Details for CRS550 Curriculum Studies – Business Studies

This subject builds on previous knowledge of key theoretical and pedagogical perspectives and issues in the teaching of CRS450 Curriculum Studies – Commerce and related curriculum. It encourages critical engagement with models of pedagogy necessary to teach BOSTES Business Studies Stage 6 Syllabus and provides the opportunity to understand the various discourses that inform teachers’ knowledge and pedagogical practice. This subject prepares the pre-service teachers to teach Years 11-12 students with a focus on the application the hypothetical knowledge to contemporary business issues in Australia and globally from a Christian worldview.

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS550
• Credit points: 10

Subject Coordinator

Prerequisite

The following course is a prerequisite:

• CRS450 Curriculum Studies – Commerce 

Unit Content

Outcomes

1. Develop an online activity linking the study of BOSTES Business Studies with the wider goals of society within an authentic worldview perspective; 
2. Critically evaluate learning and teaching resources for BOSTES Business Studies Year 11-12; 
3. Compare and contrast a range of teaching approaches, including the use of information and communication technologies (ICTs), in ways that align with pedagogical intentions; 
4. Justify assessment moderation and its application to support consistent and comparable judgments of student learning; 
5. Design learning and teaching activities consistent with the syllabus requirements, models of pedagogy (inquiry and direct instruction) and the principles and practices underpinning learning and teaching in Stage 6, Business Studies, Years 11 – 12 to produce learning experiences that meet the needs of diverse learners; 
6. Create lesson plans that fit within the Stage 6 program demonstrating concept development, skills development and deep knowledge and understanding. 

Subject Content

1. Introduction: The nature and scope of Business Studies, its origins as a discipline within the school curriculum and its cross curricular links. The knowledge base underpinning the principles and practices of learning and teaching Business Studies; 
2. Models of pedagogy for teaching and assessing Business Studies 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 for teaching and assessing Business Studies/ Commerce/ work education; teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds; knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities; broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds; physical, social and intellectual development and characteristics of students and how these may affect learning; a range of strategies for teaching, assessing and reporting on Business Studies e.g. enquiry approaches to learning; role and value of Business Studies in the broader school curriculum and the relationship between Business Studies, numeracy, literacy and financial literacy;  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, explicit teaching and discussion of current approaches, student centred learning, individual and collaborative peer teaching, use of Information and Communication Technologies (ICTs). Pre-service teachers are encouraged to deliver the curriculum using pedagogical models such as inquiry-based learning constructed within the subject – the essence of the Australian Curriculum. Further the importance of threshold concepts are developed, and the analysis of historical/contemporary primary and secondary data in order to undertake model building, forecasting and identify potential issues and solutions to achieve business stability and growth with the focus on problem-based and project based learning. Professional Experience will be taken in to account; Literacy and numeracy teaching strategies and their application; 
3. BOSTES Stage 6 Business Studies Syllabus, including aim, objectives, outcomes, content, course requirements and key terms; ways of differentiating curriculum to meet the diverse needs of learners in the Business Studies classroom; 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; Integrate the current Australian and state curriculum, assessment, diagnosis and reporting with each lesson plan. Organise the Business Studies content into units, modules, thematic lessons and structure in to coherent mode of delivery; Board of Studies assessment requirements for the Higher School Certificate for Business Studies and Commerce and Work Education and other syllabus studied; Plan lesson sequences using knowledge of student learning, content and effective teaching strategies; 
4. Organise opportunities to connect and build on related business 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; 
5. Focus the sociocultural factors in learning; Aboriginal and Torres Strait Islander Education contexts, EALD Learners, Multicultural Education Aide (MEA), Learning and Intellectual Disabilities, the 9 NHPA’s areas, Behavioural Management approaches, inquisitive environment and development of positive relationship with students;
6. Specific workplace skills, 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, responsibilities should be focused on by the trainee teacher. Being a part of professional learning community is helpful. 

This course may be offered in the following formats

• Face to face (extensive)
• Face to face (intensive)
• Online (e-learning)

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

Assessment Methods

1. Case Study (35%)
2. Professional e-portfolio (30%)
3. Assessing a Unit of Work (35%)

Prescribed Text

No prescribed texts applicable.