Details for CRS502 Curriculum Studies – Economics

The subject, building on CRS450 Curriculum Studies – Commerce, prepares Teacher Education Students (TES) to teach effectively Economics in secondary schools from Years 11-12. It is designed to advance knowledge in the areas of curriculum, pedagogy and assessment for senior secondary school Economics students. It also aims to develop the TES’ understanding and skills in critically analysing and evaluating contemporary theory, concepts and issues in Economics as applied in the classroom, as well as assessment, examination, reporting and curriculum design and evaluation. This subject will expose the TES to the Australian Curriculum (Economics) 11-12 with the purpose of developing a lesson plan along with their own personal philosophy of Economics learning and teaching. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: CRS502
• Credit points:

Subject Coordinator

Prerequisite

The following course is a prerequisite:

• CRS450 Curriculum Studies – Commerce 

Unit Content

Outcomes

1. Demonstrate advanced understanding of a range of pedagogical approaches for teaching Economics at Stage 6;  
2. Select and evaluate appropriate Economics learning and teaching resources; 
3. Develop an online activity linking the study of Economics in Years 11-12 with the wider goals of society and within an authentic Chrisitan or alternate worldview perspective; 
4. Design innovative learning and teaching procedures to engage and motivate students which respond to the diverse abilities and interests of all learners;
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 Economics Years 11-12 Syllabus to produce learning experiences that meet the needs of diverse learners; 
6. Demonstrate a high capacity to draw on a range of teaching approaches, including the use of information and communication technologies (ICTs), in ways that align with pedagogical intentions from a Christian perspective; 
7. 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 Economics, 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 Economics. 
2. How the Economics curriculum year 11-12 provides the flexibility required to personalise learning and build on each student’s needs, strengths and abilities, and take into account the different rates at which students develop. This includes 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. This approach will ensure that all students have the same opportunities, choices and future pathways in their education; including ways of differentiating the curriculum to meet the diverse needs of learners in the Economics/ Commerce/ Work Education classroom. Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.  
3. Models of pedagogy for teaching and assessing economics 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, assessing and reporting on Economics. Organise opportunities to connect and build on related economic 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; including the role and value of Economics in the broader school curriculum and the relationship between Economics, numeracy and literacy. 
4. Applying different teaching strategies like lectures and interactive workshops, readings, assessment tasks, a series of in-class conference sessions and individual and collaborative peer teaching, use of Information and Communication Technologies (ICTs), group discussion and reflection on classroom and general teaching practice. Professional Experience is an integral part of this subject. The Stage 6 Economics Syllabus, including aim, objectives, outcomes, content, course requirements and key terms related to Economics/ Commerce/ Work Education. The Economics Curriculum linked with the current approaches: its origin, theories, developing constructive economic behaviour, economic analysis and debates, benefits students when they pursue further education, training, employment and active participation as citizens. Programming lessons, integrated, thematic, group, lesson, unit and programming templates. NESA assessment requirements for the Higher School Certificate for Economics and other syllabus studied. 
5. Economics Curriculum years 11-12: Contemporary economic events and issues or case studies should also be used to provide a context for learning the knowledge and understanding and skills. Trainee Teachers are encouraged to deliver the curriculum in using pedagogical models such as inquiry-based learning constructed within the subject – the essence of the Australian Curriculum. Further the importance of economic model building and the threshold concept are developed, and the analysis of historical/contemporary primary and secondary data in order to undertake economic forecasting, identify potential issues and solutions to achieve economic stability and growth with the focus on problem-based and project based learning a way that promotes deep learning and promotes the Australian Curriculum and cross-curriculum priorities and link economics with a Christian and alternate school contexts; Integrate the current Australian and state curricula, assessment, diagnosis, reporting managing information and student records, databases with each economic lesson plan and unit and use different models of teaching Microeconomics approach like traditional methods, system dynamics, visual, empirical models, Simulations, static and dynamic models, explicit and implicit teaching and constructive style. 
6. Sociocultural factors linked to the teaching of economics, 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. 
7. 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, responsibilities should be focused by the trainee teacher. 
8. How to teach an awareness of global, national and community issues like environmental sustainability, Asia and Australia’s engagement with Asia, social welfare, economic growth, globalisation, international trade and Christian and alternate approaches towards economics. 

This course may be offered in the following formats

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

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

Assessment Methods

1. Critical reflection (30%)
2. Case Study (30%)
3. Assessing a Unit of Work (40%)

Prescribed Text

No prescribed texts applicable.