EUN202 Mathematics and Numeracy 2
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: | EUN202 |
|---|---|
| Prerequisite(s): | EUN107 or EAN650 |
| 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: | EUN202 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN107 or EAN650 |
| Coordinators: | Huayu Vicky Punter | huayu.punter@qut.edu.au |
Overview
You will explore and continue to build your knowledge and skills to use the strands and their associated topics across a wide range of situations and contexts to enhance your development as a teacher. This focus is included in your course because you will need to teach children how to become numerate and be able to make sound decisions in their lives. This unit provides you with the foundations of two strands of the Australian Curriculum: (i) Mathematics - Mathematics - geometry, algebra, statistics and probability. Dispositions for learning in early numeracy is also explored in relation to the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It seeks to build your capacity to recognise the numeracy demands across a range of contexts to assist all children to identify the interconnectedness of mathematical knowledge and its application in everyday life.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply knowledge and understanding of mathematics content and pedagogical content knowledge to teach and assess learners (CLO1).
- Research and critique recent developments in the field of mathematics education with regards to teaching, learning and assessment strategies (CLO2).
- Design a diagnostic assessment as an inclusive strategy for learners from diverse backgrounds and experiences (CLO3).
- Produce a resource that demonstrates how to teach a concept in innovative ways (CLO4).
- Connect with professional learning networks and reflect on the importance of professional learning for improved student learning (CLO5 & 6).
Content
Content and learning activities in this unit include:
- The development of algebra, geometry, statistics and probability concepts and their application in educational and real world contexts.
- The development of pedagogical content knowledge of curriculum, instructional practices and learner understanding.
- Evidence-based assessment practices, including diagnostic assessment tools, interpreting assessment data and using it to inform and modify teaching practice.
- Identifying where a student is in their learning through assessment, including diagnostic and formative assessment
- Providing targeted feedback and re-teaching as necessary using explicit teaching strategies
- Pedagogies in early childhood and primary settings including play based approaches
- Explicit numeracy instruction and the research on the importance of numeracy within and beyond the mathematics curriculum
- The role of teachers in supporting learning and participation of students with disabilities, informed by legislative requirements and teaching and assessment strategies
- Cross-cultural understanding of mathematics, for example, Aboriginal and Torres Strait Islander perspectives.
- Working effectively with ICT tools in the context of constructing and communicating mathematics concepts.
Some example activities you will participate in are:
Discussion with peers about how to pitch introductory lessons by assessing prior knowledge, use formative assessment practices such as exit slips and oral questioning to identify misconceptions, and provide specific, constructive feedback that includes re-teaching, scaffolding, or correcting misconceptions as needed.
Discussion with peers about developing conceptual understanding of the six strands of mathematics and the four proficiencies, the research showing numeracy’s importance across the curriculum, and how to deliver explicit numeracy instruction with progressive scaffolding removal. This includes discussion of: Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A. (2019). Numeracy across the curriculum: Research-based strategies for enhancing teaching and learning. (1st ed.) Allen & Unwin.
CC: 2.3, 2.3.1, 2.3.2, 2.3.5, 2.5.1, 2.5.2, 2.5.3
Learning Approaches
This unit engages you in your learning through multi-sensory and multi-representational approaches to teaching for learning. You will develop your critical knowledge of the mathematics education field and have opportunities to apply your knowledge and skills during workshops and professional experience. The content and organisation is designed for you to keep track of your progress in the unit and the course and for you to gather evidence of meeting unit and course outcomes.
A blended learning approach will be adopted to teach the content offered in this unit. The online workshops will provide a blend of theory and practice that will be further developed in weekly workshops. Resources that support the unit, including all unit readings, presentations, workshop tasks and website resources will be available online through Canvas.
Feedback on Learning and Assessment
Feedback in this unit is provided in the following ways:
- during group and whole class discussions in workshops
- comments on summative assessment in addition to criteria sheets
- announcements on the unit Canvas site
- email.
