Unit rationale, description and aim
This unit is designed to establish a knowledge base for pre-service teachers in the areas of curriculum, pedagogy and assessment in Commerce and Business Studies Education for secondary students in the junior and middle years of schooling (Years 7-10). An understanding of the national curricula which is specific to Catholic, State and Independent schools will provide the focus of this unit. The unit is also designed to develop pre-service teachers’ understanding of contemporary theory, concepts and skills in Commerce and Business Studies Education studies as applied in the junior secondary classroom context. A range of curriculum perspectives will be explored, including literacy, numeracy, ICT, Aboriginal and Torres Strait Islander education, students with special needs and effective teaching. There is a focus on effective teaching and classroom management, including student engagement, participation and inclusion.
Campus offering
No unit offerings are currently available for this unit.Learning 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.
Plan, implement and evaluate a range of Commerce a...
Learning Outcome 01
Explain, develop and evaluate a variety of classro...
Learning Outcome 02
Examine the relationships between student learning...
Learning Outcome 03
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 Commerce and Business Studies Education in Years 7-10
· specific professional practices related to teaching and learning in Commerce and Business Studies Education (eg OHS)
· an understanding of how effective teaching, including curriculum rigour, engagement, participation and inclusion, is a key factor in effective classroom management
· general capabilities and cross curriculum priorities including the integration of literacy, numeracy and ICT, and local, state, territory and national perspectives in Commerce and Business Studies Education
· planning sequences of learning activities in Commerce and Business Studies 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 Commerce and Business Studies Education
· catering for a diverse range of learners in Commerce and Business Studies Education
· discipline specific teaching strategies and issues related to Aboriginal and Torres Strait Islander students in Commerce and Business Studies Education
· effective use of resources for teaching, including ICT’s and technologies specific to Commerce and Business Studies Education
· pedagogical strategies to promote problem solving and critical thinking in Commerce and Business Studies Education
· feedback, assessment and reporting in Commerce and Business Studies Education
· extending and challenging learners in Commerce and Business Studies 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 demonstrating ...
Assessment Task 1:
Lesson planning demonstrating an understanding of sequencing, a variety of appropriate pedagogical approaches, behaviour management safety considerations and resources to engage student learning in a nominated educational setting.
This lesson plan must address general capabilities and cross curriculum priorities. The lesson must include examples of ICT resources to engage students in their learning and also highlight evidence of literacy and numeracy teaching strategies that have been applied to the Commerce and Business Studies lesson.
50%
Assessment Task 2: Implementation and evaluation ...
Assessment Task 2:
Implementation and evaluation of a sequence of learning and teaching activities within which provision is made for assessment of student learning and feedback.
OR
An essay or position paper that addresses current issues and debates in curriculum, pedagogy and assessment in the teaching subject.
50%
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 his/her ability to locate and synthesise information, will be developed through designing curriculum appropriate for a Commerce and Business Studies Education 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