013439 Business Studies/Economics Teaching Methods 2

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade, no marks

Requisite(s): 013438 Business Studies/Economics Teaching Methods 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 028282 Business Studies/Economics Teaching Methods 2

Description

This subject explores how teaching and curriculum can be organised and managed for effective learning. The subject combines theory with practice to provide students with the skills and understanding required to begin to teach in a secondary school, and is associated with professional experience. It includes study of secondary syllabuses, programming and resourcing, lesson planning, varied approaches to learning and teaching, the role of assessment, and the use of ICTs and their role in learning and teaching. This subject is a prerequisite or corequisite for the other HSIE teaching methods subjects and professional experience subjects.

Subject learning objectives (SLOs)

a.	Identify and interpret the objectives, outcomes, content and assessment requirements of the Business Studies and Economics syllabuses (GTS 2.1.1)
b.	Explore and analyse a range of approaches for the teaching of Economics and Business Studies for a wide range of students (GTS 1.1.1, 2.1.1, 3.2.1)
c.	Create learning sequences based on educational research for a diverse range of students, using a wide range of resources, including digital technology (GTS 2.2.1, 2.3.1)
d.	Critique and evaluate teaching/learning programs, key theories and models relevant to the Economics and Business Studies (GTS 2.1.1; 3.6.1)
e.	Compose scholarly written and oral responses, based on sound academic conventions, including accurate referencing (GTS 6.2.1)

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Know secondary school students and how they learn, with an advanced ability to critically evaluate the physical, social and emotional dimensions of learners (1.1)
Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery (1.2)
Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems (1.3)
Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional readiness

1.2) Know the content and how to teach it, demonstrating an advanced knowledge of a teaching program in one or more disciplines to critically evaluate its delivery

1.3) Plan for and implement effective teaching and learning with an advanced knowledge of educational practice, pedagogy, policy, curriculum and systems

2. Critical and creative inquiry

2.1) Enquire into and research practice to improve educational experiences and outcomes

2.2) Critically analyse and reflect on and synthesise complex theories of learning and teaching

6. Effective communication

6.2) Possess literacy and numeracy skills across a broad range of communication modes and technologies

Teaching and learning strategies

Students will critically examine and apply current thinking and practices in Business Studies and Economics education. They will work in teams and individually to analyse curriculum and syllabuses to plan and teach lessons. The process will be supported by workshop activities and an online environment. Students will receive tutor and peer feedback on their lesson preparation and presentations throughout the teaching session. Students will undertake individual inquiry to understand the framework and elements of curriculums. Students will trial, select and design a variety of teaching and learning activities exemplifying student-centred and inquiry teaching approaches. Students will develop knowledge and understanding of writing effective learning sequences for units of work. Learning sequences will be evaluated to improve student learning.

Content (topics)

This is the third of the four HSIE Teaching Methods subjects. In this subject, students synthesise their prior learning about each of the following aspects of teaching:

Roles and responsibilities of the Business Studies and Economics teacher;
Quality Teaching Framework;
AITSL Standards;
NSW Stage 6 Business Studies and Economics Syllabuses: aims, objectives, stage statements, outcomes, content, requirements, assessment emphases, courses;
Identifying, selecting and using a range of resources in the secondary classroom;
Focus on the learners; strategies for differentiating teaching and meeting diverse learner needs; and assessment principles and strategies;
Developing effective questions for the Business Studies/Economics classroom;
Critical literacy and numeracy in the Business Studies/Economics classroom;
Teaching oral skills in the secondary classroom: key elements and considerations.
Key programming documents: scope and sequence, lesson plans, key aspects of a unit of work;
Investigating strategies that can be used to evaluate teaching programs to improve student learning;
Investigating the purpose of providing timely and appropriate feedback to students about their learning;
Exploring ways to organise content into an effective learning and teaching sequence.

Assessment

Assessment task 1: Developing assessment tasks for HSC Business Studies or HSC Economics

Objective(s):

a, b, c and d

Weight:

50%

Length:

1,500 words.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriate resources selection for the course	25	b	1.1
Clarity of explanation for choice of resources	25	a, c	1.3
Appropriateness of assessment task	25	a, b, c	1.2
Clarity of explanation regarding feedback to students.	25	d	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: In class exam: Assessing student work

Objective(s):

a, b, c and e

Weight:

50%

Length:

2 hours (5 minutes reading time)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Clear and appropriate guidelines and criteria	20	a, b	1.2
Accurate assessment of student responses	20	b	.3
Clear and concise summative comments	20	b, e	6.1
Evidence of sound knowledge of evaluating assessments	20	b	1.3
Demonstrate judicious capacity to potentially modify teaching practice	20	c	.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

All assessment tasks in the subject must be passed in order to pass the subject because they critically assess key Graduate Teaching Standards that pre-service teachers must achieve.

Required texts

NSW Educational Standards Authority

NSW Educational Standards Authority (NESA) (2001 - 2011) Business Studies and Economics, Syllabuses, Sydney from http://www.boardofstudies.nsw.edu.au/

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/economics.html

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/business-studies.html

http://www.boardofstudies.nsw.edu.au/australian-curriculum/k-12-HSIE-economics.html

References

NESA (2018)

https://syllabus.nesa.nsw.edu.au/hsie/

And relevant syllabus documents from:

http://www.australiancurriculum.edu.au/SeniorSecondary/Overview

Black, P., & Wiliam, D. (1998). Inside the black box. Raising standards through classroom assessment. London, UK: London University Press.

Brady, L. & Kennedy, K. (2012). Assessment and Reporting. Celebrating Student Achievement. Pearson: Frenchs Forest.

Dhall, M. (2020) The business of teaching. Sydney, Australia: Five Senses Publications.

Gardner, J. (Ed.) (2006). Assessment and learning, Oaks, California, USA: Sage Publications.

Klenowski, V. & Wyatt-Smith, C. (2014). Assessment for Education: Standards, Judgement and Moderation, Sage: London

Perrone, E. (1991). ‘On Standardised Testing’, Childhood Education, 67, 132-142.

Rowntree, D. (2015). Assessing Students: How Shall We Know Them?, New York: Routledge.

William, D. (2010). ‘Standardized Testing and School Accountability’, Educational Psychologist, 30:2.