|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject develops Teacher Candidates’ understanding of the place of Business Management education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Business Management in a secondary school setting.
Subject specific literacy and numeracy demands of Business Management will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Business Management. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Business Management, as well as their own professional practice.
Teacher Candidates will develop their knowledge of how to plan Business Management lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement a Business Management lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as a Business Management educator.
Intended learning outcomes
On completion of this subject students should be able to:
- Articulate an informed understanding of current policy, research and theory that impact upon Business Management education in school settings (Graduate Standard 1.2, 2.1)
- Demonstrate an understanding of Business Management curriculum frameworks and their use in the design of lesson and unit plans ((Graduate Standard 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5)
- Develop Business Management lesson and unit plans in accordance with curriculum frameworks, which utilise discipline specific knowledge (Graduate Standard 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5)
- Interpret, design and implement Business Management teaching interventions, which integrate digital technologies, to support student learning (Graduate Standard 1.1, 1.2, 2.1, 2.6, 3.1, 3.3, 3.4, 3.5)
- Examine, and demonstrate understanding of, teaching interventions which support the development of subject specific literacy and numeracy in Business Management (Graduate Standard 1.2, 2.1, 2.5, 3.1, 3.3, 3.4, 3.5)
- Collect and analyse student data using assessment tools and tasks to make sound clinical judgments about teaching interventions in Business Management and their effectiveness in relation to specific learners (Graduate Standard 1.1, 1.3, 1.5, 2.1, 3.6, 5.1, 5.4)
- Demonstrate the ability to reflect on feedback on the effectiveness of lesson planning and teaching practice in Business Management with respect to impact on student learning (Graduate Standard 3.6, 5.1, 5.2, 5.4)
- Identify areas for future professional growth in teaching practice in Business Management (Graduate Standard 6.1, 6.4, 7.4)
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creating and innovating
- Working in teams communicating and collaborating with other professionals
- Learning to learn and metacognition
- Being responsive to a changing knowledge base
- Reflecting and continually making improvements
- Linking theory and practice
- Inquiring and researching
- Becoming a citizen and taking personal and social responsibility.
Eligibility and requirements
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines (http://www.vit.vic.edu.au/registering-as-a-teacher/teaching-programs/standards-for-accreditation-of-programs), for entry into this subject.
|Code||Name||Teaching period||Credit Points|
|EDUC90908||Clinical Teaching Practice (Sec) 1||
Core participation requirements
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
- Critical reflection on a micro teaching lesson (2000 words, Due mid semester (40%)
- Report (3000 words) (60%)
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Dates & times
Principal coordinator Amanda Ritter Mode of delivery On Campus — Parkville Contact hours 36 Total time commitment 170 hours Teaching period 4 February 2019 to 22 May 2019 Last self-enrol date 25 February 2019 Census date 8 March 2019 Last date to withdraw without fail 3 May 2019 Assessment period ends 15 June 2019
February contact information
Time commitment details
There are no specifically prescribed or recommended texts for this subject.