Assessment
Overview
Assessment is both formative and summative. Formative assessment is provided through feedback in workshop sessions and in the progressive completion of the assessment tasks for the portfolio. All tasks must be attempted and completed at a passing grade to meet all learning outcomes for this unit.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional development resource
You will create a short video focusing on how to teach a mathematics topic in an innovative way. In your video, record yourself teaching a peer (or other suitable person) about how to teach the topic in an innovative way. You must demonstrate the innovative approach in the video.
Following teaching your peer, you will critically reflect on what you learnt from this experience and how it contributes to your professional development as a teacher and potential impacts on student learning.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 4, 5, 6
APST: 2.1, 2.2, 2.3, 3.1, 6.4
Assessment: Assessment Design
You will design a diagnostic assessment tool to use with diverse learners. Design the tool with the aide of Gen AI and record the steps of creating and improving the tool. You will capture a record of the key steps in your design process. Record yourself discussing these steps as well as how you would implement the tool, interpret the data for a diverse group of learners, modify your teaching practice in response and provide targeted feedback to support learning. Your design must consider:
- supporting participation and learning of students with disability, acknowledging relevant legislative requirements
- the role of the range of evidence-based assessment practices, and specifically diagnostic assessment, in evaluating learning and modifying teaching practice to support participation and learning of students with diverse abilities.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 1.6, 2.5, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.4
CC: 2.3
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
A collection of journal articles available on QUT Readings.
Department of Education and Training. Advancing education: An action plan for education in Queensland, #codingcounts.
ACARA website
Early Years Learning Framework
Queensland Kindergarten Learning Guidelines
Risk Assessment Statement
There are no out-of- the ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers 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
- Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Assessment Design - Strategies to support full participation of students with disability
Relates to: Assessment Design
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional development resource - Content selection and organisation
Relates to: Professional development resource - Curriculum, assessment and reporting
Relates to: Professional development resource - Literacy and numeracy strategies
Relates to: Assessment Design
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional development resource, Assessment Design - Plan, structure and sequence learning programs
Relates to: Assessment Design - Use teaching strategies
Relates to: Assessment Design - Select and use resources
Relates to: Assessment Design
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Assessment Design - Provide feedback to students on their learning
Relates to: Assessment Design - Interpret student data
Relates to: Assessment Design
6 Professional Engagement: Engage in professional learning
- Apply professional learning and improve student learning
Relates to: Professional development resource
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, Professional development resource, Assessment Design - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional development resource, Assessment Design - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Assessment Design - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Professional development resource - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Professional development resource - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO5, Professional development resource
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Professional development resource, Assessment Design - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional development resource, Assessment Design - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Assessment Design - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Professional development resource - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Professional development resource - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO5, Professional development resource
Unit Outline: Semester 2 2026, Online
| Unit code: | EUN202 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN107 or EAN650 |
Overview
You will explore and continue to build your knowledge and skills to use the strands and their associated topics across a wide range of situations and contexts to enhance your development as a teacher. This focus is included in your course because you will need to teach children how to become numerate and be able to make sound decisions in their lives. This unit provides you with the foundations of two strands of the Australian Curriculum: (i) Mathematics - Mathematics - geometry, algebra, statistics and probability. Dispositions for learning in early numeracy is also explored in relation to the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It seeks to build your capacity to recognise the numeracy demands across a range of contexts to assist all children to identify the interconnectedness of mathematical knowledge and its application in everyday life.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply knowledge and understanding of mathematics content and pedagogical content knowledge to teach and assess learners (CLO1).
- Research and critique recent developments in the field of mathematics education with regards to teaching, learning and assessment strategies (CLO2).
- Design a diagnostic assessment as an inclusive strategy for learners from diverse backgrounds and experiences (CLO3).
- Produce a resource that demonstrates how to teach a concept in innovative ways (CLO4).
- Connect with professional learning networks and reflect on the importance of professional learning for improved student learning (CLO5 & 6).
Content
Content and learning activities in this unit include:
- The development of algebra, geometry, statistics and probability concepts and their application in educational and real world contexts.
- The development of pedagogical content knowledge of curriculum, instructional practices and learner understanding.
