EUB102 Education and Society
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: | EUB102 |
|---|---|
| Equivalent(s): | EAB511, LCB003 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $555 |
| Domestic tuition unit fee | $3,324 |
| International unit fee | $4,224 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | EUB102 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB511, LCB003 |
| Coordinator: | Gordon Tait | g.tait@qut.edu.au |
Overview
This unit introduces you to the complex relationship between our education system and the social and cultural contexts from which it emerges. You will use socio-cultural and sociological theory to better understand those you will come to teach, as well as how learners' diverse backgrounds, including Aboriginal and Torres Strait Islander students, shape their experiences with the modern school/site, often in very different ways. In this unit, you will develop reflective and critical understandings of the socially, culturally and historically constructed nature of education and care, and be able to identify the social identities and structures influencing contemporary early childhood, primary, middle and senior school contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Retrieve and evaluate theoretical knowledge and understandings that are responsive to diverse learners in contemporary contexts. (Relates to CLO 1; APST 1.2, 1.3, 1.4)
- Reflect critically and report on the ways in which educational theory and contemporary research informs and impacts on teaching, learners and learning. This includes research from external professionals and the broader education community. (Relates to CLO 2, 8; APST 1.2, 2.1, 2.4, 7.4)
- Conduct research and report on your knowledge and understanding of a wide diversity of learners and learning contexts and policy. (Relates to CLO 4; APST 1.2, 1.3, 1.4, 4.1, 7.1)
- Demonstrate knowledge of culturally secure, supportive caring, inclusive and positive learning environments. (Relates to CLO 3; APST 4.1)
- Demonstrate effective and professional communication in written and interpersonal formats. (Relates to CLO 9; APST 3.4, 4.1, 7.1, 7.2, 7.4)
Content
This introductory unit challenges you, in the early stage of your course, to understand how factors such as socio-economic circumstances, childhood and youth, gender, Indigeneity, ethnicity, contemporary culture, and social governance impact upon the children, families and communities with whom you will work.
Content will be covered in two modules covering a range of theoretical and practical approaches/strategies underpinned by a socio-cultural perspective such as:.
Module one: Identities
- Images of childhood and youth;
- Social Class;
- Gender;
- Race, Ethnicity and Indigeneity; and
- Education and governance across time;
Module two: Contexts and structures
- Datafication of Education
- Alternative Education
- Education and popular culture;
- Education and rights; and
- Global citizen
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3 - Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
8. Ethical - Engage ethically and respectfully with learners. Colleagues and parents / carers and community from diverse backgrounds.
9.Communicative - Engage and communicate effectively and professionally.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Group forums;
- Online content;
- Interactive workshops;
- Focussed research from professionals from the broader educational community;
- Problem-based learning experiences; and
- Online interactive teaching site that links you to selected readings and reflective learning activities.
These learning approaches are designed to support critical thinking and reflection, and to help you to link theory to practice.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. Generic comments via Canvas will be given to the whole cohort. Formative activities such as in-class/or on-line tasks, reflections and discussions will support and develop your understanding of key concepts and scaffold your learning in preparation for summative assessment. Summative feedback is given via written comments on marking/criteria sheets.
Assessment
Overview
There are two pieces of assessment in this unit. The assessment items ask you to consider the social and cultural constructions that have formed mass education and the implications these have for learning and teaching.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Timed online assessment
During the semester you will engage with ideas related to social and cultural identities and contexts in education. You are to respond to related questions in a range of possible formats of multiple choice, short and/or long answer written responses.
This task will assess your ability to:
1. Retrieve and evaluate theoretical knowledge and understandings that are responsive to diverse learners in contemporary contexts.
2. Reflect critically and report on the ways in which educational theory and contemporary research informs and impacts on teaching, learners and learning.
3. Demonstrate knowledge of culturally secure, supportive caring, inclusive and positive learning environment.
4. Conduct research and report on your knowledge and understanding a wide diversity of learners and learning contexts and policy.
5. Communicate professionally in a written format.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.2, 1.3, 1.4, 3.4, 4.1, 7.1, 7.2, 7.4
Assessment: Group presentation
This assessment item asks you to engage with key socio-cultural concepts in education presented in the unit. It asks that you do so in small groups of approximately two to five.
You will work in a group to prepare a verbal presentation with a joint written submission that is submitted at the time of group presentation. Groups will be self-selected and/or assigned by the teaching staff.
This task will assess your ability to:
1. Retrieve and evaluate theoretical knowledge and understandings that are responsive to diverse learners in contemporary contexts.
2. Reflect critically and report on the ways in which educational theory and contemporary research informs and impacts on teaching, learners and learning.
3. Demonstrate knowledge of culturally secure, supportive caring, inclusive and positive learning environment.
4. Conduct research and report on your knowledge and understanding of a wide diversity of learners and learning contexts and policy.
