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Course Outline

EDU729 Teaching Junior Secondary Business

Course Coordinator:Melanie Cavanagh (mcolquho@usc.edu.au) School:School of Education and Tertiary Access

2024Semester 1

UniSC Sunshine Coast

 Blended learning Most of your course is on campus but you may be able to do some components of this course online.

Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.

What is this course about?

Description

This course builds capacity to design and discern effective pedagogy within Economics and Business for Years 7 -10. You will organise and plan lessons using the Australian Curriculum for Economics and Business, apply your knowledge, understanding and skills to interpret, evaluate and adapt learning, in order to engage Junior Secondary students. You will develop deep knowledge of how to integrate Aboriginal and Torres Strait Islander perspectives into learning activities and critically reflect on your developing teaching practice.

How will this course be delivered?

Activity Hours Beginning Week Frequency
Blended learning
Learning materials – You are required to engage and interact with asynchronous materials and activities accessed through Canvas modules, course readings and required texts. 2hrs Week 1 9 times
Tutorial/Workshop 1 – A blended learning approach is used to deliver the workshop component of this course. 2hrs Week 1 10 times

Course Topics

Topics in this course include:

  • The Australian Curriculum
  • The Business component of the Australian Curriculum
  • Assesment strategies in Business
  • Lesson Planning
  • Pedagogical practice in Business

What level is this course?

700 Level (Specialised)

Demonstrating a specialised body of knowledge and set of skills for professional practice or further learning. Advanced application of knowledge and skills in unfamiliar contexts.

What is the unit value of this course?

12 units

How does this course contribute to my learning?

Course Learning Outcomes On successful completion of this course, you should be able to... Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... Professional Standard Mapping * Australian Institute for Teaching and School Leadership
1 Apply a deep knowledge of Business and Economics content and curriculum to create lesson plans and curriculum and assessment plans. Knowledgeable
Creative and critical thinker 
1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 5.1, 5.2, 5.3, 5.5
2 Apply a deep knowledge and demonstrate mastery of pedagogy in the Business and Economics subject area to engage Year 7 to 10 students, including formative assessment, integration of ICT and embedded literacy and numeracy in learning activities. Knowledgeable
Creative and critical thinker 
1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.5, 5.1, 5.2
3 Cater for diverse student learning needs and adopt a student-centred approach to teaching, learning and classroom organisation in the Business and Economics curriculum area. Empowered
Ethical 
1.1, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.5, 5.1, 5.2
4 Employ effective language, structure and text to communicate curriculum strategies and ideas in written and oral modes. Empowered 

                                    		
                            

                    
                

                
            

        

        

                
* Competencies by Professional Body

                

                    
                        

                            CODE
                            COMPETENCY
                        

                    
                        
                            

                                
                                    Australian Institute for Teaching and School Leadership
                                
                            

                        
                        
                                

                                    1.1
                                    Physical, social and intellectual development and characteristics of students: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
                                

                                

                                    2.1
                                    Content and teaching strategies of the teaching area: Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
                                

                                

                                    2.2
                                    Content selection and organisation: Organise content into an effective learning and teaching sequence.
                                

                                

                                    2.3
                                    Curriculum, assessment and reporting: Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
                                

                                

                                    2.4
                                    Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
                                

                                

                                    2.5
                                    Literacy and numeracy strategies: Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
                                

                                

                                    2.6
                                    Information and Communication Technology (ICT): Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
                                

                                

                                    3.1
                                    Establish challenging learning goals: Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
                                

                                

                                    3.2
                                    Plan, structure and sequence learning programs: Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
                                

                                

                                    3.3
                                    Use teaching strategies: Include a range of teaching strategies.
                                

                                

                                    3.4
                                    Select and use resources: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
                                

                                

                                    3.5
                                    Use effective classroom communication: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
                                

                                

                                    3.6
                                    Evaluate and improve teaching programs: Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
                                

                                

                                    4.1
                                    Support student participation: Identify strategies to support inclusive student participation and engagement in classroom activities.
                                

