EUN645 Second Language Curriculum Design
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: | EUN645 |
|---|---|
| Equivalent(s): | LCN604, EUZ645 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| 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: | EUN645 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN604, EUZ645 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Coordinator: | Adon Berwick | ak.berwick@qut.edu.au |
Overview
Second language teachers and those who work with them such as school leaders, curriculum and materials developers, policy makers and program managers, need an understanding of current issues in curriculum design and the processes involved in developing effective language programs for specific groups of learners. This unit introduces the factors that influence teachers in the development of language programs. It includes analysis of the following areas: learner profiles and needs; aims and objectives; processes and criteria for selecting methodology; content selection and sequencing; choice and evaluation of materials and resources and processes involved in developing courses. Given the increasing use and impact of technology in language learning, the unit will develop your skills in designing and implementing innovative technology based solutions to address authentic problems in second language learning contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and integrate second language curriculum design concepts and scholarly research, including recent developments in the field.
- Critically analyse and evaluate the processes and methods involved in second language curriculum design in relation to context.
- Use academically appropriate oral and written communication forms to transmit knowledge, skills and ideas related to second language curriculum design.
- Design and justify innovative technology based solutions to address authentic problems in second language curriculum design.
- Source and evaluate scholarly literature on second language curriculum design.
Content
This unit will include the following topics:
- Overview of language curriculum design processes and principles
- Innovation in language curriculum
- Articulating beliefs and choosing a teaching approach/es
- Planning goals and making decisions on content
- Sequencing tasks and activities
- Selecting, adapting and creating materials
- The role and use of technology
- Designing an assessment plan
- Evaluating a curriculum
Learning Approaches
- tutorials (online and on-campus)
- online learning activities
- readings
- modules to support research and writing skills
- using Generative AI to support curriculum design
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two summative assessment tasks in this unit, both of which enable you to apply the knowledge and skills that you are in the process of developing during the unit.
1. Context Analysis - this task requires you to conduct a context analysis of your own language teaching context to identify the key features, issues and rationale for a technology based curriculum innovation.
2. Curriculum Design Project enables you to design a series of sequenced learning experiences to implement a technology based curriculum innovation relevant to your own language teaching context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Context Analysis
The context analysis requires you to evaluate current literature to inform a critical analysis of the key features and issues in your own language teaching context. This will enable you to identify an opportunity for a technology based curriculum innovation in your own context.
You will present your critique at a scheduled time and respond to questions.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Assessment: Curriculum Design Project
You will design and justify a series of connected learning experiences to implement a technology based curriculum innovation relevant to your own language teaching context. As part of the design process, Gen AI may be used.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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.
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
There are no resources that are required to be purchased for this unit. Resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Context Analysis, Curriculum Design Project - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Context Analysis, Curriculum Design Project - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Context Analysis, Curriculum Design Project - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO5, Context Analysis - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO3, Context Analysis, Curriculum Design Project
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Context Analysis, Curriculum Design Project - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Context Analysis, Curriculum Design Project - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO4, Context Analysis, Curriculum Design Project - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO5, Context Analysis - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO3, Context Analysis, Curriculum Design Project
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN645 |
|---|---|
| Credit points: | 12 |
| Equivalent: | LCN604, EUZ645 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
Overview
Second language teachers and those who work with them such as school leaders, curriculum and materials developers, policy makers and program managers, need an understanding of current issues in curriculum design and the processes involved in developing effective language programs for specific groups of learners. This unit introduces the factors that influence teachers in the development of language programs. It includes analysis of the following areas: learner profiles and needs; aims and objectives; processes and criteria for selecting methodology; content selection and sequencing; choice and evaluation of materials and resources and processes involved in developing courses. Given the increasing use and impact of technology in language learning, the unit will develop your skills in designing and implementing innovative technology based solutions to address authentic problems in second language learning contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and integrate second language curriculum design concepts and scholarly research, including recent developments in the field.
- Critically analyse and evaluate the processes and methods involved in second language curriculum design in relation to context.
- Use academically appropriate oral and written communication forms to transmit knowledge, skills and ideas related to second language curriculum design.
- Design and justify innovative technology based solutions to address authentic problems in second language curriculum design.
- Source and evaluate scholarly literature on second language curriculum design.
Content
This unit will include the following topics:
- Overview of language curriculum design processes and principles
- Innovation in language curriculum
- Articulating beliefs and choosing a teaching approach/es
- Planning goals and making decisions on content
- Sequencing tasks and activities
- Selecting, adapting and creating materials
- The role and use of technology
- Designing an assessment plan
- Evaluating a curriculum
Learning Approaches
- tutorials (online and on-campus)
- online learning activities
- readings
- modules to support research and writing skills
- using Generative AI to support curriculum design
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two summative assessment tasks in this unit, both of which enable you to apply the knowledge and skills that you are in the process of developing during the unit.
1. Context Analysis - this task requires you to conduct a context analysis of your own language teaching context to identify the key features, issues and rationale for a technology based curriculum innovation.
2. Curriculum Design Project enables you to design a series of sequenced learning experiences to implement a technology based curriculum innovation relevant to your own language teaching context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Context Analysis
The context analysis requires you to evaluate current literature to inform a critical analysis of the key features and issues in your own language teaching context. This will enable you to identify an opportunity for a technology based curriculum innovation in your own context.
You will present your critique at a scheduled time and respond to questions.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
Assessment: Curriculum Design Project
You will design and justify a series of connected learning experiences to implement a technology based curriculum innovation relevant to your own language teaching context. As part of the design process, Gen AI may be used.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
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.
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
There are no resources that are required to be purchased for this unit. Resources will be available in the unit's Canvas site.
Risk Assessment Statement
There are no out-of-the ordinary risks associated with this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO1, Context Analysis, Curriculum Design Project - Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO2, Context Analysis, Curriculum Design Project - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Context Analysis, Curriculum Design Project - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO5, Context Analysis - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO3, Context Analysis, Curriculum Design Project
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Context Analysis, Curriculum Design Project - Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO2, Context Analysis, Curriculum Design Project - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO4, Context Analysis, Curriculum Design Project - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO5, Context Analysis - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO3, Context Analysis, Curriculum Design Project