5. Communicate professionally in a written and oral format.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.2, 1.3, 1.4, 2.1, 2.4, 3.4, 4.1, 7.1, 7.2, 7.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Tait, G. (2018). Making sense of mass education. (3rd ed.). Melbourne: Cambridge University Press.
Other
Australian Professional Standards for Teachers (AITSL, 2011)
Early Years Learning Framework (DEEWAR, 2009)
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Timed online assessment, Group presentation - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Timed online assessment, Group presentation - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Timed online assessment, Group presentation
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Group presentation - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Group presentation
3 Professional Practice: Plan for and implement effective teaching and learning
- Select and use resources
Relates to: Timed online assessment, Group presentation
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Timed online assessment, Group presentation
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Timed online assessment, Group presentation - Comply with legislative, administrative and organisational requirements
Relates to: Timed online assessment, Group presentation - Engage with professional teaching networks and broader communities
Relates to: Timed online assessment, Group presentation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Timed online assessment, Group presentation - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Timed online assessment, Group presentation - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Timed online assessment, Group presentation - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Timed online assessment, Group presentation - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO2, Timed online assessment, Group presentation - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Timed online assessment, Group presentation
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Timed online assessment, Group presentation - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Timed online assessment, Group presentation - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Timed online assessment, Group presentation - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Timed online assessment, Group presentation - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO2, Timed online assessment, Group presentation - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Timed online assessment, Group presentation
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Timed online assessment, Group presentation - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Timed online assessment, Group presentation - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Timed online assessment, Group presentation - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Timed online assessment, Group presentation - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO2, Timed online assessment, Group presentation - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Timed online assessment, Group presentation
Unit Outline: Semester 1 2024, Online
| Unit code: | EUB102 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EAB511, LCB003 |
Overview
This unit introduces you to the complex relationship between our education system and the social and cultural contexts from which it emerges. You will use socio-cultural and sociological theory to better understand those you will come to teach, as well as how learners' diverse backgrounds, including Aboriginal and Torres Strait Islander students, shape their experiences with the modern school/site, often in very different ways. In this unit, you will develop reflective and critical understandings of the socially, culturally and historically constructed nature of education and care, and be able to identify the social identities and structures influencing contemporary early childhood, primary, middle and senior school contexts.
Learning Outcomes
On successful completion of this unit you will be able to:
- Retrieve and evaluate theoretical knowledge and understandings that are responsive to diverse learners in contemporary contexts. (Relates to CLO 1; APST 1.2, 1.3, 1.4)
- Reflect critically and report on the ways in which educational theory and contemporary research informs and impacts on teaching, learners and learning. This includes research from external professionals and the broader education community. (Relates to CLO 2, 8; APST 1.2, 2.1, 2.4, 7.4)
- Conduct research and report on your knowledge and understanding of a wide diversity of learners and learning contexts and policy. (Relates to CLO 4; APST 1.2, 1.3, 1.4, 4.1, 7.1)
- Demonstrate knowledge of culturally secure, supportive caring, inclusive and positive learning environments. (Relates to CLO 3; APST 4.1)
- Demonstrate effective and professional communication in written and interpersonal formats. (Relates to CLO 9; APST 3.4, 4.1, 7.1, 7.2, 7.4)
Content
This introductory unit challenges you, in the early stage of your course, to understand how factors such as socio-economic circumstances, childhood and youth, gender, Indigeneity, ethnicity, contemporary culture, and social governance impact upon the children, families and communities with whom you will work.
Content will be covered in two modules covering a range of theoretical and practical approaches/strategies underpinned by a socio-cultural perspective such as:.
Module one: Identities
- Images of childhood and youth;
- Social Class;
- Gender;
- Race, Ethnicity and Indigeneity; and
- Education and governance across time;
Module two: Contexts and structures
- Datafication of Education
- Alternative Education
- Education and popular culture;
- Education and rights; and
- Global citizen
Relates to learning outcomes
Course Learning Outcomes
1. Knowledgeable - Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
2. Scholarly - Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
3 - Inclusive - Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
4. Responsive - Understand and respond to a diversity of learners, contexts, policy and practice environments.
8. Ethical - Engage ethically and respectfully with learners. Colleagues and parents / carers and community from diverse backgrounds.
9.Communicative - Engage and communicate effectively and professionally.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Group forums;
- Online content;
- Interactive workshops;
- Focussed research from professionals from the broader educational community;
- Problem-based learning experiences; and
- Online interactive teaching site that links you to selected readings and reflective learning activities.
These learning approaches are designed to support critical thinking and reflection, and to help you to link theory to practice.
