EUN105 Teaching in New Times
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: | EUN105 |
|---|---|
| Prerequisite(s): | Admission to EU30 Master of Teaching (Early Childhood) OR EU40 Master of Teaching (Primary) OR EU50 Master of Teaching (Secondary) |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,020 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUN105 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary). |
| Coordinator: | Peter O'Brien | p.obrien@qut.edu.au |
Overview
This unit introduces you to new and emerging configurations of society, culture, economy, politics, and technology -- the 'new times' in which education today is practised. The implications of these new arrangements for education in early childhood, primary, and secondary settings are both widespread and far-reaching. Oftentimes, they are codifed in policy. In this unit, you will develop a knowledge of these contemporary and emerging configurations and an insight into programmatic - policy - endeavours to marshal education in their name. Your learning will be informed by advanced disciplinary knowledge drawn from the sociology and history of education, and by the development of research skills applied to education's professional, ethical, and inclusive programs, policies and practices. This is an AQF-level 9 unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss socio-cultural contexts of education and apply fundamental research skills needed to investigate them (CLO 1).
- Reflect critically on the ways in which socio-cultural educational theory and its research methodologies and approaches informs and impacts upon educational and pedagogical practice (CLO2).
- Engage and collaborate with student colleagues using ethical and respectful language and conduct, individually and in groups, in a manner which is inclusive of diversity (CLO5 & 7).
- Communicate effectively and professionally in all modes of scholarly and professional engagement (CLO8).
Content
This unit is divided into two modules. Indicative content is:
Module 1: Social Identities in New Times
- The sociological imagination
- Social class
- Childhood and youth
- Researching social identities
- Gender and sexuality
- Ethnicity, race, and Indigeneity, including Aboriginal and Torres Strait Islander perspectives.
Module 2: Social and Policy Contexts in New Times
- Governance, schooling and the role of the Australian Professional Standards for Teachers
- Researching policy programs and practices
- Early childhood education and mass schooling
- Subjectivity, education, and the management of difference
- Big data and digital futures (e.g. NAPLAN).
APST 6.1 addressed in addition to those in the assessment task.
Learning Approaches
This unit utilises an investigative, evidence-informed approach to teaching and learning. You will develop your critical knowledge of the field and have opportunities to apply your knowledge and skills to programs, policy, and practices in education. Your learning will be informed by the sociology and history of education. Being a critical consumer of applied and evaluative research, you will be introduced to effective research design appropriate to the unit's disciplinary focus. In this context, you will demonstrate a knowledge of research principles, methods, and evaluative practice applied to teaching and learning that will have a positive impact on student learning.
The unit adopts a blended learning approach supported by the University's online learning management system. The blended learning approach comprises structured learning activities which include:
- Engaging with selected scholarly research literature to develop both advanced disciplinary knowledge of the field, and scholarly skills of information gathering, data analysis, and critical investigation. Research literature will be provided on the QUT Readings system and in the QUT Library Collections.
- Participation in regular synchronous activities. This will involve internal students in regular on-campus classes. External students in regular, online workshops.
- Completion of regular asynchronous tasks and activities on the University's online learning management system.
In addition, you will be expected to complete regular self-directed learning over the course of the semester. This will involve wider reading, especially for the completion of assessment, and research when and as necessary.
Feedback on Learning and Assessment
Feedback in relation to your learning and your achievement of the unit's learning outcomes will be provided in the following ways:
- comments on summative assessment work;
- discussions during structured learning activities (these will provide opportunities for questions and formative feedback, including feedback from peers); and
- generic comments to the student cohort via the QUT learning management system and email.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative assessment comprises online and in-class discussions and professional conversations with academic staff and peers, as well as written and verbal comments made in response to assessment.
Summative assessment comprises TWO (2) items. Each is designed to measure particular aspects of learning.
- Assessment Item 1: Case Study
- Assessment Item 2: Policy Critique
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
A definition and discussion of key concepts and ideas based on a review of scholarly literature presented in the unit, and an examination of the implications for educational and pedagogical practice.
Relates to learning outcomes
Course learning outcomes: 1, 2, 5, 7, 8
APST: 1.2,1.3, 1.4, 2.4, 7.2, 7.4
Assessment: Policy Critique
An analysis and critique of an educational policy related to unit content.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 5, 7, 8
APST: 1.2,1.3, 1.4, 2.4, 7.2, 7.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Tait, G., Spina, N., Gillett-Swan, J. & O'Brien, P.C. (2023). Making sense of mass education (4th ed.). Cambridge, UK: Cambridge University Press.