                                

                                    4.2
                                    Manage classroom activities: Demonstrate the capacity to organise classroom activities and provide clear directions
                                

                                

                                    4.5
                                    Use ICT safely, responsibly and ethically: Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
                                

                                

                                    5.1
                                    Assess student learning: Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
                                

                                

                                    5.2
                                    Provide feedback to students on their learning: Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning
                                

                                

                                    5.3
                                    Make consistent and comparable judgements: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
                                

                                

                                    5.5
                                    Report on student achievement: Demonstrate understanding of a range of strategies for reporting to students and parents/ carers and the purpose of keeping accurate and reliable records of student achievement
                                

                        
                

        


    

        

            

                
Am I eligible to enrol in this course?

                

                    Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
                

            


            

                
Pre-requisites

                

                    Enrolled in Program ED706 and a Business Teaching area
                

            

        


        

            

                
Co-requisites

                

                    Not applicable
                

            

        


        

            

                
Anti-requisites

                

                    Not applicable
                

            

        


        

            

                
Specific assumed prior knowledge and skills (where applicable)

                
Not applicable

            

        

    


    

        

            

                
How am I going to be assessed?

                
Grading Scale

                

                    Standard Grading (GRD)
                

                
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS),   Fail (FL). 

            

        


        

            

                
Details of early feedback on progress

                
Formative feedback will be provided on your Lesson Plan sequence during tutorials

            

        


        

            

                
Assessment tasks

                

                    
                        

                            Delivery mode
                            Task No.
                            Assessment Product
                            Individual or Group
                                Weighting %
                            What is the duration / length?
                            When should I submit?
                            Where should I submit it?
                        

                    
                    
                            

                                All
                                1
                                Written Piece
                                Individual
                                    30%
                                
1500 words

                                Week 5
                                Online Submission
                            

                            

                                All
                                2
                                Oral
                                Individual
                                    25%
                                
Interactive 15 minutes

                                Refer to Format
                                In Class
                            

                            

                                All
                                3
                                Artefact - Professional
                                Individual
                                    45%
                                
2000-2500 words

                                Week 10
                                Online Submission
                            

                    
                

            


                

                    

                        

                            
                                All - Assessment Task 1:Lesson Plan Teaching New Knowledge
                            
                        

                        

                            Goal:
                            
The goal of this task is to create a series of three lessons for Year 8 Business and Economics students.

                        

                        

                            Product:
                            Written Piece
                        

                        

                            Format:
                            
This task involves you designing and planning a sequence of three (3) 70 minute lessons for a Year 8 Economics and Business class. The focus of the lessons is on developing an answer for a contemporary business problem. The lesson plan should include activities that focus on a business-related problem concerning the marketing of a new product. Your lesson plans may include, but are not limited to, any one of the following activities:Consumer surveys to determine market needs.Review of existing competition products and reviewing using SWOT analysis.Design of a marketing plan for the new product. Design of advertising to promote the product to a particular target demographic. Design of a simple artefact to meet a particular market need. You should take into consideration the needs of diverse learners when planning these lessons, embedding opportunities for feedback and differentiation strategies. You may receive formative feedback from your tutor during tutorial time before the due date.

                        


                    

                

                

                    

                        

                            Criteria:
                            
                                

                                    
                                        

                                            No.
                                            
                                            Learning Outcome assessed
                                        

                                    
                                    
                                            

                                                1
                                                
Applied knowledge of content and curriculum (including strategies for differentiation) to create Business lesson plans for Junior Secondary students.

                                                
                                                        1
                                                        3
                                                
                                            

                                            

                                                2
                                                
Pedagogical strategies for engaged and inclusive student-centred learning in a Business context, including embedded feedback mechanisms.

                                                
                                                        2
                                                        3
                                                
                                            

                                            

                                                3
                                                
Written communication skills including grammar, English expression, references to curriculum documents and technical accuracy in lesson plans.

                                                
                                                        4
                                                
                                            

                                    
                                

                            		
                        

                    

                

                

                    

                        

                            
                                All - Assessment Task 2:Lesson Teaching: Segment of a lesson
                            
                        

                        

                            Goal:
                            
The goal of this task is to allow you to teach a 15 minute segment from one of the lessons you developed in Assessment Task One.

