013236 Business Studies Teaching Methods 2
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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.
Credit points: 6 cp
Result type: Grade, no marks
Requisite(s): ((96 credit points of completed study in spk(s): C10449 Bachelor of Business Master of Teaching Secondary Education OR 96 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)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 013436 Human Society and its Environment Teaching Methods 4 AND 028278 Social Sciences Teaching Methods 2
Description
Students are supported to explore and critique the skills and knowledge required to be an effective secondary Business Studies teacher. The subject informs supervised teaching placement in the professional experience subjects. An emphasis is placed on professional commitment, current developments in social science teaching and learning, and reflection on teaching practice. Topics include teaching to differentiated classes; selecting digital resources and tools to enhance secondary school-student learning; organising and evaluating methods and materials for learning; discipline- specific assessment and reporting; theoretical teaching frameworks. Teacher-education students acquire in-depth knowledge within selected parts of the NSW Business Studies syllabus.
Subject learning objectives (SLOs)
| a. | Apply knowledge of teaching strategies that are responsive, through differentiation, to the learning strengths and needs of students learning in Business Studies (GTS 1.3.1, 1.5.1) |
|---|---|
| b. | Organise knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area (GTS 2.1.1) |
| c. | Explain HSIE syllabi ideas accurately, including the impact of culture, cultural identity and linguistic background on the education of Indigenous Australian (Aboriginal and Torres Strait Islander) to understanding social sciences and curriculum (GTS 1.4.1) |
| d. | Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. (GTS 3.2.1) |
| e. | Integrate critical understanding of the purpose of providing timely and appropriate feedback to students about their learning.(GTS 5.2.1) |
| f. | 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)
- 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.
1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Standard 1.5.1 is taught and practised in Weeks 1 and 2, and assessed in Assessment task 1, criterion 3.
2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Standard 2.1.1 is taught and practised in Weeks 3 and 4, and assessed in Assessment task 3, criterion 1.
5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Standard 5.2.1 is taught and practised in Weeks 5, 6 and 7, and assessed in Assessment task 2, criterion 3.
Teaching and learning strategies
Weekly workshops scaffold learning to build in-depth knowledge of the NSW Business Studies secondary school syllabus and teaching and learning pedagogy relevant to each stage and content strand. The teaching and learning strategies employed in this subject include lecturer input, hands-on tasks and practice-oriented classroom teaching, structured discussions, ICT and online activities. Students trial, select and design a variety of teaching strategies and a range of resources, including those involving the use of ICTs, that engage school 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 students in meaningful, contemporary, insightful social sciences learning.
Formative feedback
Students receive ongoing formative feedback throughout the semester.
Content (topics)
In this subject, students focus on:
- Roles and responsibilities of Stage 6 teachers of Business Studies;
- Quality Teaching Framework and the AITSL Graduate Standards for Teachers;
- NSW Stage 6 Business Studies Syllabus: 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 classroom;
- Critical literacy and numeracy in the Business Studies 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: Planning for differentiation in the Business Studies Class
| Objective(s): | a, c, d and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 20% | ||||||||||||||||||||
| Length: | 750 words + detailed original lesson plan (this means fully resourced and original lesson plan that another teacher could use and teach from, without needing to add anything of their own) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Formal assessment task, marking guides and feedback
| Objective(s): | a, b, e and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1,000 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Designing a learning sequence
| Objective(s): | a, b and f | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1,200 words (the original lesson plans and complete supplementary resources in the appendices and not counted in the word count) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must attend a minimum of 8 out of 9 sessions.
Students must pass all three assessment tasks to pass this subject. 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 Australian Professional Standards for Teachers. Students who do not pass all assessment tasks will be awarded an X Fail grade.
Required texts
NSW Educational Standards Authority Business Studies Stage 6 syllabus https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning- areas/hsie/business-studies
NSW Educational Standards Authority Assessment and Reporting in Business Studies Stage 6 https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning- areas/hsie/business-studies/assessment-and-reporting
Recommended texts
Black, P., & Wiliam, D. (1998). Inside the black box. Raising standards through classroom assessment. London, UK: London University Press.
Briggs, B. (2019). Teaching methods as correlate of student performance in business studies in selected public secondary schools in Port Harcourt. International Journal of Innovative Social & Science Education Research, 7(2), 1-12.
Dhall, M. (2019) The Business of Teaching. Sydney, Australia: M2K Education and Advisory. Excerpts will be given out in classes.
Gardner, J. (Ed.) (2006). Assessment and learning, Oaks, California, USA: Sage Publications.
Koh, N. K., & Fraser, B. J. (2014). Learning environment associated with use of mixed mode delivery model among secondary business studies students in Singapore. Learning Environments Research, 17(2), 157-171.
Newman, FM (Ed.) (1996). Authentic pedagogy. Wisconsin, USA: University of Wisconsin-Madison.
Meintjes, A., Henrico, A., & Kroon, J. (2015). Teaching problem-solving competency in Business Studies at secondary school level. South african journal of education, 35(3).
NSW Department of Education and Training (2003) Quality teaching in NSW public schools. Discussion Paper. Sydney, Australia: NSWDET.
Prumm, K and Patruno, R (2016) Elements of Learning and Achievement, DET NSW.
Stokhof, H., De Vries, B., Bastiaens, T., & Martens, R. (2020). Using mind maps to make student questioning effective: Learning outcomes of a principle-based scenario for teacher guidance. Research in Science Education, 50(1), 203-225.