Details for CRS250 Curriculum Studies – Commerce

The aim of this course is to prepare teacher education students to teach effectively the NESA Commerce 7-10 Syllabus, with an emphasis on evidence-based research to make informed decisions about pedagogical approaches. It is also designed to develop the pre-service teacher’s understanding of contemporary theory, concepts and skills in Commerce as applied in Years 7-10 classroom contexts. Theoretical concepts, pedagogical principles and curriculum structures within Commerce are examined and applied in the evaluation, design and implementation of learning experiences that are responsive to the needs of diverse learners. Innovative approaches toward teaching Commerce from Christian and alternate school contexts will be developed. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS250
• Credit points: 10

Subject Coordinator

Prerequisite

• EDU103 Foundations in Christian Education and EDU116 Introduction to Learning Theory
  OR
• 40 credit points

Unit Content

Outcomes

1. Review current literature on pedagogy and specify the implications of the Quality Teaching Framework and Great Teaching Inspired Learning for Commerce; 
2. Apply knowledge of Commerce to the teaching of e-commerce and running a business; 
3. Develop achievable goals for Commerce Years 7-10 students to relate the nature of Commerce to Christian and alternate school contexts; 
4. Demonstrate a high capacity to draw on a range of teaching approaches to understand the impact and influence of Commerce in Australia and other countries. 
5. Develop student-centred innovative and well-designed lesson sequences (links with other social science disciplines, skills development, and knowledge acquisition, literacy and numeracy demands of the content including the general capabilities and cross curriculum priorities, and differentiates for the full range of student abilities, and diverse backgrounds (multilingual and sociocultural), providing explicit strategies to support students’ wellbeing and safety- legally and educationally, in a range of school contexts; 
6. Design and critically reflect upon, lesson sequences, and curriculum materials using threshold concepts and skills development, knowledge acquisition and signature pedagogies that incorporate ICT, Quality Teaching Framework, and Great Teaching Inspired Learning using Understanding by Design; 

Subject Content

1. Introduction: various approaches to learning and teaching Commerce in light of Christian and alternate school contexts; the place of the Life Skills Syllabus within the subject’s outcomes and teacher decision making. 
2. Sociocultural factors linked to the teaching of Commerce, such as Aboriginal and Torres Strait Islander Education contexts, EALD Learners, support for inclusive student participation; Multicultural Education Aide (MEA), Learning and Intellectual Disabilities, the 9 NHPA’s areas, Behavioural Management approaches, inquisitive environment and developing positive relationship with students. 
3. Models of pedagogy for teaching and assessing commerce and related curricula; a range of strategies for teaching, assessing and reporting e.g. teacher actions promoting student learning; creating a supportive learning environment; encouraging reflective thought and action; enhancing the relevance of new learning; facilitating shared learning; making connections to prior learning and experience; providing sufficient opportunities to learn; teaching as inquiry and e-learning and pedagogy.  
4. Years 7-10 Commerce Syllabus and other related curricula, including aim, objectives, outcomes, content, course requirements and key terms, place of secondary HSIE in the continuum of learning in K-12, including a particular understanding of the links between Stage 3 and Stage 4; role and value of Commerce in the broader school curriculum and the relationship between Commerce, numeracy, literacy and financial literacy; ways of differentiating curriculum to meet the diverse needs of learners in the business studies/ commerce/ work education classroom; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities; , practices and case studies based on Australia and other countries. The benefits afforded to students when they pursue further education, training, employment and active participation as citizens; 
5. Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. Integrate the current Australian and state curriculum, assessment, diagnosis and reporting with each lesson plan. Organising the Commerce content into units, modules, thematic lessons and structure in to coherent delivery. Organising opportunities to connect and build on related Commerce content with the knowledge and skills that students develop in other learning areas such as: Civics, Humanities and Social Sciences, History, Geography, Citizenship, Health and Technologies.
6. Work based skills and awareness, legal and statutory responsibilities, personal wellbeing and safety, safe workplace practices and work literacy; professional liability, ethics, supervision and management; child protection government requirements, interagency roles and responsibilities. 
7. Differences of interest, capabilities and future pathways of students; equality of opportunity, engaging students and enabling them to make active and informed decisions, as well as equipping them with the skills to participate actively in the broader community. 

This course may be offered in the following formats

• Face to face (extensive)
• E-learning (online/asynchronous)
• E-learning (online/synchronous)

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Professional E-Portfolio (30%)
2. Case Study (40%)
3. Lesson Plan Sequence (30%)

Prescribed Text