028281 Business Studies/Economics Teaching Methods 1
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Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): 48 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013438 Business Studies/Economics Teaching Methods 1 AND C10209 Bachelor of Educational Studies
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, analyse and evaluate a range of approaches to assessing student learning (GTS 5.1.1); |
|---|---|
| b. | Construct and apply effective assessment strategies to assess student learning (GTS 2.3.1, 5.1.2; 5.4.1); |
| c. | Analyse and evaluate curriculum and resources for inclusion in effective teaching programs (GTS 2.2.1); |
| d. | Identify and apply effective methods of feedback to students about learning (GTS 5.2.1); |
| e. | Use language clearly and precisely (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.
- Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5) (1.2)
- Make judgements about their own learning and identify and organise their continuing professional development (GTS 3, 6) (1.3)
- Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
- Exhibit high-level numeracy and literacies (GTS 2) (6.2)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Operate professionally in a range of educational settings, with particular emphasis on their specialisation (GTS 1, 2)
1.2 Design and conduct effective learning activities, assess and evaluate learning outcomes and create and maintain supportive and safe learning environments (GTS 1, 2, 3, 4, 5)
1.3 Make judgements about their own learning and identify and organize their continuing professional development (GTS 3, 6)
2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)
6.2 Exhibit high level numeracy and literacies (GTS 2)
Teaching and learning strategies
The teaching and learning strategies employed in this subject will include lecture input, structured discussions, collaborative small group work, workshops, individual research and engagement in assignments that critically examine, apply current thinking in the area, development of assessment strategies with revision of this in the light of practicum experiences, and assignments which critically examine and apply current thinking in teaching and 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:
- The NSW curriculum: HSIE as a key learning area (KLA); the Australian Curriculum and its relationship with NSW;
- Developing familiarity with, and knowledge of, the Business Studies and Economics syllabuses;
- NSW HSIE courses Stage 6: an overview and Australian Curriculum HSIE subjects for Years 11 and 12;
- Key terms in assessment for HSIE;
- Investigate ways to interpret student assessment data to evaluate student learning and modify teaching practice;
- Assessment ‘for’, ‘of’ and ‘as’ learning;
- Standards referencing, norm referencing (peer referencing) and other approaches to assessment;
- The teaching and assessment cycle;
- Diagnostic, formative and summative assessments;
- How to assess syllabus outcomes;
- Assessment/adjustments for a range of students (eg. special needs; EAL/D);
- Reliability and validity in assessment;
- Meaningful and useful feedback to students;
- Using authentic work samples.
Assessment
Assessment task 1: Evaluation of a lesson taught in professional experience
| Objective(s): | b, c, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||||||
| Length: | 1,500 words | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Designing a learning sequence
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 50% | ||||||||||||||||||||||||
| Length: | 1,500 words | ||||||||||||||||||||||||
| Criteria linkages: |
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. In addition, there is a minimum attendance in workshops of 8 out 9.
Required texts
Required texts
NSW Educational Standards Authority
NSW Educational Standards Authority (NESA) (2001 - 2011) Business Studies and Economics Syllabuses, Sydney
Other readings
https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie
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. (2011) 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.