                        

                        

                            Product:
                            Oral
                        

                        

                            Format:
                            
Submit: Week 6 - 8 in tutorials. Teach a segment (15 minutes) of one of the lesson plans from Task 1 to your peers and obtain feedback from your tutor and peers. Demonstrate strong pedagogy, including the incorporation of ICT into your lesson segment, teaching communication skills, classroom organisation, and a capacity to differentiate for diverse learning needs.

                        


                    

                

                

                    

                        

                            Criteria:
                            
                                

                                    
                                        

                                            No.
                                            
                                            Learning Outcome assessed
                                        

                                    
                                    
                                            

                                                1
                                                
Implementation of teaching and learning strategies for Junior Secondary Business and Economics students, including formative assessment and differentiation.

                                                
                                                        2
                                                        3
                                                
                                            

                                            

                                                2
                                                
Classroom organisation and use of resources to enhance learning, including information and communication technologies.

                                                
                                                        1
                                                        2
                                                
                                            

                                            

                                                3
                                                
Communication skills (verbal and non verbal) for Junior Secondary contexts.

                                                
                                                        2
                                                        4
                                                
                                            

                                    
                                

                            		
                        

                    

                

                

                    

                        

                            
                                All - Assessment Task 3:Curriculum and assessment plan
                            
                        

                        

                            Goal:
                            
The goal of this task is to develop your skills for planning a curriculum overview for Junior Secondary Business and Economics students.

                        

                        

                            Product:
                            Artefact - Professional
                        

                        

                            Format:
                            
Using the ACARA Curriculum and Assessment plan template, develop a yearly overview for Business students in your chosen year level. Outline the focus and topics for each of the four units of work.  At least one unit of work must include Aboriginal and Torres Strait Islander perspectives in your chosen topics.
Each unit of work has an associated summative assessment task - describe these tasks and provide an overview of the assessment technique, mode and conditions.

                        


                    

                

                

                    

                        

                            Criteria:
                            
                                

                                    
                                        

                                            No.
                                            
                                            Learning Outcome assessed
                                        

                                    
                                    
                                            

                                                1
                                                
Knowledge and understanding of discipline content and Australian curriculum.

                                                
                                                        1
                                                        2
                                                
                                            

                                            

                                                2
                                                
Development of assessment tasks that meet curriculum goals and achivement standards.

                                                
                                                        1
                                                
                                            

                                            

                                                3
                                                
Considerations for student diversity in planning, choice of accompanying teaching resources and assessment tasks.

                                                
                                                        3
                                                
                                            

                                            

                                                4
                                                
Professional written literacies, including grammar, cohesion, and clarity of expression.

                                                
                                                        4
                                                
                                            

                                    
                                

                            		
                        

                    

                

        

    


    

        

            

                
Directed study hours

                
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.

            

        

    


    

        

            

                
What resources do I need to undertake this course?

                

                    Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
                

            


            

                
Prescribed text(s) or course reader

                    
There are no required/recommended resources for this course.

            

        


        

            

                
Specific requirements

                    
Not applicable

            

        

    


    

        

            
How are risks managed in this course?

            
Health and safety risks for this course have been assessed as low. It is your responsibility to review course material, search online, discuss with lecturers and peers and understand the health and safety risks associated with your specific course of study and to familiarise yourself with the University’s general health and safety principles by reviewing the online induction training for students, and following the instructions of the University staff.

        

    


    

        

            

                
What administrative information is relevant to this course?


                
Assessment: Academic Integrity

                

                    Academic integrity is the ethical standard of university participation.  It ensures that students graduate as a result of proving they are competent in their discipline.  This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
                

            

            

                

                    Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person.  You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
                

            

            

                

                    In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin.  This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
                

            

        


        

            

                
Assessment: Additional Requirements

                
Eligibility for Supplementary Assessment

Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:

The final mark is in the percentage range 47% to 49.4%
The course is graded using the Standard Grading scale
You have not failed an assessment task in the course due to academic misconduct

            

        


        

            

                
Assessment: Submission penalties

                
Late submission of assessment tasks may be penalised at the following maximum rate: 
- 5% (of the assessment task's identified value) per day for the first two days from the date identified as the due date for the assessment task. 
- 10% (of the assessment task's identified value) for the third day - 20% (of the assessment task's identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task. 
- A result of zero is awarded for an assessment task submitted after seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension you must contact your course coordinator to negotiate an outcome.

