3, Implementation plan - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO4, Implementation plan - Reflective: Reframe challenges into opportunities for capacity building and learning.
Relates to: ULO5, Implementation plan