Details for Curriculum Studies – Commerce

The aim of this course is to prepare pre-service teachers to teach effectively the Commerce Years 7-10 Syllabus, with an emphasis on evidence based research to make informed decisions about pedagogical approaches.

Awards offering Curriculum Studies – Commerce

This unit is offered as a part of the following awards:

• Graduate Certificate in Teacher Preparation
• Master of Teaching (Secondary)

Unit Content

Curriculum Objective

The aim of this course is to prepare pre-service teachers to teach effectively the Commerce Years 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.

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. The role and nature of Business structures, classification and stages of business and external and internal factors influencing business decisions;
2. To describe the business planning process in relation to vision, goals, organisation, forecasting, evaluation and monitoring and contemporary business issues;
3. Examine effective management skills and different management/business approaches in light of a Christian perspective;
4. Business Management Curriculum year 7-10 should outline the current business approaches, practices and case studies based on Australia and other countries. It should benefit students when they pursue further education, training, employment and active participation as citizens;
5. Applying different teaching strategies like thematic, project or topic based approaches, using a more context focused delivery, discussions, debates, lectures and interactive workshops, readings, assessment tasks, a series of in-class conference sessions, demonstration and discussion of currentapproaches, individual and collaborative peer teaching, use of Information and Communication Technologies (ICTs). Professional Experience will be taken in to account;
6. Integrate the current Australian and state curriculum, assessment, diagnosis and reporting with each lesson plan. Organise the Business Management content into units, modules, thematic lessons and structure in to coherent delivery;
7. Sociocultural factors in learning; Aboriginal and Torres Strait Islander Education contexts, ESL Learners, Multicultural Education Aide (MEA), Learning and Intellectual Disabilities, the 9 NHPA’s areas, Behavioural Management approaches, inquisitive environment and develop positive relationship with students;
8. Organise opportunities to connect and build on related business management 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;
9. Trainee Teachers should also be aware 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;
10. The curriculum provides opportunities for difference of interest, capabilities and future pathways of students. It delivers 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
• Intensive
• Distance/ Global Online

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Professional e-portfolio (30%)
2. Case Study (35%)
3. Lesson Plan Sequence (35%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references