            

        


        

            

                
SafeUniSC

                

                    UniSC is committed to a culture of respect and providing a safe and supportive environment for all members of our community. For immediate assistance on campus contact SafeUniSC by phone: 07 5430 1168 or using the SafeZone app.  For general enquires contact the SafeUniSC team by phone 07 5456 3864 or email safe@usc.edu.au.
                

            

            

                

                    The SafeUniSC Specialist Service is a Student Wellbeing service that provides free and confidential support to students who may have experienced or observed behaviour that could cause fear, offence or trauma.  To contact the service call 07 5430 1226 or email studentwellbeing@usc.edu.au.
                

            

        


        

            

                
Study help

                

                    For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
                

                

                    If you require additional assistance, the Learning Advisers are trained professionals who are ready to help you develop a wide range of academic skills. Visit the Learning Advisers web page for more information, or contact Student Central for further assistance: +61 7 5430 2890 or studentcentral@usc.edu.au.
                

            

        


        

            

                
Wellbeing Services

                

                    Student Wellbeing provide free and confidential counselling on a wide range of personal, academic, social and psychological matters, to foster positive mental health and wellbeing for your academic success.
                

                

                    To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
                

            

        


        

            

                
AccessAbility Services

                

                    Ability Advisers ensure equal access to all aspects of university life. If your studies are affected by a disability, learning disorder mental health issue, injury or illness, or you are a primary carer for someone with a disability or who is considered frail and aged, AccessAbility Services can provide access to appropriate reasonable adjustments and practical advice about the support and facilities available to you throughout the University.
                

                

                    To book a confidential appointment go to Student Hub, email AccessAbility@usc.edu.au or call 07 5430 2890.
                

            

        


        

            

                
Links to relevant University policy and procedures

                

                    For more information on Academic Learning & Teaching categories including:
                    
    
                        
  • Assessment: Courses and Coursework Programs
    • 
                        
  • Review of Assessment and Final Grades
    • 
                        
  • Supplementary Assessment
    • 
                        
  • Central Examinations
    • 
                        
  • Deferred Examinations
    • 
                        
  • Student Conduct
    • 
                        
  • Students with a Disability
    • 
                    

                

                

                    For more information, visit
                    https://www.usc.edu.au/explore/policies-and-procedures#academic-learning-and-teaching
                

                

            

        


        

            

                
Student Charter

                

                    UniSC is committed to excellence in teaching, research and engagement in an environment that is inclusive, inspiring, safe and respectful.  The Student Charter sets out what students can expect from the University, and what in turn is expected of students, to achieve these outcomes.
                

            

        


        

            

                
General Enquiries

                
    
                    
  • 
                        In person:
                        
      
                            
    • 
                                UniSC Sunshine Coast - Student Central, Ground Floor, Building C, 90 Sippy Downs Drive, Sippy Downs
                            
      • 
                            
    • 
                                UniSC Moreton Bay - Service Centre, Ground Floor, Foundation Building, Gympie Road, Petrie
                            
      • 
                            
    • 
                                UniSC SouthBank - Student Central, Building A4 (SW1), 52 Merivale Street, South Brisbane
                            
      • 
                            
    • 
                                UniSC Gympie - Student Central, 71 Cartwright Road, Gympie
                            
      • 
                            
    • 
                                UniSC Fraser Coast - Student Central, Student Central, Building A, 161 Old Maryborough Rd, Hervey Bay
                            
      • 
                            
    • 
                                UniSC Caboolture - Student Central, Level 1 Building J, Cnr Manley and Tallon Street, Caboolture
                            
      • 
                        
    
                    
    • 
                    
  • 
                        Tel:+61 7 5430 2890
                    
    • 
                    
  • 
                        Email:studentcentral@usc.edu.au
                    
    • 
                

            

        

    







    

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