- Evidence-based assessment practices, including diagnostic assessment tools, interpreting assessment data and using it to inform and modify teaching practice.
- Identifying where a student is in their learning through assessment, including diagnostic and formative assessment
- Providing targeted feedback and re-teaching as necessary using explicit teaching strategies
- Pedagogies in early childhood and primary settings including play based approaches
- Explicit numeracy instruction and the research on the importance of numeracy within and beyond the mathematics curriculum
- The role of teachers in supporting learning and participation of students with disabilities, informed by legislative requirements and teaching and assessment strategies
- Cross-cultural understanding of mathematics, for example, Aboriginal and Torres Strait Islander perspectives.
- Working effectively with ICT tools in the context of constructing and communicating mathematics concepts.
Some example activities you will participate in are:
Discussion with peers about how to pitch introductory lessons by assessing prior knowledge, use formative assessment practices such as exit slips and oral questioning to identify misconceptions, and provide specific, constructive feedback that includes re-teaching, scaffolding, or correcting misconceptions as needed.
Discussion with peers about developing conceptual understanding of the six strands of mathematics and the four proficiencies, the research showing numeracy’s importance across the curriculum, and how to deliver explicit numeracy instruction with progressive scaffolding removal. This includes discussion of: Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A. (2019). Numeracy across the curriculum: Research-based strategies for enhancing teaching and learning. (1st ed.) Allen & Unwin.
CC: 2.3, 2.3.1, 2.3.2, 2.3.5, 2.5.1, 2.5.2, 2.5.3
Learning Approaches
This unit engages you in your learning through multi-sensory and multi-representational approaches to teaching for learning. You will develop your critical knowledge of the mathematics education field and have opportunities to apply your knowledge and skills during workshops and professional experience. The content and organisation is designed for you to keep track of your progress in the unit and the course and for you to gather evidence of meeting unit and course outcomes.
A blended learning approach will be adopted to teach the content offered in this unit. The online workshops will provide a blend of theory and practice that will be further developed in weekly workshops. Resources that support the unit, including all unit readings, presentations, workshop tasks and website resources will be available online through Canvas.
Feedback on Learning and Assessment
Feedback in this unit is provided in the following ways:
- during group and whole class discussions in workshops
- comments on summative assessment in addition to criteria sheets
- announcements on the unit Canvas site
- email.
Assessment
Overview
Assessment is both formative and summative. Formative assessment is provided through feedback in workshop sessions and in the progressive completion of the assessment tasks for the portfolio. All tasks must be attempted and completed at a passing grade to meet all learning outcomes for this unit.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional development resource
You will create a short video focusing on how to teach a mathematics topic in an innovative way. In your video, record yourself teaching a peer (or other suitable person) about how to teach the topic in an innovative way. You must demonstrate the innovative approach in the video.
Following teaching your peer, you will critically reflect on what you learnt from this experience and how it contributes to your professional development as a teacher and potential impacts on student learning.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 4, 5, 6
APST: 2.1, 2.2, 2.3, 3.1, 6.4
Assessment: Assessment Design
You will design a diagnostic assessment tool to use with diverse learners. Design the tool with the aide of Gen AI and record the steps of creating and improving the tool. You will capture a record of the key steps in your design process. Record yourself discussing these steps as well as how you would implement the tool, interpret the data for a diverse group of learners, modify your teaching practice in response and provide targeted feedback to support learning. Your design must consider:
- supporting participation and learning of students with disability, acknowledging relevant legislative requirements
- the role of the range of evidence-based assessment practices, and specifically diagnostic assessment, in evaluating learning and modifying teaching practice to support participation and learning of students with diverse abilities.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 1.6, 2.5, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.4
CC: 2.3
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
A collection of journal articles available on QUT Readings.
Department of Education and Training. Advancing education: An action plan for education in Queensland, #codingcounts.