Other
Resources available through QUT Library
Department of Education and Training. A Fresh Start: Improving the preparation and quality of teachers for Queensland schools.
Teacher Education Ministerial Advisory Group (2015). Action Now: Classroom Ready Teachers Report.
Ministerial Council on Education, Employment, Training and Youth Affairs (Australia). (2008). Melbourne declaration on educational goals for young Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth Affa
QUT Readings
QUT Readings available from online Learning Management system.
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.
Students should be aware of and comply with the QUT work integrated learning policy under MOPP C/4.4
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
- Understand how students learn
Relates to: Case Study, Policy Critique - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Case Study, Policy Critique - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Case Study, Policy Critique
2 Professional Knowledge: Know the content and how to teach it
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Case Study, Policy Critique
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Comply with legislative, administrative and organisational requirements
Relates to: Case Study, Policy Critique - Engage with professional teaching networks and broader communities
Relates to: Case Study, Policy Critique
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Case Study, Policy Critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Case Study, Policy Critique - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Case Study, Policy Critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Case Study, Policy Critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Case Study, Policy Critique
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Policy Critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Policy Critique - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Case Study, Policy Critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Policy Critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Policy Critique
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Case Study, Policy Critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Case Study, Policy Critique - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Case Study, Policy Critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Case Study, Policy Critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Case Study, Policy Critique
Unit Outline: Semester 1 2024, Online
| Unit code: | EUN105 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary). |
Overview
This unit introduces you to new and emerging configurations of society, culture, economy, politics, and technology -- the 'new times' in which education today is practised. The implications of these new arrangements for education in early childhood, primary, and secondary settings are both widespread and far-reaching. Oftentimes, they are codifed in policy. In this unit, you will develop a knowledge of these contemporary and emerging configurations and an insight into programmatic - policy - endeavours to marshal education in their name. Your learning will be informed by advanced disciplinary knowledge drawn from the sociology and history of education, and by the development of research skills applied to education's professional, ethical, and inclusive programs, policies and practices. This is an AQF-level 9 unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss socio-cultural contexts of education and apply fundamental research skills needed to investigate them (CLO 1).
- Reflect critically on the ways in which socio-cultural educational theory and its research methodologies and approaches informs and impacts upon educational and pedagogical practice (CLO2).
- Engage and collaborate with student colleagues using ethical and respectful language and conduct, individually and in groups, in a manner which is inclusive of diversity (CLO5 & 7).
- Communicate effectively and professionally in all modes of scholarly and professional engagement (CLO8).
Content
This unit is divided into two modules. Indicative content is:
Module 1: Social Identities in New Times
- The sociological imagination
- Social class
- Childhood and youth
- Researching social identities
- Gender and sexuality
- Ethnicity, race, and Indigeneity, including Aboriginal and Torres Strait Islander perspectives.
Module 2: Social and Policy Contexts in New Times
- Governance, schooling and the role of the Australian Professional Standards for Teachers
- Researching policy programs and practices
- Early childhood education and mass schooling
- Subjectivity, education, and the management of difference
- Big data and digital futures (e.g. NAPLAN).
APST 6.1 addressed in addition to those in the assessment task.
Learning Approaches
This unit utilises an investigative, evidence-informed approach to teaching and learning. You will develop your critical knowledge of the field and have opportunities to apply your knowledge and skills to programs, policy, and practices in education. Your learning will be informed by the sociology and history of education. Being a critical consumer of applied and evaluative research, you will be introduced to effective research design appropriate to the unit's disciplinary focus. In this context, you will demonstrate a knowledge of research principles, methods, and evaluative practice applied to teaching and learning that will have a positive impact on student learning.
The unit adopts a blended learning approach supported by the University's online learning management system. The blended learning approach comprises structured learning activities which include:
- Engaging with selected scholarly research literature to develop both advanced disciplinary knowledge of the field, and scholarly skills of information gathering, data analysis, and critical investigation. Research literature will be provided on the QUT Readings system and in the QUT Library Collections.
- Participation in regular synchronous activities. This will involve internal students in regular on-campus classes. External students in regular, online workshops.
- Completion of regular asynchronous tasks and activities on the University's online learning management system.
