University of Technology Sydney

013170 Economics Teaching Methods 3

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 2025 is available in the Archives.

UTS: Education: Initial Teacher Education
Credit points: 6 cp
Result type: Grade, no marks

Requisite(s): (120 credit points of completed study in spk(s): C10449 Bachelor of Business Master of Teaching Secondary Education OR 120 credit points of completed study in spk(s): C10450 Bachelor of Economics Master of Teaching Secondary Education) AND 013235 Human Society and its Environment Teaching Methods 1 AND (013169 Economics Teaching Methods 2 OR 013171 Society and Culture Teaching Methods 2 OR 013173 Legal Studies Teaching Methods 2 OR 013236 Business Studies Teaching Methods 2)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

Drawing on a combination of theory and practice, teacher-education students study how Economics teaching and curriculum in the HSC year can be organised and managed for effective learning and is closely aligned to the Australian Professional Standards for Teachers (Graduate) descriptors. The subject includes an in-depth study of the Economics Stage 6 syllabus, lesson planning, approaches to learning and teaching, and different forms and functions teaching and learning activities for a successful Economics classroom.

Subject learning objectives (SLOs)

a. Analyse syllabus documents to ascertain assessment policies, procedures and practice in Stage 6 Economics
b. Explain the Economics syllabi ideas accurately, including catering to the needs of Indigenous Australian (Aboriginal and Torres Strait Islander) students and other students with identified needs
c. Evaluate and reflect on student assessment as a means of modifying and improving professional social science teaching
d. Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
e. Identify relevant and appropriate sources of professional learning for teachers.
f. Apply understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches, to assess student learning.
g. Identify a range of resources, including ICT, that engage students in their learning
h. Compose scholarly written and oral responses, based on sound academic conventions, including accurate referencing

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)
  • Plan and carry out extended analysis, and undertake independent research, of issues related to content-specialisations and teaching theories and practices (2.1)
  • Research and plan ways to embed Indigenous Australian (includes both Aboriginal and Torres Strait Islander) knowledges in the curriculum and acknowledge histories of Indigenous Australian strength, disadvantage and dominant culture privilege (4.1)
  • Engage professionally with colleagues, parents/carers and the associated school communities (5.1)
  • Communicate effectively using diverse modes and technologies in academic, professional and community contexts (6.1)

Contribution to the development of graduate attributes

There are three APST graduate descriptors addressed in this subject and demonstrated in relation to taught, practised and assessed.

5.1.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches, to assess student learning.

Standard 5.1.1 is taught and practised in Weeks 1 to 4, and assessed in Assessment task 1, criterion 3.

5.4.1 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

Standard 5.4.1 is taught and practised in Week 4, and assessed in Assessment task 2, criterion 5.

6.2.1 Understand the relevant and appropriate sources of professional learning for teachers.

Standard 6.2.1 is taught and practised in Week 6, and assessed in Assessment task 3, criterion 3.

Teaching and learning strategies

The teaching and learning strategies employed in this subject include lecture input, structured discussions, collaborative small group work and workshops, individual research and engagement with online simulated classroom teaching and learning pedagogies and practices. Weekly workshops scaffold teacher-education student learning through a series of activities within a learning sequence to build deep knowledge of the Economics curriculum, assessment, and teaching and learning pedagogy relevant to each stage and content strand. Teacher-education students trial, select and design a variety of teaching strategies and a range of resources, including those involving the use of ICTs, that engage students in their learning. During the learning continuum students demonstrate acquired knowledge through presentations, multi-modal representations, questioning, reflection and assessments. This subject also describes a range of teaching strategies and resources that engage teacher-education students in meaningful, contemporary, insightful social sciences learning.

Formative feedback

Students receive ongoing formative feedback throughout the semester, both in class and through questions posted in discussions and online forums.

Content (topics)

In this subject, students focus on:

  • Economics teaching: assessment approaches, professional practice and professional reflection;
  • The NSW curriculum: HSIE as a key learning area; the Australian Curriculum and its relationship with NSW; Developing familiarity with and knowledge of the Stage 6, Year 11-12 Economics syllabus.
  • An introduction to higher order lesson strategies to maximise student learning and professional accountability;
  • Research into how students learn and the implications for teaching Economics;
  • Working collaboratively and cooperatively;
  • A wide range of teaching strategies and high order differentiation strategies for equity and inclusion;
  • Integrating literacy and numeracy strategies in Economics teaching;
  • Collating, using and assessing a range of resources, including ICT, that engage students in their learning;
  • Strategies to evaluate lessons and teaching programs to improve student learning
  • Strategies to evaluate student work in Stage 6 and use the information to improve professional practice
  • Strategies to provide student feedback that assists students to learn from the feedback
  • Sources of ongoing professional learning for Economics teachers to enhance professional practice

Assessment

Assessment task 1: Devise Stage 6 Economics assessment task

Objective(s):

a, d, f and h

Weight: 40%
Length:

1,200 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Appropriateness of resources selection for the course 25 a 1.1
Clarity of rubric, marking guidelines and suggested answers 25 d 1.2
Depth of detail and clarity of justification of the processes that will assess the student’s adherence to the AMOW policy 25 f 1.3
Clarity and professionalism of written expression 25 h 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Professional Learning Plan

Objective(s):

b, d, e and h

Weight: 20%
Length:

1,000 words
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Appropriateness of identified sources of professional development catering for students with identified needs 25 b 4.1
Relevance of links between identified professional learning and professional reflection and practice. 25 d 2.1
Appropriateness and relevance of identified networks to support collegial and professional learning 25 e 5.1
Clarity and professionalism of written expression 25 h 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Exam: Assessing student work in Economics

Objective(s):

c, f and h

Weight: 40%
Length:

1.5 hours (5 minutes reading time)
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Clarity and appropriateness of guidelines and criteria 20 f 1.2
Accuracy of assessment of student responses 20 f 1.1
Clarity and conciseness of summative comments 20 h 6.1
Judicious capacity to evaluate assessments and potentially modify teaching practice 40 c 1.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Students must pass all three assessment tasks. The three tasks collectively assess the Subject Learning Objectives and Graduate Attributes (both APST graduate descriptors and CILOs) covered in this subject. External accrediting bodies (NESA and AITSL) require all tasks to be satisfactorily completed in order to demonstrate achievement against NSW Graduate teacher Standards. Students who do not pass all assessment tasks will be awarded an X Fail grade.

Compulsory attendance at 8 out of 9 workshops.

Required texts

NSW Education Standards Authority Economics Stage 6 Syllabus https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning- areas/hsie/economics

NSW Education Standards Authority Assessment and Reporting in Economics Stage 6 https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning- areas/hsie/economics/assessment-and-reporting

NSW Education Standards Authority State 6 Economics exam pack

https://educationstandards.nsw.edu.au/wps/portal/nesa/resource-finder/hsc-exam-papers/2021/economics-2021-hsc-exam-pack

References

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

Dhall, M. (2019) The Business of Teaching. Sydney, Australia: M2K Education and Advisory.

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

Muchiri, S., Paraschiv, M., & Wooten, J. (2020). Teaching Economics with Breaking Bad. Available at SSRN 3525829.

Newman, FM (Ed.) (1996). Authentic pedagogy. Wisconsin, USA: University of Wisconsin-Madison.

O’Toole, M (2003). Preparing for professional experience in education: Where the rubber hits the road, Sydney, Australia: Five Senses Publications.

Schug, M. C., & Wood, W. C. (Eds.). (2011). Teaching economics in troubled times: Theory and practice for secondary social studies. London: Routledge.