EUN655 Leading Trauma-Aware Education
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: | EUN655 |
|---|---|
| Equivalent(s): | EUZ655 |
| Assumed Knowledge: | Assumed Knowledge: Completion of EUN651 and EUN652 is assumed. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $578 |
| Domestic tuition unit fee | $3,216 |
| International unit fee | $4,344 |
Unit Outline: Flexible Period - 10A 2025, Kelvin Grove, Internal (Start Date: 08 Sep 2025)
| Unit code: | EUN655 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ655 |
| Assumed Knowledge: | Completion of EUN651 and EUN652 is assumed knowledge. |
| Coordinator: | Judith Howard | ja.howard@qut.edu.au |
Overview
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.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a body of knowledge including recent developments in the field of trauma-aware education (CLO 1.1).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of trauma-aware education (CLO 2.1).
- Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments in the field of trauma-aware education that contribute to professional practice or scholarship (CLO 2.4).
- Demonstrate application of knowledge and skills regarding trauma-aware education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO 3.1).
- Apply knowledge and skills to plan and execute a capstone experience or piece of scholarship related to leading trauma-aware education (CLO3.2).
Content
This unit will explore 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 student outcomes and staff well-being. You will examine education and systemic frameworks and key concepts regarding advocacy and leadership that are relevant to trauma-aware education. You will also develop your presentation skills.
Learning Approaches
The unit has a blended learning design that provides engagement options for students. Throughout this unit, you will learn through engaging in lectures and workshops which you can choose to attend in person or engage with on-line. You will be required to understand, critically reflect and apply the presented content to your own practice and the broader education context.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in discussion forums and activities (on-line or face-to-face) with academics and peers that contribute to your understanding and skill development. This will include a short written proposal for your professional development plan and opportunities to practice your presentation skills, that will provide you with early feedback for completion of your assessment tasks.
Assessment
Overview
- You will develop a professional development plan for a particular education context supported by visual or audio/visual resources to either a) explain your plan or b) deliver part of your plan.
- You will provide a video presentation of yourself introducing your planned professional development.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plan
You will develop a professional development plan for trauma- aware education for a particular early childhood education and care or schooling context. You will outline the timing and components of delivery and justify your inclusions by referring to literature. You will include a PowerPoint (or similar) presentation that is designed to either a) explain your professional development plan to your work colleagues or b) deliver part of your professional development plan to your colleagues.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1, 3.2
This is an assignment for the purposes of an extension.
Assessment: Demonstration (Video)
You will provide a video presentation of yourself, introducing your planned professional development from assignment one, that demonstrates your presentation skills.
Relates to learning outcomes
CLOs 2.4, 3.1, 3.2
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.
Requirements to Study
Requirements
Access to internet and video recording equipment.
Resources
Readings will be made available through QUT Readings and will be accessible QUT Library.
Resource Materials
Prescribed text(s)
Howard, J. A. (2022). Trauma-aware education: Essential information and guidance for educators, education sites and education systems. Australian Academic Press
Recommended text(s)
Howard, J.A. (2013). Distressed or deliberately defiant: Managing challenging student behaviour due to trauma and disorganised attachment. Brisbane: Australian Academic Press
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit. However, the content of the unit may cause some emotional distress for students who have a sensitivity to engaging with content regarding complex childhood trauma, including personal experience. The unit coordinator is available to discuss such concerns with individual students.
Unit Outline: Flexible Period - 10A 2025, Online (Start Date: 08 Sep 2025)
| Unit code: | EUN655 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ655 |
| Assumed Knowledge: | Completion of EUN651 and EUN652 is assumed knowledge. |
Overview
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.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate a body of knowledge including recent developments in the field of trauma-aware education (CLO 1.1).
- Use cognitive and critical reflection skills to demonstrate mastery of theoretical knowledge and professional practice or scholarship in the field of trauma-aware education (CLO 2.1).
- Demonstrate technical and communication skills to design, evaluate, implement, analyse and theorise about developments in the field of trauma-aware education that contribute to professional practice or scholarship (CLO 2.4).
- Demonstrate application of knowledge and skills regarding trauma-aware education with creativity and initiative to new situations in professional practice and/or for further learning with high level personal autonomy and accountability (CLO 3.1).
- Apply knowledge and skills to plan and execute a capstone experience or piece of scholarship related to leading trauma-aware education (CLO3.2).
Content
This unit will explore 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 student outcomes and staff well-being. You will examine education and systemic frameworks and key concepts regarding advocacy and leadership that are relevant to trauma-aware education. You will also develop your presentation skills.
Learning Approaches
The unit has a blended learning design that provides engagement options for students. Throughout this unit, you will learn through engaging in lectures and workshops which you can choose to attend in person or engage with on-line. You will be required to understand, critically reflect and apply the presented content to your own practice and the broader education context.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in discussion forums and activities (on-line or face-to-face) with academics and peers that contribute to your understanding and skill development. This will include a short written proposal for your professional development plan and opportunities to practice your presentation skills, that will provide you with early feedback for completion of your assessment tasks.
Assessment
Overview
- You will develop a professional development plan for a particular education context supported by visual or audio/visual resources to either a) explain your plan or b) deliver part of your plan.
- You will provide a video presentation of yourself introducing your planned professional development.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plan
You will develop a professional development plan for trauma- aware education for a particular early childhood education and care or schooling context. You will outline the timing and components of delivery and justify your inclusions by referring to literature. You will include a PowerPoint (or similar) presentation that is designed to either a) explain your professional development plan to your work colleagues or b) deliver part of your professional development plan to your colleagues.
Relates to learning outcomes
CLOs 1.1, 2.1, 2.4, 3.1, 3.2
This is an assignment for the purposes of an extension.
Assessment: Demonstration (Video)
You will provide a video presentation of yourself, introducing your planned professional development from assignment one, that demonstrates your presentation skills.
Relates to learning outcomes
CLOs 2.4, 3.1, 3.2
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.
Requirements to Study
Requirements
Access to internet and video recording equipment.
Resources
Readings will be made available through QUT Readings and will be accessible QUT Library.
Resource Materials
Prescribed text(s)
Howard, J. A. (2022). Trauma-aware education: Essential information and guidance for educators, education sites and education systems. Australian Academic Press
Recommended text(s)
Howard, J.A. (2013). Distressed or deliberately defiant: Managing challenging student behaviour due to trauma and disorganised attachment. Brisbane: Australian Academic Press
Risk Assessment Statement
There are no identified physical risks associated with completion of this unit. However, the content of the unit may cause some emotional distress for students who have a sensitivity to engaging with content regarding complex childhood trauma, including personal experience. The unit coordinator is available to discuss such concerns with individual students.