Learning Area Business Studies 2

This subject has the following teaching availabilities in 2015:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject will draw on theory and practice to explore how to personalise the learning experiences, and encourage the participation, of diverse learners in business related subjects. The use of student learning goals; assessment and feedback in supporting individual students to improve their learning in business related subjects will be examined.

Teacher candidates will have an opportunity to enrich their understanding of pedagogical strategies and resources, including the use of digital technologies, to encourage learning in an inclusive business studies classroom. Consideration will be given as to how the learning environment; content; teaching processes and assessment in a business studies class can be differentiated to cater for diverse learners.

There will be a continued focus on assessment with consideration of assessment principles and guidelines relating to VCE subjects in Accounting; Economics; Business Management and Legal Studies. Students will engage with the VCE Assessment Handbook, Examinations and Examiners' Reports for each of these subject areas.

Reflection on teaching practice in the learning area will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development in the teaching of business studies.

On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:

• Appreciate the impact of policy and legislation on business related subjects
• Understand the role of literacy and numeracy in business related subjects
• Analyse student data to identify learning needs and abilities in business related subjects
• Develop appropriate lessons in accordance with curriculum frameworks for business related subjects by utilising discipline knowledge
• Examine a range of pedagogical strategies and resources in business related subjects to foster student learning
• Examine assessment principles and practices relating to business related subjects, particularly in the later years
• Demonstrate professional collegiality to support the development and learning of students
• Reflect on their professional practice as educators in business studies
• Identify areas for further professional growth in business studies teaching practice

The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers).

In particular, the subject will contribute to students attaining the following standards:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation
2.5 Literacy and numeracy strategies
3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies
4.2 Manage classroom activities
5.1 Assess student learning
5.4 Interpret student data
6.3 Engage with colleagues and improve practice

There are two assessment tasks:

• Assessment Task 1: Teaching and Learning Resource (1600 words) due early semester, 40%
• Assessment Task 2: VCE Unit and Assessment (2400 words) due end semester, 60%

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Collection of readings.

This subject is not available as a breadth subject.

On completion of this subject, teacher candidates will:

• Develop in-depth knowledge of the complexity and diversity of secondary students’ learning and development
• Be expert in the disciplines they teach and committed to continual updating of their discipline knowledge
• Be able to intelligently and creatively plan, implement and critique mandated curriculum
• Be able to use data to identify and address the learning needs and capacities of individual students
• Be able to intentionally draw on a range of teaching practices to extend individual student’s learning and development
• Shape and deliver responsive and inclusive curricula
• Be a self-reflective teacher who can work constructively and innovatively through relationships with parents, colleagues and the community across a range of contexts