Unit rationale, description and aim
In order to plan and deliver lessons that promote learner engagement and enhance student learning, intending secondary teachers need knowledge and understanding of the senior secondary curriculum, along with theoretical frameworks and pedagogical approaches that are emblematic of teaching in their chosen teaching areas, including teaching/learning that responds to the high-stakes assessment that is a usual feature of senior secondary schooling.
In this unit, pre-service teachers will consider the place of Economics and Business in contemporary Australian society, and the senior secondary Economics and Business curriculum, in particular. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment. Pre-service teachers will learn approaches for building knowledge of Economics and Business and how to provide constructive feedback and reporting. They will learn approaches for engaging senior secondary learners and to meet the learning needs of diverse students in the senior secondary years. They will further develop skills to shape the dialogic talk of the classroom. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory. They will assemble a resource folio to demonstrate capacity to collect, create and critique resources for effective teaching and learning and to link with curriculum. They will investigate issues and considerations of curriculum implementation as found in the practical reality of schools.
The aim of this unit is for the pre-service teacher to develop their pedagogical content knowledge through becoming familiar with the knowledge, understanding and skills necessary for teaching Economics and Business at a senior secondary level.
Campus offering
No unit offerings are currently available for this unitLearning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate mastery of the concepts, substance and...
Learning Outcome 01
Critically analyse, synthesise, develop, and imple...
Learning Outcome 02
Describe, design, evaluate and implement a variety...
Learning Outcome 03
Analyse the relationships between learning task de...
Learning Outcome 04
Content
The topics will include:
- factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Economics/Business Education in Years 7-10
- the concepts, substance and structure of curriculum content in Economics/Business
- contemporary understandings of the unique ways in which students learn in Economics and Business
- specific professional practices and key pedagogical approaches related to teaching and learning in Economics/Business Education and their theoretical underpinnings
- general capabilities and cross curriculum priorities including the integration of literacy and numeracy and local, state, territory and national perspectives in Economics/Business Education
- planning, implementing and evaluating sequences of learning activities in Economics/ Business Education relative to specific school context and identified factors impacting teaching and learning
- the relationship between reflexive learning and effective concept formation to build higher order thinking in Economics/Business Education
- catering for a diverse range of learners in Economics/Business Education
- discipline specific teaching strategies and issues related to Indigenous students in Economics/Business Education
- effective use of a range of resources for the teaching area, including ICT’s and technologies specific to Economics/Business Education
- classroom management in Economics/Business Education and the impact of curriculum rigour, engagement, participation and inclusion on learner behaviour
- pedagogical strategies to promote problem solving and critical thinking in Economics/Business Education
- a range of approaches and strategies for assessment, feedback, and reporting in Economics/ Business Education
- strategies to develop students’ literacy and numeracy skills in the context of Economics/ Business Education
- ways to assess student learning, provide effective feedback, make consistent and comparable judgments, interpret student data and report on student achievement in Economics/Business Education.
Assessment strategy and rationale
The assessment tasks and their weightings are designed so that the pre-service teacher can progressively achieve the course learning outcomes and the professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on pre-service teachers acquiring content knowledge and developing the skills to assimilate conceptual knowledge in order for that knowledge to inform skills that will be applied in practice.
The two assessment tasks are sequenced to allow feedback and progressive development. By completing Task 1 the pre-service teacher will apply knowledge of assessment strategies. In Task 2 pre-service teachers develop a program of work for senior students over a period of time.
Overview of assessments
Assessment Task 1: Lesson planning Develop a se...
Assessment Task 1:
Lesson planning
Develop a series of at least three sequential lessons / learning activities.
These must demonstrate knowledge and understanding of:
- the concepts and structure of Economics/Business in the 7-10 curriculum;
- the ways in which students learn in Economics/Business
- learning objectives, teaching content and strategies appropriate to the identified outcome/s, topic and year level;
- nominated pedagogical approach/es;
- sequencing; and
- appropriate resources and strategies, including ICT, to meet the identified strengths and needs of diverse learners and to promote critical and creative thinking. <
40%
Assessment Task 2: Analysis of the Curriculum An...
Assessment Task 2: Analysis of the Curriculum
Analysis of Economics/Business 7-10 curriculum content, skills and topics; and diagnostic test and/or self-audit to identify key gaps in pre-service teacher’s knowledge, understandings and skills.
Undertake independent research and/or skill practice. Demonstrate mastery of key topics/gaps identified through:
- skill test and/or
- written examination and/or
- written paper and/or
- group presentation. <
30%
Assessment Task 3: CHOICE - For the purposes of...
Assessment Task 3:
CHOICE - For the purposes of national moderation all campuses must select the same task.
Option A: Teaching and Assessment Implementation and Critical Reflection
Implementation and evaluation of a sequence of learning and teaching activities which will take place in microteaching small-group or similar settings and within which:
- identified syllabus content is addressed;
- diverse learner backgrounds and needs are catered for;
- student higher order thinking is promoted;
- provision is made for assessment of student learning and feedback; and
- the cross curricular priorities and General Capabilities of the Australian Curriculum are incorporated, including the integration of literacy and numeracy.
Critically evaluate the ways in which the above addresses identified syllabus content, promotes student higher order thinking, caters for the needs of diverse learners, and addresses the cross curricular priorities and General Capabilities of the Australian Curriculum.
OR
Option B: Resource Folio and Critical Reflection
Create a folio of 6 – 10 practical activities that cover a range of curriculum topics and skills, within which:
- identified syllabus content is addressed;
- diverse learner backgrounds and needs are catered for;
- student higher order thinking is promoted;
- provision is made for assessment of student learning and feedback;
- and the cross curricular priorities and General Capabilities of the Australian Curriculum are incorporated, including the integration of literacy and numeracy.
Critically evaluate the ways in which the above addresses identified syllabus content, promotes student higher order thinking, caters for the needs of diverse learners, and addresses the cross curricular priorities and General Capabilities of the Australian Curriculum.
30%
All students, regardless of whether their teaching area has adopted the Australian Curriculum, must make reference to the cross-curriculum priorities and General Capabilities identified in the Australian Curriculum.
Learning and teaching strategy and rationale
This unit applies a social constructivist approach to develop the pre-service teacher’s understanding of effective pedagogies through active engagement and collaborative learning. The pre-service teacher will build an understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group work. The pre-service teacher’s teaching skills of planning and assessing, and their ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Economics and Business context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.
Teaching and learning strategy described above will use an appropriate selection of approach, including, for example:
- Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
- Hands-on tutorials and discussions that promote peer learning
- Microteaching opportunities
- Self-directed reading and research
- Collaborative learning opportunities
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: