EUN223 Curriculum and Pedagogy: 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: | EUN223 |
|---|---|
| Prerequisite(s): | Completion of 24 credit points from EUN221, EUN222, EUN224, EUN225, EUN226, EUN227, EUN229, EUN234, EUN235, EUN236, EUN237, EUN238, EUN239, EUN241, EUN242, EUN243, EUN244, and EUN245 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 2 2026, Kelvin Grove, Internal
| Unit code: | EUN223 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Completion of 24 credit points from EUN221, EUN222, EUN224, EUN225, EUN226, EUN227, EUN229, EUN234, EUN235, EUN236, EUN237, EUN238, EUN239, EUN241, EUN242, EUN243, EUN244, and EUN245 |
| Coordinators: | Cate Challen | catherine.challen@qut.edu.au Deborah Henderson | dj.henderson@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 will investigate a curriculum-related issue, literacy, numeracy and educational context 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 curriculum-related issues and approaches for developing literacy and numeracy across the curriculum.
- Analyse and evaluate educational contexts and stakeholder needs.
- Plan innovative curriculum products or plans relevant to specific contexts.
- Collaborate with peers and/or the wider community to investigate and develop curriculum approaches, products and plans.
- Critically reflect on leadership, feedback, technology and enterprise skills, behaviours and attributes.
- Communicate with families about curriculum products and plans, drawing on information and communication technologies.
Content
Content and learning activities in this unit will include:
- approaches for developing literacy and numeracy across the curriculum
- effective teaching of literacy, including effective reading instruction and writing comprehension instruction, including phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language in subjects other than English
- the research evidence for the teaching of reading, writing and numeracy to improve overall engagement and academic performance.
- explicit teaching of the strands of mathematics and building proficiency in fluency, understanding, problem solving and reasoning.
- explicit numeracy instruction underpinned by mathematical concepts and skills; mathematical thinking and strategies; and general thinking skills.
- the progression from using worked examples for unfamiliar concepts to independent problem-solving as students gain proficiency in mathematical concepts, with increasingly challenging activities.
- developing your entrepreneurial thinking skills and applying them to a curriculum-related issue
- processes for evaluating an education or curriculum matter from a range of perspectives
- collecting, critiquing and synthesising relevant literature and data for curriculum-related issues and contexts
- engaging with colleagues to investigate a curriculum-related issue
- critical reflection skills for evaluating and reflecting upon project learning experiences
- The research evidence and practices schools may employ for family engagement for learning
Some example activities you will participate in are:
Discussion with peers about delivering effective reading instruction through systematic and explicit teaching of literacy, the research supporting discipline-specific reading and writing instruction to improve academic performance, and how to explicitly teach literacy through discipline-specific curriculum and pedagogical studies, including phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language in subjects other than English. This includes a discussion of Tomplinks et al. (2019).
Discussion with peers about developing a conceptual understanding of the six strands of mathematics and the four proficiencies, the research showing numeracy’s importance across the curriculum, how to deliver explicit numeracy instruction with progressive scaffolding removal, and the role of independent problem-solving once students are proficient in underpinning mathematical concepts. This includes a discussion of Goos et al. (2019).
Discussion with peers about the research on effective family engagement strategies appropriate to student learning stages, and school practices such as two-way communication, light-touch updates, collaborative planning, and the teacher’s role in fostering these partnerships. This includes a discussion of Smith et al. (2020).
CC: 2.4, 2.4.1, 2.5, 2.5.1, 2.5.2, 2.5.3, 2.5.4, 4.3, 4.3.1, 4.3.2
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;
- Practice tasks with Gen AI for family communication; 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 tutorials
- by comments on summative assessment work in addition to criteria sheets
- via grading against a Criteria Sheet
- 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 and approaches to effective teaching of literacy and numeracy in your teaching area. This, in addition with a context analysis will inform your selection of a curriculum-related problem that requires an innovative solution or initiative.
You will present your investigation at a scheduled time and respond to questions.
CC: 2.4, 2.5
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 your peers. Your plan should also include a justification of the appropriateness to the selected context, communication to engage families for learning 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.
CC:4.3
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
Sources on QUT Readings
ACARA website
Resource Materials
Recommended text(s)
Kennedy, K., & Henderson, D. (2024). Curriculum, Pedagogy and Assessment. Melbourne: Pearson Australia.
