Units
Business Education Curriculum Studies 3
Unit code: CLP407
Credit points: 12
Information about fees and unit costs
This unit, the final of three complementary units in the teaching of Business and ICT Education, will develop further your professional knowledge and skills as a learner-focused educator and skilled curriculum developer. The unit explores relevant issues, pedagogy and professional requirements essential for teachers of Business and ICT Education in the twenty-first century classroom.
Availability
| Semester | Available |
|---|---|
| 2013 Semester 1 | Yes |
| 2013 Semester 2 | Yes |
Sample subject outline - Semester 1 2013
Note: Subject outlines often change before the semester begins. Below is a sample outline.
Rationale
Business Education in secondary schools plays an important role in helping adolescents understand how the business environment impacts on their present and future lives and their ability to be active and informed citizens. In this, the final of three complementary units in the teaching of Business Education through a number of related subject disciplines, you will develop further your professional knowledge and skills as a learner-focused educator and skilled curriculum developer.
This unit extends the focus of Business Education Curriculum Studies 1 and draws on your senior curriculum specialisation covered in Curriculum Studies 2. The unit explores relevant issues, pedagogy and professional requirements essential for teachers of Business Education in the twenty-first century classroom.
Aims
The aim of this unit is to assist your transition from student to teacher of senior specialist subjects within the domain of Business Education. It will encourage you to consider how you will apply theory to practice, how you will meet your professional responsibilities and how you will develop resources which engage students, meet curricular needs and which make effective use of information and communications technology.
Objectives
On completion of this unit, you should be able to:
1. Design engaging and flexible learning experiences in the full range of school Business studies courses for individuals and groups [QCT Standard 1]
2. Develop techniques to integrate professional requirements, pedagogical theory, ICTs and value diversity in the development of resources. [QCT Standards 3 & 5]
Content
This unit will cover the following topics and contribute to your developing Professional Learning Profile. The content of this unit will be delivered concurrently across three interdependent topics. All are positioned within the domain of Business Education and students will be asked to contextualise these understandings within their own subject disciplines.
Topic 1: Transition of theory to practice
This topic examines learning environments and asks you to critique learning environments you have experienced. Particular attention will be paid to the theoretical underpinnings of interactive teaching.
Topic 2: Professional responsibilities
This topic considers current state and national requirements for practising teachers. Particular attention will be given to moderation and assessment practices within both traditional school and vocational educational environments.
Topic 3: Resource development
This topic is practical and directly supports the main item of assessment in this unit. You will work through a number of relevant software tutorials and have access to exemplary interactive digital resources.
Approaches to Teaching and Learning
With all subjects within the domain of Business Education, there is the notion of equipping students for emergent knowledge-age work practices. Technology is embedded in emergent practices and it follows that extensive use needs be made of technology in these units. Online technologies (primarily the University's online teaching and learning management system) will be used as a means to bridge the on-campus/off-campus divide. For internal students, a mixture of interactive lectures, discussions, active participation, group activities and integrated technology will be used. All students will participate in online discussions and group activities.
Assessment
Assessment in the unit is both formative and summative and will be viewed in terms of the principle of 'assessment as learning'. Formative assessment is provided through verbal and online feedback, and through written comments on assignment work. The assessment items in this unit are cumulative in that they complement the main item, that is, the development of an interactive digital resource.
Assessment name:
Professional Plans
Description:
Documentation used for planning and other professionally-aligned work
Length: 1000 words or equivalent
Relates to objectives:
1
Weight:
20%
Internal or external:
Both
Group or individual:
Individual
Due date:
Early-Semester
Assessment name:
Project (applied)
Description:
The application of theory and practice.
Length: 3000 words (equiv)
Relates to objectives:
2
Weight:
60%
Internal or external:
Both
Group or individual:
Individual
Due date:
Mid-Semester
Assessment name:
Demonstration
Description:
A demonstration of practical skills, dispositions and knowledge at QUT
Length: 1000 words (equiv)
Relates to objectives:
2
Weight:
20%
Internal or external:
Both
Group or individual:
Individual
Due date:
End-Semester
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.
A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.
Resource materials
References
Relevant syllabuses, assessment policies, national testing strategies, and professional standards (available online from government departments, authorities and statutory bodies)
Barry, K., & King, L. (2002). Beginning teaching and beyond. (3rd ed.). Tuggerah, NSW: Social Science Press.
Grabe, M.
Killen, R. (2003). Effective teaching strategies: Lessons from research and practice. (3rd ed.). Tuggerah, NSW: Social Science Press.
Risk assessment statement
No risks beyond the ordinary need to be considered. Workplace health and safety protocols in relation to computer use will apply.
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.
Last modified: 29-Oct-2012