ACARA website
Early Years Learning Framework
Queensland Kindergarten Learning Guidelines
Risk Assessment Statement
There are no out-of- the ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers 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
- Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Assessment Design - Strategies to support full participation of students with disability
Relates to: Assessment Design
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional development resource - Content selection and organisation
Relates to: Professional development resource - Curriculum, assessment and reporting
Relates to: Professional development resource - Literacy and numeracy strategies
Relates to: Assessment Design
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional development resource, Assessment Design - Plan, structure and sequence learning programs
Relates to: Assessment Design - Use teaching strategies
Relates to: Assessment Design - Select and use resources
Relates to: Assessment Design
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Assessment Design - Provide feedback to students on their learning
Relates to: Assessment Design - Interpret student data
Relates to: Assessment Design
6 Professional Engagement: Engage in professional learning
- Apply professional learning and improve student learning
Relates to: Professional development resource
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, Professional development resource, Assessment Design - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional development resource, Assessment Design - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Assessment Design - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Professional development resource - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Professional development resource - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO5, Professional development resource
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Professional development resource, Assessment Design - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional development resource, Assessment Design - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Assessment Design - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Professional development resource - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Professional development resource - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO5, Professional development resource
Unit Outline: Summer 1 2026, Online
| Unit code: | EUN202 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | EUN107 or EAN650 |
Overview
You will explore and continue to build your knowledge and skills to use the strands and their associated topics across a wide range of situations and contexts to enhance your development as a teacher. This focus is included in your course because you will need to teach children how to become numerate and be able to make sound decisions in their lives. This unit provides you with the foundations of two strands of the Australian Curriculum: (i) Mathematics - Mathematics - geometry, algebra, statistics and probability. Dispositions for learning in early numeracy is also explored in relation to the Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It seeks to build your capacity to recognise the numeracy demands across a range of contexts to assist all children to identify the interconnectedness of mathematical knowledge and its application in everyday life.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply knowledge and understanding of mathematics content and pedagogical content knowledge to teach and assess learners (CLO1).
- Research and critique recent developments in the field of mathematics education with regards to teaching, learning and assessment strategies (CLO2).
- Design a diagnostic assessment as an inclusive strategy for learners from diverse backgrounds and experiences (CLO3).
- Produce a resource that demonstrates how to teach a concept in innovative ways (CLO4).
- Connect with professional learning networks and reflect on the importance of professional learning for improved student learning (CLO5 & 6).
Content
Content and learning activities in this unit include:
- The development of algebra, geometry, statistics and probability concepts and their application in educational and real world contexts.
- The development of pedagogical content knowledge of curriculum, instructional practices and learner understanding.
- Evidence-based assessment practices, including diagnostic assessment tools, interpreting assessment data and using it to inform and modify teaching practice.
- Identifying where a student is in their learning through assessment, including diagnostic and formative assessment
- Providing targeted feedback and re-teaching as necessary using explicit teaching strategies
- Pedagogies in early childhood and primary settings including play based approaches
- Explicit numeracy instruction and the research on the importance of numeracy within and beyond the mathematics curriculum
- The role of teachers in supporting learning and participation of students with disabilities, informed by legislative requirements and teaching and assessment strategies
- Cross-cultural understanding of mathematics, for example, Aboriginal and Torres Strait Islander perspectives.
- Working effectively with ICT tools in the context of constructing and communicating mathematics concepts.
Some example activities you will participate in are:
Discussion with peers about how to pitch introductory lessons by assessing prior knowledge, use formative assessment practices such as exit slips and oral questioning to identify misconceptions, and provide specific, constructive feedback that includes re-teaching, scaffolding, or correcting misconceptions as needed.
Discussion with peers about developing conceptual understanding of the six strands of mathematics and the four proficiencies, the research showing numeracy’s importance across the curriculum, and how to deliver explicit numeracy instruction with progressive scaffolding removal. This includes discussion of: Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A. (2019). Numeracy across the curriculum: Research-based strategies for enhancing teaching and learning. (1st ed.) Allen & Unwin.
