EUN688 Leading Trauma-Aware Education
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: | EUN688 |
|---|---|
| Equivalent(s): | EUN655, EUZ688 |
| 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: | EUN688 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUN655, EUZ688 |
| 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: | Judith Howard | ja.howard@qut.edu.au |
Overview
In this unit, you will learn how to advocate for, advance, and lead trauma-aware initiatives within educational settings, aiming to mitigate the impacts of complex trauma and improve outcomes for learners as well as promote staff well-being. You will hone your leadership abilities, focusing on implementation planning and the design and delivery of professional development for colleagues.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and integrate discipline-specific knowledge related to leading professional educational practice in trauma-aware education.
- Reflect on and reflexively analyse own practice to plan for and lead trauma-aware education in your work context.
- Design and justify innovative and authentic plans to develop knowledge and skills in trauma-aware education within your work context.
- Employ visual and oral modes of communication to transmit knowledge and ideas regarding implementation of trauma-aware education to specialist audiences in professional contexts.
Content
This unit will cover the following:
- the means to advocate for, progress, and lead trauma-aware work in education contexts
- implementation planning for trauma-aware education
- design and delivery of professional learning to colleagues.
Learning Approaches
In this unit you will learn by engaging in the following:
- lectures (online)
- tutorials (online)
- online learning materials
- peer and group discussions
This unit employs interactive and discussion-based learning, and critical reflection on the intersection of theory, practice and the broader education context.
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.
Assessment
Overview
There are two assessments in this unit:
1. Professional Plan - You will develop an implementation plan for trauma-aware education that is relevant to your professional practice or leadership role.
2. Presentation of Plan for Implementation - You will present and explain your plan drawing on leadership skills in trauma-aware education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plan
You will develop an implementation plan for trauma-aware education that is relevant to your professional practice or leadership role. You will draw from your knowledge gained from your studies, discussions with peers, readings, professional experiences, etc. to inform the design and content of your plan.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Presentation of Plan for Implementation
You will develop a PowerPoint presentation (or similar) that clearly explains your implementation plan outlined in Assignment One. You will provide a 10-15 minute video presentation of yourself, introducing and explaining your professional plan and referring to your PowerPoint (or similar) that demonstrates your knowledge and presentation skills (and importantly) your leadership.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
Content in the Trauma-Aware Education units can include some topics or learning activities that might prove to be emotionally uncomfortable or potentially distressing to some students, particularly if they have lived experience of trauma. Teachers will embed processes to minimise the likelihood of this occurring, and students will be encouraged to take some time away from learning engagement if needed, to process their responses. Students will also be provided with information on how to access further support if needed.
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, Professional Plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Professional Plan - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, Presentation of Plan for Implementation - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO4, Presentation of Plan for Implementation
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Professional Plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Professional Plan - 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: ULO3, Presentation of Plan for Implementation - 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: ULO4, Presentation of Plan for Implementation
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN688 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUN655, EUZ688 |
| 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
In this unit, you will learn how to advocate for, advance, and lead trauma-aware initiatives within educational settings, aiming to mitigate the impacts of complex trauma and improve outcomes for learners as well as promote staff well-being. You will hone your leadership abilities, focusing on implementation planning and the design and delivery of professional development for colleagues.
Learning Outcomes
On successful completion of this unit you will be able to:
- Discuss and integrate discipline-specific knowledge related to leading professional educational practice in trauma-aware education.
- Reflect on and reflexively analyse own practice to plan for and lead trauma-aware education in your work context.
- Design and justify innovative and authentic plans to develop knowledge and skills in trauma-aware education within your work context.
- Employ visual and oral modes of communication to transmit knowledge and ideas regarding implementation of trauma-aware education to specialist audiences in professional contexts.
Content
This unit will cover the following:
- the means to advocate for, progress, and lead trauma-aware work in education contexts
- implementation planning for trauma-aware education
- design and delivery of professional learning to colleagues.
Learning Approaches
In this unit you will learn by engaging in the following:
- lectures (online)
- tutorials (online)
- online learning materials
- peer and group discussions
This unit employs interactive and discussion-based learning, and critical reflection on the intersection of theory, practice and the broader education context.
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.
Assessment
Overview
There are two assessments in this unit:
1. Professional Plan - You will develop an implementation plan for trauma-aware education that is relevant to your professional practice or leadership role.
2. Presentation of Plan for Implementation - You will present and explain your plan drawing on leadership skills in trauma-aware education.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional Plan
You will develop an implementation plan for trauma-aware education that is relevant to your professional practice or leadership role. You will draw from your knowledge gained from your studies, discussions with peers, readings, professional experiences, etc. to inform the design and content of your plan.
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.
Assessment: Presentation of Plan for Implementation
You will develop a PowerPoint presentation (or similar) that clearly explains your implementation plan outlined in Assignment One. You will provide a 10-15 minute video presentation of yourself, introducing and explaining your professional plan and referring to your PowerPoint (or similar) that demonstrates your knowledge and presentation skills (and importantly) your leadership.
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. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
Content in the Trauma-Aware Education units can include some topics or learning activities that might prove to be emotionally uncomfortable or potentially distressing to some students, particularly if they have lived experience of trauma. Teachers will embed processes to minimise the likelihood of this occurring, and students will be encouraged to take some time away from learning engagement if needed, to process their responses. Students will also be provided with information on how to access further support if needed.
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, Professional Plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO2, Professional Plan - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, Presentation of Plan for Implementation - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO4, Presentation of Plan for Implementation
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO1, Professional Plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO2, Professional Plan - 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: ULO3, Presentation of Plan for Implementation - 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: ULO4, Presentation of Plan for Implementation