Course Outline
EDU729 Teaching Junior Secondary Business
Course Coordinator:Melanie Cavanagh (mcolquho@usc.edu.au) School:School of Education and Tertiary Access
2023Semester 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 | 10 times |
| Tutorial/Workshop 1 – A blended learning approach is used to deliver the workshop component of this course. | 2hrs | Week 1 | 10 times |
| Seminar – Online | 1hr | Week 1 | 6 times |
Course Topics
Topics in this course include:
- The Australian Curriculum
- The HASS component of the Australian Curriculum
- Assesment strategies in HASS
- Lesson Planning
- Pedagogical practice in HASS
What level is this course?
700 Level (Specialised)
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 content, curriculum, and literature to collaboratively create lesson plans, engage students in learning, and reflect upon professional practice. |
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, 5.4, 5.5 |
| 2 | Implement relevant safety measures and risk assessment procedures specific to business. | Knowledgeable |
1.1, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.5, 5.1, 5.2 |
| 3 | Apply a deep knowledge and demonstrate mastery of pedagogy in the business subject to engage Year 7 to 10 students. |
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, 5.3, 5.4 |
| 4 | Cater for diverse student learning needs and adopt a student-centred approach to teaching, learning and classroom organisation in the selected technologies curriculum area. | 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, 5.3, 5.4, 5.5 |
* 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. |
| 5.4 | Interpret student data: Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. |
| 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 | Group | 20% | Draft Lessons 1500 words |
Week 5 | Online Submission |
| All | 2 | Oral and Written Piece | Individual | 30% | Interactive 15 minutes (1000 words) |
Refer to Format | In Class |
| All | 3 | Artefact - Creative, and Written Piece | Individual | 50% | 5 Minute video followed by 500 word reflection. |
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 |
| 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 any safety requirements when organising business activities and awareness of the need for risk assessment. You should take into consideration the needs of diverse learners when planning these lessons. These plans will be submitted to your tutor and you will receive formative feedback from your tutor during tutorial time before the due date. |
| Criteria: |
|
| 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 to meet Assessment Task One |
| Product: | Oral and Written Piece |
| 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: |
|
| All - Assessment Task 3:Video Presentation “snapshot” | |
| Goal: | The goal of this task is to develop your understanding and application of engaging ways to communicate with students and parents/carers about junior secondary Economics and Business. You will then reflect on your performance to identify future professional development goals and plans. |
| Product: | Artefact - Creative, and Written Piece |
| Format: | You have been selected by the Head of Department develop a video presentation “snapshot” for Year 6 parents attending an information evening at your secondary school. The video presentation “snapshot” is to highlight to parents and students what they can expect from the Economics and Business subject. In the video presentation “snapshot”, you will demonstrate your understanding of the content, underlying philosophy, and pedagogy of the subject, including how it connects with other Australian Curriculum learning areas. You will answer questions about how junior secondary Economics and Business is supported by the General Capabilities and Cross-Curriculum Priorities. In addition to submission of the video presentation “snapshot”, you will prepare a 500-word reflection that identifies: a) Strengths and areas for improvement of your knowledge of the junior secondary Economics and Business content, pedagogy or presentation b) One specific and measurable professional learning goal for the semester that is related to the junior secondary Economics and Business area and plan for achieving the learning goal |
| Criteria: |
|
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
Specific requirements
Not applicable
How are risks managed in this course?
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.
SafeUSC
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 SafeUSC by phone: 07 5430 1168 or using the SafeZone app. For general enquires contact the SafeUSC team by phone 07 5456 3864 or email safe@usc.edu.au.
The SafeUSC 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
- Administration of Central Examinations
- Deferred Examinations
- Student Academic Misconduct
- 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