In addition, you will be expected to complete regular self-directed learning over the course of the semester. This will involve wider reading, especially for the completion of assessment, and research when and as necessary.
Feedback on Learning and Assessment
Feedback in relation to your learning and your achievement of the unit's learning outcomes will be provided in the following ways:
- comments on summative assessment work;
- discussions during structured learning activities (these will provide opportunities for questions and formative feedback, including feedback from peers); and
- generic comments to the student cohort via the QUT learning management system and email.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative assessment comprises online and in-class discussions and professional conversations with academic staff and peers, as well as written and verbal comments made in response to assessment.
Summative assessment comprises TWO (2) items. Each is designed to measure particular aspects of learning.
- Assessment Item 1: Case Study
- Assessment Item 2: Policy Critique
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
A definition and discussion of key concepts and ideas based on a review of scholarly literature presented in the unit, and an examination of the implications for educational and pedagogical practice.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 5, 7, 8
APST: 1.2, 1.3, 1.4, 2.4, 7.2, 7.4
Assessment: Policy Critique
An analysis and critique of an educational policy related to unit content.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 5, 7, 8
APST: 1.2,1.3, 1.4, 2.4, 7.2, 7.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Tait, G., Spina, N., Gillett-Swan, J. & O'Brien, P.C. (2023). Making sense of mass education (4th ed.). Cambridge, UK: Cambridge University Press.
Other
Resources available through QUT Library
Department of Education and Training. A Fresh Start: Improving the preparation and quality of teachers for Queensland schools.
Teacher Education Ministerial Advisory Group (2015). Action Now: Classroom Ready Teachers Report.
Ministerial Council on Education, Employment, Training and Youth Affairs (Australia). (2008). Melbourne declaration on educational goals for young Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth Affa
QUT Readings
QUT Readings available from online Learning Management system.
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.
Students should be aware of and comply with the QUT work integrated learning policy under MOPP C/4.4
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
- Understand how students learn
Relates to: Case Study, Policy Critique - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Case Study, Policy Critique - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Case Study, Policy Critique
2 Professional Knowledge: Know the content and how to teach it
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Case Study, Policy Critique
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Comply with legislative, administrative and organisational requirements
Relates to: Case Study, Policy Critique - Engage with professional teaching networks and broader communities
Relates to: Case Study, Policy Critique
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Case Study, Policy Critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Case Study, Policy Critique - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Case Study, Policy Critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Case Study, Policy Critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Case Study, Policy Critique
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Case Study, Policy Critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Case Study, Policy Critique - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Case Study, Policy Critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Case Study, Policy Critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Case Study, Policy Critique
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Case Study, Policy Critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Case Study, Policy Critique - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Case Study, Policy Critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Case Study, Policy Critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Case Study, Policy Critique
Unit Outline: Summer 1 2024, Online
| Unit code: | EUN105 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary). |
Overview
This unit introduces you to new and emerging configurations of society, culture, economy, politics, and technology -- the 'new times' in which education today is practised. The implications of these new arrangements for education in early childhood, primary, and secondary settings are both widespread and far-reaching. Oftentimes, they are codifed in policy. In this unit, you will develop a knowledge of these contemporary and emerging configurations and an insight into programmatic - policy - endeavours to marshal education in their name. Your learning will be informed by advanced disciplinary knowledge drawn from the sociology and history of education, and by the development of research skills applied to education's professional, ethical, and inclusive programs, policies and practices. This is an AQF-level 9 unit.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss socio-cultural contexts of education and apply fundamental research skills needed to investigate them (CLO 1).
- Reflect critically on the ways in which socio-cultural educational theory and its research methodologies and approaches informs and impacts upon educational and pedagogical practice (CLO2).
- Engage and collaborate with student colleagues using ethical and respectful language and conduct, individually and in groups, in a manner which is inclusive of diversity (CLO5 & 7).
- Communicate effectively and professionally in all modes of scholarly and professional engagement (CLO8).
Content
This unit is divided into two modules. Indicative content is:
Module 1: Social Identities in New Times
- The sociological imagination
- Social class
- Childhood and youth
- Researching social identities
- Gender and sexuality
- Ethnicity, race, and Indigeneity, including Aboriginal and Torres Strait Islander perspectives.
