University of Technology Sydney

013438 Business Studies/Economics Teaching Methods 1

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): 013435c Human Society and its Environment Teaching Methods 1
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Anti-requisite(s): 028281 Business Studies/Economics Teaching Methods 1

Description

This subject considers the skills and understandings required to be an effective secondary social science teacher of Business Studies and Economics, and create an engaging program for learning. The subject informs professional experience. An emphasis is placed on professional commitment, current developments in science teaching and learning, and reflection on teaching practice. Topics include teaching to mixed-achievement classes; selecting digital resources and tools to enhance student learning; organising and evaluating methods and materials for learning; discipline-specific assessment and reporting; and theoretical teaching frameworks. Students demonstrate the development of a depth of knowledge within selected areas of education relevant to the NSW Business Studies and Economics syllabuses.

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 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)
  • Collaborate with learning designers, analysts and subject matter experts, using effective English communication skills, to design technology-intensive learning resources (6.2)

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 second 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: Evaluation of a lesson taught in professional experience

Objective(s):

b, c, d and e

Weight: 50%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Insightful critical review of the research 20 d 2.1
Appropriate and thoughtful lesson sequence and strategies 20 c 1.2
Appropriate selection of research closely related to basis of lesson sequence 20 b 1.3
Evidence of knowledge and application of strategies to evaluate lessons/teaching programs 20 d 1.3
Clear and scholarly use of language 20 e 6.2
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:
Criteria Weight (%) SLOs CILOs
Outline of the learning sequence and lesson plans 20 a, b 1.2
Description of concepts, strategies and resources 30 b, c 1.3
Description of strategy to evaluate the teaching program 10 d 1.3
Justification of the selected strategies and resources, including evaluation of the program, using relevant scholarly literature 30 d .2
Writes professionally and academically, showing accuracy and cohesion of text 10 e 6.2
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. In addition, there is a minimum attendance in workshops of 8 out 9.

Required texts

NSW Educational Standards Authority

NSW Educational Standards Authority (NESA) (2001 - 2011) Business Studies and Economics Syllabuses, Sydney

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/business-studies

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/economics

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.