CC: 2.3, 2.3.1, 2.3.2, 2.3.5, 2.5.1, 2.5.2, 2.5.3
Learning Approaches
This unit engages you in your learning through multi-sensory and multi-representational approaches to teaching for learning. You will develop your critical knowledge of the mathematics education field and have opportunities to apply your knowledge and skills during workshops and professional experience. The content and organisation is designed for you to keep track of your progress in the unit and the course and for you to gather evidence of meeting unit and course outcomes.
A blended learning approach will be adopted to teach the content offered in this unit. The online workshops will provide a blend of theory and practice that will be further developed in weekly workshops. Resources that support the unit, including all unit readings, presentations, workshop tasks and website resources will be available online through Canvas.
Feedback on Learning and Assessment
Feedback in this unit is provided in the following ways:
- during group and whole class discussions in workshops
- comments on summative assessment in addition to criteria sheets
- announcements on the unit Canvas site
- email.
Assessment
Overview
Assessment is both formative and summative. Formative assessment is provided through feedback in workshop sessions and in the progressive completion of the assessment tasks for the portfolio. All tasks must be attempted and completed at a passing grade to meet all learning outcomes for this unit.
Literacy and numeracy standards as required by the profession are an inherent requirement of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Professional development resource
You will create a short video focusing on how to teach a mathematics topic in an innovative way. In your video, record yourself teaching a peer (or other suitable person) about how to teach the topic in an innovative way. You must demonstrate the innovative approach in the video.
Following teaching your peer, you will critically reflect on what you learnt from this experience and how it contributes to your professional development as a teacher and potential impacts on student learning.
EU30 pre-service teachers are encouraged to focus this assessment task in prior-to-school early childhood contexts.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 4, 5, 6
APST: 2.1, 2.2, 2.3, 3.1, 6.4
Assessment: Assessment Design
You will design a diagnostic assessment tool to use with diverse learners. Design the tool with the aide of Gen AI and record the steps of creating and improving the tool. You will capture a record of the key steps in your design process. Record yourself discussing these steps as well as how you would implement the tool, interpret the data for a diverse group of learners, modify your teaching practice in response and provide targeted feedback to support learning. Your design must consider:
- supporting participation and learning of students with disability, acknowledging relevant legislative requirements
- the role of the range of evidence-based assessment practices, and specifically diagnostic assessment, in evaluating learning and modifying teaching practice to support participation and learning of students with diverse abilities.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.5, 1.6, 2.5, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.4
CC: 2.3
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
A collection of journal articles available on QUT Readings.
Department of Education and Training. Advancing education: An action plan for education in Queensland, #codingcounts.
ACARA website
Early Years Learning Framework
Queensland Kindergarten Learning Guidelines
Risk Assessment Statement
There are no out-of- the ordinary risks associated with this unit. Workplace health and safety protocols in the use of computers 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
- Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Relates to: Assessment Design - Strategies to support full participation of students with disability
Relates to: Assessment Design
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Professional development resource - Content selection and organisation
Relates to: Professional development resource - Curriculum, assessment and reporting
Relates to: Professional development resource - Literacy and numeracy strategies
Relates to: Assessment Design
3 Professional Practice: Plan for and implement effective teaching and learning
- Establish challenging learning goals
Relates to: Professional development resource, Assessment Design - Plan, structure and sequence learning programs
Relates to: Assessment Design - Use teaching strategies
Relates to: Assessment Design - Select and use resources
Relates to: Assessment Design
5 Professional Practice: Assess, provide feedback and report on student learning
- Assess student learning
Relates to: Assessment Design - Provide feedback to students on their learning
Relates to: Assessment Design - Interpret student data
Relates to: Assessment Design
6 Professional Engagement: Engage in professional learning
- Apply professional learning and improve student learning
Relates to: Professional development resource
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, Professional development resource, Assessment Design - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional development resource, Assessment Design - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Assessment Design - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Professional development resource - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Professional development resource - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO5, Professional development resource
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Professional development resource, Assessment Design - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Professional development resource, Assessment Design - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Assessment Design - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Professional development resource - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Professional development resource - Resilient: Reframe challenges and opportunities for capacity building and learning.
Relates to: ULO5, Professional development resource