EUN112 Child and Adolescent Development and Trauma Awareness


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 Outline: Semester 1 2026, Kelvin Grove, Internal

Unit code:EUN112
Credit points:12
Pre-requisite:Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary).
Anti-requisite:EUN102, EUN252
Coordinator:Rebecca Spooner-Lane | rs.spooner@qut.edu.au
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of the teaching period.

Overview

This introductory unit provides you with knowledge about child and adolescent development and the neuroscience underpinning complex trauma (abuse, neglect, family violence etc) on the experience of learners. The unit focuses on a range of developmental domains from birth to adolescence. Through engagement with relevant theories and research, you will develop the ability to analyse and synthesise ideas about child and adolescent development and the impact of complex trauma on children and adolescents' behaviour and learning. This foundational knowledge will be applied in curriculum units and assists teachers to interpret and respond to a child/adolescent's individual characteristics and abilities in the planning and implementation of appropriate educational opportunities.

Learning Outcomes

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

  1. Discuss major theories and processes of child and adolescent development and how the early years of life provide the blueprint for future development, health and learning achievement (CLO 1).
  2. Reflect critically on the ways in which educational theory and research informs and impacts understanding about child and adolescent development and trauma-aware teaching practice (CLO 2).
  3. Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments (CLO3).
  4. Reframe challenges as opportunities for capacity building and learning (CLO 6).
  5. Engage ethically and respectfully with learners, colleagues, parents/carers, external professionals and community representatives from diverse backgrounds (CLO 7).
  6. Communicate professionally about the individual needs of learners (CLO8).

Content

This unit introduces a range of perspectives on child and adolescent development using a biopsychosocial model. Content and learning activities in this unit include:

  • key domains of child and adolescent development, including brain, physical, social, emotional, language development and how these areas may affect learning
  • key theories of development
  • biological, psychological and socio-environmental influences on child and adolescent development and learning
  • protective factors (e.g., peers, family, teachers, community) and risk factors (e.g., trauma, stress, abuse, neglect, exposure to domestic and family violence)
  • neuroscience underpinning complex trauma, the impact of complex trauma on the behaviours and schooling experiences of students
  • trauma-aware teaching, student support and crisis-management
  • tools to be emotionally and professionally resilient when facing challenges that may present when working with students living with the outcomes of complex trauma
  • stages of development as children move from novice to expert (mental models and schemas), and implications for practice (teacher-led and self-directed approaches);
  • knowledge acquisition (biologically primary and secondary)
  • Common neuromyths and the impact of their perpetuation

Some example activities you will participate in are:

Discussion activity with peers about novice and expert learners, including the process in the brain of a novice versus an expert, mental models and schemas, biologically primary versus secondary knowledge and the importance of teacher-led instruction for knowledge acquisition, how the brain develops, executive functions and implications for teaching. This includes discussion of: Clark, R. E., Kirschner, P. A., & Sweller, J. (2012). Putting students on the path to learning: the case for fully guided instruction. American Educator, 36(1), 6-11.

Discussion activity with peers about neuromyths, including identifying common neuromyths related to education and how these conflict with current understandings of how the brain learns, and the negative impacts of making decisions based. This includes discussion of: Geake, J. (2008). Neuromythologies in education, Educational Research, 50(2), 123-133, https://doi.org/10.1080/00131880802082518 and Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers. Frontiers in Psychology, 3, 429–429. https://doi.org/10.3389/fpsyg.2012.00429

CC: 1.1, 1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.4, 1.4.1, 1.4.2

Learning Approaches

This unit engages you in practical application experiences such as real-world case studies which require you to interpret, analyse and synthesise your knowledge and consider implications for development and learning. The unit adopts a blended learning approach to cater to internal and online students, which includes an online lecture and face-to-face and online tutorial content, augmented with online learning materials. On-campus tutorials provide the opportunity to collaborate with peers and teaching staff, with online materials supporting more autonomous engagement with unit content.

Feedback on Learning and Assessment

Feedback in this unit is provided to you in the following ways:

  • informal feedback provided through in-class and online discussions
  • feedback on your summative assessment task
  • annotations on your assessment submission that support understanding about how you met the assessment criteria
  • grading against criteria sheet guidelines.

Assessment

Overview

This unit comprises two (2) summative assessment tasks: (1) a case study focusing on child and adolescent development; and (2) a case study focusing on trauma-aware practice.

To support these tasks, formative assessment processes will occur within the context of workshop activities and through academic feedback, peer feedback, and online discussions.

Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Child and Adolescent Development Portfolio

This assessment task invites you to apply your understanding of child and adolescent development by critically analysing and supporting a novice learner. You will create a realistic case study depicting a student with both strengths and developmental delays, documenting your process of generating and refining this case. Through an oral presentation, you will analyse the learner’s profile using relevant developmental theories and propose an evidence-informed support plan tailored to their needs. Finally, you will engage in critical reflection by debunking a common neuromyth, evaluating its implications for student learning. This task requires you to demonstrate your ability to integrate developmental theory, pedagogical strategies, and neuroscience-informed approaches to support diverse learners effectively.

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

Relates to learning outcomes 
Course learning outcomes: 1, 2, 3, 6, 7, 8
APST: 1.1, 1.2, 1.3, 3.7, 7.4

CC: 1.1, 1.4

1.1 Knowledge of what it means to be a ‘novice’ learner in comparison to an ‘expert’. Knowledge of and skill in the related implications for practice. 

1.4 Knowledge and understanding of common neuromyths and the impact of their perpetuation. 

Weight: 40
Length: 2000 Words
Individual/Group: Individual
Due (indicative): Week 7
Related Unit learning outcomes: 1, 2, 3, 4, 5, 6

Assessment: Trauma-Informed Case Study

Based on your learnings from EUN112, you are to review three student case studies. Each case involves a student who has been impacted by complex trauma. Identify and explain possible challenges each student could be facing in their context. Recommend trauma-informed approaches to enhance their educational experience.

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

Relates to learning outcomes
Course learning outcomes: 1, 2, 3, 7, 8
APST: 1.1, 1.2, 7.3, 7.4

Weight: 60
Length: 2000 words
Individual/Group: Individual
Due (indicative): Week 13
Related Unit learning outcomes: 1, 2, 3, 5, 6

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

The following resource materials will be used throughout this unit.  

Resource Materials

Recommended text(s)

Bergin,C. C., Bergin, D.A., Walker, S., Daniel, G., Fenton, A., Subban, P. (2023). Child and adolescent development for educators (2nd ed). Melbourne, Victoria:Cengage Learning Australia.

Howard, J. A. (2022). Trauma-aware education: Essential information and guidance for educators, education sites and education systems. Australian Academic Press

Reference book(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 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.

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

  1. Physical, social and intellectual development and characteristics of students
    Relates to: Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  2. Understand how students learn
    Relates to: Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
    Relates to: Child and Adolescent Development Portfolio

3 Professional Practice: Plan for and implement effective teaching and learning

  1. Engage parents/carers in the educative process
    Relates to: Child and Adolescent Development Portfolio

7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community

  1. Engage with the parents/carers
    Relates to: Trauma-Informed Case Study
  2. Engage with professional teaching networks and broader communities
    Relates to: Child and Adolescent Development Portfolio, Trauma-Informed Case Study

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)

  1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
    Relates to: ULO1, Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
    Relates to: ULO2, Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
    Relates to: ULO3, Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  4. Resilient: Reframe challenges and opportunities for capacity building and learning.
    Relates to: ULO4, Child and Adolescent Development Portfolio
  5. Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
    Relates to: ULO5, Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  6. Communicative: Engage and communicate effectively and professionally.
    Relates to: ULO6, Child and Adolescent Development Portfolio, Trauma-Informed Case Study

EU40 Master of Teaching (Primary)

  1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
    Relates to: ULO1
  2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
    Relates to: ULO2
  3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
    Relates to: ULO3
  4. Resilient: Reframe challenges and opportunities for capacity building and learning.
    Relates to: ULO4
  5. Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
    Relates to: ULO5
  6. Communicative: Engage and communicate effectively and professionally.
    Relates to: ULO6

EU50 Master of Teaching (Secondary)

  1. Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
    Relates to: ULO1, Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  2. Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
    Relates to: ULO2, Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  3. Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
    Relates to: ULO3, Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  4. Resilient: Reframe challenges and opportunities for capacity building and learning.
    Relates to: ULO4, Child and Adolescent Development Portfolio
  5. Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
    Relates to: ULO5, Child and Adolescent Development Portfolio, Trauma-Informed Case Study
  6. Communicative: Engage and communicate effectively and professionally.
    Relates to: ULO6, Child and Adolescent Development Portfolio, Trauma-Informed Case Study

MV01 Bachelor of Mathematics

  1. Demonstrate emergent professional knowledge of learners and learning, and the application of that knowledge to curriculum and pedagogy in mathematical sciences.
    Relates to: Child and Adolescent Development Portfolio, Trauma-Informed Case Study