EUB013 Teaching in Flexible and Alternative Learning Programs
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: | EUB013 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,816 |
| International unit fee | $4,932 |
Unit Outline: Semester 1 2026, Online
| Unit code: | EUB013 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this option unit is to prepare you to teach in flexible and alternative learning settings, with a particular emphasis on the rapidly expanding field of flexible learning programs across Australia. Through engagement with contemporary theories, frameworks and strategies used by teachers working in these contexts, you will develop the skills to design rich and diverse learning experiences while providing effective social support for young people who do not thrive in mainstream education. Through engagement with research evidence and practical resources, the unit examines how flexible and alternative programs can mitigate the effects of poverty and implement learning approaches that foster equitable outcomes, advancing social justice and challenging persistent cycles of intergenerational poverty.
Learning Outcomes
On successful completion of this unit you will be able to:
- Explore the socioeconomic, cultural and institutional factors contributing to young people’s disenfranchisement with mainstream schooling and evaluate the role of flexible learning programs in mitigating these issues.
- Analyse the ways research evidence, social justice theories, and learning/teaching frameworks inform practice in flexible and alternative learning programs.
- Analyse and critique the approaches of flexible and alternative learning programs in a range of contexts.
- Design an evidence-based approach to providing social support and safe yet rich, intellectually challenging learning environments for young people in flexible and alternative learning programs.
- Collaborate effectively with student colleagues to critique various approaches while ensuring ethical and respectful, inclusive language and conduct.
Content
The unit will cover topics such as:
- Interrogating societal ideas about flexible/ alternative learning settings, the diverse young people who attend them, their often complex lives and range of needs, and what it means to be engaged.
- Theories that inform social justice approaches to teaching and supporting young people in flexible and alternative learning programs.
- Frameworks that support high quality teaching practice in flexible and alternative programs.
Learning Approaches
In this unit, you will learn through engaging with the following:
- Interactive workshops
- Online discussions
- Lectures
- Recorded interviews with relevant stakeholders
- Authentic assessment tasks to apply your scholarly knowledge of the unit content in real-world contexts
- Self directed learning including weekly readings
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. Formative activities such as in-class tasks, reflections and discussions will support and develop your understanding of key concepts and scaffold your learning for the summative assessments. Formal summative feedback will be given via written comments throughout the assessment and a general comment on the criteria sheet.
Assessment
Overview
There are two pieces of assessment for this unit:
1. Present a considered critique of a flexible or alternative learning program.
2. Create your own approach to teaching in a flexible or alternative learning program, drawing on course readings and wider literature to explain and support your approach.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Presentation on a flexible or alternative program
Working collaboratively or cooperatively with 1-3 student colleagues, develop a case study on one flexible or alternative learning program to present to your student colleagues. Using the Framework for Quality Flexible Learning Programs, other course readings and wider literature, critique the program's approach to providing social and educational support for students.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assessment is not eligible for the 48-hour late submission period and assignment extensions.
Assessment: Construct your own approach to teaching in a flexible or alternative learning program
Develop your own approach to teaching in flexible/ alternative learning programs and, using the Framework for Quality Flexible Learning Programs as well as the course readings and wider literature, justify your approach. You can also use diagrams and images to support your written work.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assessment 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.
Resources
A range of academic and real-world resources are used throughout the unit.
Resource Materials
Other
Prescribed unit readings as outlined
Recommended unit readings as outlined
Interview recordings as provided
Other relevant resources, including links to websites, as provided
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.