Risk Assessment Statement
There is no out-of-the-ordinary risk associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer and/or laboratory use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
2 Professional Knowledge: Know the content and how to teach it
- Information and Communication Technology (ICT)
Relates to: Context Analysis
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
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.EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Context Analysis - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Context Analysis - Innovative: Lead and 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 - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO5, Implementation Plan
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN223 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Completion of 24 credit points from EUN221, EUN222, EUN224, EUN225, EUN226, EUN227, EUN229, EUN234, EUN235, EUN236, EUN237, EUN238, EUN239, EUN241, EUN242, EUN243, EUN244, and EUN245 |
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 will investigate a curriculum-related issue, literacy, numeracy and educational context 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 curriculum-related issues and approaches for developing literacy and numeracy across the curriculum.
- Analyse and evaluate educational contexts and stakeholder needs.
- Plan innovative curriculum products or plans relevant to specific contexts.
- Collaborate with peers and/or the wider community to investigate and develop curriculum approaches, products and plans.
- Critically reflect on leadership, feedback, technology and enterprise skills, behaviours and attributes.
- Communicate with families about curriculum products and plans, drawing on information and communication technologies.
Content
Content and learning activities in this unit will include:
- approaches for developing literacy and numeracy across the curriculum
- effective teaching of literacy, including effective reading instruction and writing comprehension instruction, including phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language in subjects other than English
- the research evidence for the teaching of reading, writing and numeracy to improve overall engagement and academic performance.
- explicit teaching of the strands of mathematics and building proficiency in fluency, understanding, problem solving and reasoning.
- explicit numeracy instruction underpinned by mathematical concepts and skills; mathematical thinking and strategies; and general thinking skills.
- the progression from using worked examples for unfamiliar concepts to independent problem-solving as students gain proficiency in mathematical concepts, with increasingly challenging activities.
- developing your entrepreneurial thinking skills and applying them to a curriculum-related issue
- processes for evaluating an education or curriculum matter from a range of perspectives
- collecting, critiquing and synthesising relevant literature and data for curriculum-related issues and contexts
- engaging with colleagues to investigate a curriculum-related issue
- critical reflection skills for evaluating and reflecting upon project learning experiences
- The research evidence and practices schools may employ for family engagement for learning
Some example activities you will participate in are:
Discussion with peers about delivering effective reading instruction through systematic and explicit teaching of literacy, the research supporting discipline-specific reading and writing instruction to improve academic performance, and how to explicitly teach literacy through discipline-specific curriculum and pedagogical studies, including phonemic awareness, phonics, fluency, vocabulary, comprehension and oral language in subjects other than English. This includes a discussion of Tomplinks et al. (2019).
Discussion with peers about developing a conceptual understanding of the six strands of mathematics and the four proficiencies, the research showing numeracy’s importance across the curriculum, how to deliver explicit numeracy instruction with progressive scaffolding removal, and the role of independent problem-solving once students are proficient in underpinning mathematical concepts. This includes a discussion of Goos et al. (2019).
Discussion with peers about the research on effective family engagement strategies appropriate to student learning stages, and school practices such as two-way communication, light-touch updates, collaborative planning, and the teacher’s role in fostering these partnerships. This includes a discussion of Smith et al. (2020).
CC: 2.4, 2.4.1, 2.5, 2.5.1, 2.5.2, 2.5.3, 2.5.4, 4.3, 4.3.1, 4.3.2
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;
- Practice tasks with Gen AI for family communication; 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 tutorials
- by comments on summative assessment work in addition to criteria sheets
- via grading against a Criteria Sheet
- 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 and approaches to effective teaching of literacy and numeracy in your teaching area. This, in addition with a context analysis will inform your selection of a curriculum-related problem that requires an innovative solution or initiative.
You will present your investigation at a scheduled time and respond to questions.
CC: 2.4, 2.5
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 your peers. Your plan should also include a justification of the appropriateness to the selected context, communication to engage families for learning 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.
CC:4.3
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
Sources on QUT Readings
ACARA website
Resource Materials
Recommended text(s)
Kennedy, K., & Henderson, D. (2024). Curriculum, Pedagogy and Assessment. Melbourne: Pearson Australia.
Risk Assessment Statement
There is no out-of-the-ordinary risk associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer and/or laboratory use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
2 Professional Knowledge: Know the content and how to teach it
- Information and Communication Technology (ICT)
Relates to: Context Analysis
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
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.EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Context Analysis - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Context Analysis - Innovative: Lead and 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 - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO5, Implementation Plan