013237 Business Studies Teaching Methods 3
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Subject handbook information prior to 2025 is available in the Archives.
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 (013236 Business Studies Teaching Methods 2 OR 013169 Economics Teaching Methods 2 OR 013171 Society and Culture Teaching Methods 2 OR 013173 Legal Studies Teaching Methods 2)
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 028281 Business Studies/Economics Teaching Methods 1
Description
Drawing on a combination of theory and practice, teacher-education students study how Business Studies 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 Business Studies Stage 6 syllabus, lesson planning, approaches to learning and teaching, and different forms and functions teaching and learning activities for a successful Business Studies classroom.
Subject learning objectives (SLOs)
| a. | Analyse syllabus documents to ascertain assessment policies, procedures and practice in Stage 6 Business Studies |
|---|---|
| b. | Explain the Business Studies 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 Weeks 5 and 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, hands-on tasks and practice classroom teaching, individual research and engagement with online simulated classroom teaching and learning pedagogies and practices. Weekly workshops allow student learning to be scaffolded through a series of activities within a learning sequence to build deep knowledge of the Business Studies 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 teacher-education 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 will 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:
- Business Studies 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 Business Studies 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 Business Studies;
- 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 Business Studies 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 Business Studies teachers to enhance professional practice
Assessment
Assessment task 1: Devise Stage 6 Business Studies assessment task
| Objective(s): | a, d, f and h | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1,200 words | ||||||||||||||||||||
| Criteria linkages: |
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: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Exam: Assessing student work in Business Studies
| Objective(s): | c, f and h | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1.5 hours (5 minutes reading time) | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
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 NSW Graduate teacher Standards. Students who do not pass all assessment tasks will be awarded an X Fail grade.
Compulsory attendance to 8 out of 9 workshops.
Required texts
NSW Educational Standards Authority Stage 6 Business Studies syllabus https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning- areas/hsie/business-studies
NSW Educational Standards Authority Stage 6 Business Studies syllabus 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.
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.
Stagias, I., & Retalis, S. (2020). Secondary school students build multiple skills in evaluating business opportunities via technology-enhanced learning activities. Entrepreneurship Education, 3(2), 197-214.
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.