|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject builds on Learning Area Economics 1 and focuses on further developing Teacher Candidates’ understanding of approaches to support the teaching and learning of Economics. Teacher Candidates will have an opportunity to develop their knowledge of how to create, implement and evaluate learning resources based on pedagogical strategies explored in Learning Area Economics 1. A variety of learning resources will be examined, including those based on new and emerging digital technologies, and strategies related to their safe, responsible and ethical use in the learning and teaching of Economics will be discussed. Teacher Candidates will identify the literacy and numeracy demands of particular Economics concepts and analyse how particular learning resources might be adapted to enable diverse students to engage with, and develop their disciplinary understanding of, such Economics concepts. Teacher Candidates will have an opportunity to demonstrate how data and evidence can be used to evaluate the effectiveness of a chosen learning resource to support student learning in Economics.
Learning Area Economics 2 will also focus on assessment with consideration of VCE assessment principles and guidelines. Teacher Candidates will engage with VCE assessment materials to inform the creation, and evaluation, of a teaching program in Economics Unit 3 and 4. Building on Learning Area Economics 1, Teacher Candidates will consolidate their knowledge of how to plan Economics units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes.
Reflection on teaching practice in Learning Area Economics 2 will be facilitated through Professional Practice Case Studies. These case studies enable Teacher Candidates to draw upon reflections of their placement experiences in school based contexts, as well as theory and research, to respond to contextually based scenarios and dilemmas of practice. Teacher Candidates will use these case studies, together with collegiate interaction and self-reflection, to determine areas for future professional growth and development as an Economics educator.
Intended learning outcomes
On completion of this subject students should be able to:
- Demonstrate an understanding of Economics curriculum frameworks, particularly in relation to assessment, and their use in the design of learning resources and unit plans (Graduate Standard 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 5.1)
- Create, implement and evaluate Economics learning resources that integrate digital technologies and cater for student diversity (Graduate Standard 1.2, 1.5, 2.1, 2.6, 3.1, 3.3, 3.4)
- Design and implement Economics learning resources to support interventionist teaching practices and explain how their use, and adaptation, might address the diverse literacy and numeracy needs of students (Graduate Standard 1.2, 1.5, 2.1, 2.5, 3.1, 3.3, 3.4)
- Create and evaluate an Economics unit and assessment plan 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, 3.6, 5.1)
- Examine, and demonstrate understanding of, teaching interventions which support the development of subject specific literacy and numeracy in Economics ( 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 an Economics learning resource and its effectiveness in relation to specific learners (Graduate Standard 1.3, 1.5, 2.1, 3.6, 5.1, 5.4)
- Demonstrate the ability to use pedagogical content knowledge and reflection on teaching practice in Economics to examine teaching interventions and their impact on student learning (Graduate Standard 1.2, 2.1, 3.6, 5.1, 5.4)
- Identify areas for future professional growth in teaching practice in Economics ( 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
|Code||Name||Teaching period||Credit Points|
|EDUC90959||Learning Area Economics 1||
|Code||Name||Teaching period||Credit Points|
|EDUC90909||Clinical Teaching Practice (Sec) 2||
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
- Report (2000 words), due early semester (40%)
- Development of VCE Unit and Assessment Plan (3000 words), due end semester, (60%)
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Dates & times
Coordinator Amanda Ritter Mode of delivery On Campus — Parkville Contact hours 36 Total time commitment 170 hours Teaching period 8 July 2019 to 23 October 2019 Last self-enrol date 29 July 2019 Census date 9 August 2019 Last date to withdraw without fail 4 October 2019 Assessment period ends 15 November 2019
July contact information
There are no specifically prescribed or recommended texts for this subject.