Module 2: Social and Policy Contexts in New Times
- Governance, schooling and the role of the Australian Professional Standards for Teachers
- Researching policy programs and practices
- Early childhood education and mass schooling
- Subjectivity, education, and the management of difference
- Big data and digital futures (e.g. NAPLAN).
APST 6.1 addressed in addition to those in the assessment task.
Learning Approaches
This unit utilises an investigative, evidence-informed approach to teaching and learning. You will develop your critical knowledge of the field and have opportunities to apply your knowledge and skills to programs, policy, and practices in education. Your learning will be informed by the sociology and history of education. Being a critical consumer of applied and evaluative research, you will be introduced to effective research design appropriate to the unit's disciplinary focus. In this context, you will demonstrate a knowledge of research principles, methods, and evaluative practice applied to teaching and learning that will have a positive impact on student learning.
The unit adopts a blended learning approach supported by the University's online learning management system. The blended learning approach comprises structured learning activities which include:
- Engaging with selected scholarly research literature to develop both advanced disciplinary knowledge of the field, and scholarly skills of information gathering, data analysis, and critical investigation. Research literature will be provided on the QUT Readings system and in the QUT Library Collections.
- Participation in regular synchronous activities. This will involve internal students in regular on-campus classes. External students in regular, online workshops.
- Completion of regular asynchronous tasks and activities on the University's online learning management system.
In addition, you will be expected to complete regular self-directed learning over the course of the semester. This will involve wider reading, especially for the completion of assessment, and research when and as necessary.
Feedback on Learning and Assessment
Feedback in relation to your learning and your achievement of the unit's learning outcomes will be provided in the following ways:
- comments on summative assessment work;
- discussions during structured learning activities (these will provide opportunities for questions and formative feedback, including feedback from peers); and
- generic comments to the student cohort via the QUT learning management system and email.
Assessment
Overview
Assessment in the unit is both formative and summative. Formative assessment comprises online and in-class discussions and professional conversations with academic staff and peers, as well as written and verbal comments made in response to assessment.
Summative assessment comprises TWO (2) items. Each is designed to measure particular aspects of learning.
- Assessment Item 1: Case Study
- Assessment Item 2: Policy Critique
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Case Study
A definition and discussion of key concepts and ideas based on a review of scholarly literature presented in the unit, and an examination of the implications for educational and pedagogical practice.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 5, 7, 8
APST: 1.2, 1.3, 1.4, 2.4, 7.2, 7.4
Assessment: Policy Critique
An analysis and critique of an educational policy related to unit content.
This is an assignment for the purposes of an extension.
Relates to learning outcomes
Course learning outcomes: 1, 2, 5, 7, 8
APST: 1.2,1.3, 1.4, 2.4, 7.2, 7.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Tait, G., Spina, N., Gillett-Swan, J. & O'Brien, P.C. (2023). Making sense of mass education (4th ed.). Cambridge, UK: Cambridge University Press.
Other
Resources available through QUT Library
Department of Education and Training. A Fresh Start: Improving the preparation and quality of teachers for Queensland schools.
Teacher Education Ministerial Advisory Group (2015). Action Now: Classroom Ready Teachers Report.
Ministerial Council on Education, Employment, Training and Youth Affairs (Australia). (2008). Melbourne declaration on educational goals for young Australians. Melbourne: Ministerial Council on Education, Employment, Training and Youth Affa
QUT Readings
QUT Readings available from online Learning Management system.
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.
Students should be aware of and comply with the QUT work integrated learning policy under MOPP C/4.4
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
- Understand how students learn
Relates to: Case Study, Policy Critique - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Case Study, Policy Critique - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Case Study, Policy Critique
2 Professional Knowledge: Know the content and how to teach it
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Case Study, Policy Critique
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Comply with legislative, administrative and organisational requirements
Relates to: Case Study, Policy Critique - Engage with professional teaching networks and broader communities
Relates to: Case Study, Policy Critique
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Case Study, Policy Critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Case Study, Policy Critique - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Case Study, Policy Critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Case Study, Policy Critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Case Study, Policy Critique
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Case Study, Policy Critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Case Study, Policy Critique - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Case Study, Policy Critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Case Study, Policy Critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Case Study, Policy Critique
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Case Study, Policy Critique - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Case Study, Policy Critique - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO3, Case Study, Policy Critique - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO3, Case Study, Policy Critique - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO4, Case Study, Policy Critique