Feedback on Learning and Assessment
Assessment in this unit is both formative and summative. Generic comments via Canvas will be given to the whole cohort. Formative activities such as in-class/or on-line tasks, reflections and discussions will support and develop your understanding of key concepts and scaffold your learning in preparation for summative assessment. Summative feedback is given via written comments on marking/criteria sheets.
Assessment
Overview
There are two pieces of assessment in this unit. The assessment items ask you to consider the social and cultural constructions that have formed mass education and the implications these have for learning and teaching.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Timed online assessment
During the semester you will engage with ideas related to social and cultural identities and contexts in education. You are to respond to related questions in a range of possible formats of multiple choice, short and/or long answer written responses.
This task will assess your ability to:
1. Retrieve and evaluate theoretical knowledge and understandings that are responsive to diverse learners in contemporary contexts.
2. Reflect critically and report on the ways in which educational theory and contemporary research informs and impacts on teaching, learners and learning.
3. Demonstrate knowledge of culturally secure, supportive caring, inclusive and positive learning environment.
4. Conduct research and report on your knowledge and understanding a wide diversity of learners and learning contexts and policy.
5. Communicate professionally in a written format.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.2, 1.3, 1.4, 3.4, 4.1, 7.1, 7.2, 7.4
Assessment: Group presentation
This assessment item asks you to engage with key socio-cultural concepts in education presented in the unit. It asks that you do so in small groups of approximately two to five.
You will work in a group to prepare a verbal presentation with a joint written submission that is submitted at the time of group presentation. Groups will be self-selected and/or assigned by the teaching staff.
This task will assess your ability to:
1. Retrieve and evaluate theoretical knowledge and understandings that are responsive to diverse learners in contemporary contexts.
2. Reflect critically and report on the ways in which educational theory and contemporary research informs and impacts on teaching, learners and learning.
3. Demonstrate knowledge of culturally secure, supportive caring, inclusive and positive learning environment.
4. Conduct research and report on your knowledge and understanding of a wide diversity of learners and learning contexts and policy.
5. Communicate professionally in a written and oral format.
Relates to learning outcomes
Course Learning Outcomes
CLOs - 1, 2, 3, 4, 8, 9
Australian Professional Standards for Teachers
APSTs - 1.2, 1.3, 1.4, 2.1, 2.4, 3.4, 4.1, 7.1, 7.2, 7.4
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
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.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Tait, G. (2018). Making sense of mass education. (3rd ed.). Melbourne: Cambridge University Press.
Other
Australian Professional Standards for Teachers (AITSL, 2011)
Early Years Learning Framework (DEEWAR, 2009)
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
Australian Professional Standards for Teachers
1 Professional Knowledge: Know students and how they learn
- Understand how students learn
Relates to: Timed online assessment, Group presentation - Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Timed online assessment, Group presentation - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Timed online assessment, Group presentation
2 Professional Knowledge: Know the content and how to teach it
- Content and teaching strategies of the teaching area
Relates to: Group presentation - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Group presentation
3 Professional Practice: Plan for and implement effective teaching and learning
- Select and use resources
Relates to: Timed online assessment, Group presentation
4 Professional Practice: Create and maintain supportive and safe learning environments
- Support student participation
Relates to: Timed online assessment, Group presentation
7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community
- Meet professional ethics and responsibilities
Relates to: Timed online assessment, Group presentation - Comply with legislative, administrative and organisational requirements
Relates to: Timed online assessment, Group presentation - Engage with professional teaching networks and broader communities
Relates to: Timed online assessment, Group presentation
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.ED39 Bachelor of Education (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Timed online assessment, Group presentation - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Timed online assessment, Group presentation - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Timed online assessment, Group presentation - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Timed online assessment, Group presentation - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds
Relates to: ULO2, Timed online assessment, Group presentation - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Timed online assessment, Group presentation
ED49 Bachelor of Education (Primary)
- Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Timed online assessment, Group presentation - Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
Relates to: ULO2, Timed online assessment, Group presentation - Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Timed online assessment, Group presentation - Responsive: Interpret data, policy and legislative requirements to inform professional decisions about practice.
Relates to: ULO3, Timed online assessment, Group presentation - Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
Relates to: ULO2, Timed online assessment, Group presentation - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Timed online assessment, Group presentation
ED59 Bachelor of Education (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Timed online assessment, Group presentation - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Timed online assessment, Group presentation - Inclusive: Synthesise various knowledges to create culturally secure, supportive, caring, inclusive and positive learning environments.
Relates to: ULO4, Timed online assessment, Group presentation - Responsive: Understand and respond to a diversity of learners, contexts, policy and practice environments.
Relates to: ULO3, Timed online assessment, Group presentation - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO2, Timed online assessment, Group presentation - Communicative: Engage and communicate effectively and professionally.
Relates to: ULO5, Timed online assessment, Group presentation