EDEO399 - Curriculum, Pedagogy and Assessment in Economics

Year

2024

Credit points

Campus offering

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Term Mode
Professional Term 2Online Unscheduled

Prerequisites

EDSS234 Curriculum, Pedagogy and Assessment in Humanities and Social Science Education 1 OR EDSS299 Curriculum, Pedagogy and Assessment in Humanities and Social Sciences Education OR EDSS241 Curriculum, Pedagogy and Assessment in Commerce and Business Studies Education 1 OR EDCB299 Curriculum, Pedagogy and Assessment in Commerce and Business Studies

Incompatible

EDSS478 Economics Curriculum, Pedagogy and Assessment

Unit rationale, description and aim

Intending secondary teachers need an understanding of the senior secondary curriculum in order to plan lessons that promote learner engagement and enhance student learning, with attention to the high-stakes assessment that is a common feature of the end of secondary schooling.

In this unit, pre-service teachers will consider the place of Economics education in contemporary Australian society. They will explore a range of evidence-based approaches for curriculum development and alignment and to plan for effective teaching and learning, including formative and summative assessment and providing constructive feedback and reporting. They will engage in self-reflection on their familiarity with the concepts and substance of Economics curriculum and consider their responsibilities as a Economics teacher. They will identify and practice pedagogical approaches emblematic of Economics teaching. Pre-service teachers will formulate unit and assessment plans in order to demonstrate a knowledge of curriculum, learning and assessment theory.

The aim of this unit is for the pre-service teacher to become familiar with the knowledge, understanding and skills necessary for teaching Economics at a senior secondary level and to promote the development of pedagogical content knowledge

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Learning Outcome Number	Learning Outcome Description
LO1	Explain the principles of curriculum design and the inherent knowledge, skills and understandings that students require to achieve the outcomes of the senior secondary Economics curriculum (APST 1.1, 1.2, 2.1)
LO2	Identify and describe research-informed teaching and learning strategies that support student academic growth across the full range of abilities and diverse backgrounds including Aboriginal and Torres Strait Islander students (APST 1.2, 1.3, 1.4, 1.5, 2.1, 3.3)
LO3	Develop a range of engaging and challenging activities incorporating a range of resources including ICT to meet the specific learning needs of all students (APST 1.2, 1.3, 1.5, 2.1, 2.2, 2.5, 3.1, 3.3, 3.4, 3.6, 4.5, 5.2, 5.5)
LO4	Develop a range of assessment strategies to support student learning and the evaluation of teaching and curriculum (APST 2.1, 2.3, 3.1, 3.6, 5.1, 5.2, 5.3, 5.4, 5.5)
LO5	Identify professional learning needs and appropriate sources of professional learning for improved student learning (APST 6.1, 6.2, 6.4)

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL

On successful completion of this unit, pre-service teachers should be able to:

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4 Demonstrate 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.

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

6.2 Understand the relevant and appropriate sources of professional learning for teachers.

6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learnings.

Content

Topics will include:

Factors in the educational context (international, national, state, territory and local levels) including curriculum policies and perspectives that shape the identity of Economics in Years 11-12, including the various courses offered across states and territories
Effective senior Economics teaching and learning
General capabilities and cross curriculum priorities including the integration of literacy, and local, state, territory and national perspectives in the Economics classroom
Alignment and coherence in content, learning outcomes, pedagogy in curriculum programming in Economics
Pedagogical strategies that promote problem solving and critical thinking
The relationship between reflexive learning and effective concept formation to build higher order thinking in Economics
Catering for a diverse range of learners in Economics
Discipline specific teaching strategies and issues related to Indigenous students in Economics, including incorporating Indigenous texts into the curriculum
Effective use of resources for teaching, including digital resources and approaches specific to teaching Economics
Pedagogical strategies to promote problem solving and critical thinking in Economics
Digital resources and approaches for senior Economics education
Conversational, questioning and scaffolding techniques to shape dialogic classroom talk in Economics education
Assessing student learning, providing feedback and reporting achievement in senior Economics education
High-stakes assessment in Senior Secondary Economics education, including the specific moderation process, student data interpretation and using data to inform teaching
Professional responsibilities and relationships
Professional associations and continued professional learning.

Learning and teaching strategy and rationale

This unit applies a social constructivist approach to develop understanding of planning and assessment and skills in applying effective pedagogies through active engagement and collaborative learning. The pre-service teacher will have the opportunity to build understanding of teaching strategies through critical reading, lecturer modelling, discussion, and practice in tutorials. The pre-service teacher’s skills of professional communication and ability to work collaboratively will be practised through group activities and culminating in micro-teaching opportunities. Teaching skills of planning and assessing, and the ability to locate and synthesise information, will be developed through designing curriculum appropriate for an Economics education context. The pre-service teacher will continue to gather and reflect upon evidence of attainment of the Australian Professional Standards for Teachers: Graduate.

Teaching and learning strategies may include:
Weekly face-to-face lectures and / or online lectures (synchronous and asynchronous)
Hands-on tutorials and discussions that promote peer learning;
Microteaching opportunities;
Self-directed reading and research;
Collaborative learning opportunities

The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.

Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.

On Campus

Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.

Multi-mode

Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.

Online unscheduled

Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.

Online scheduled

All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.

ACU Online

In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.

Assessment strategy and rationale

The assessment tasks and their weightings are designed to allow the pre-service teacher to progressively demonstrate achievement against the course learning outcomes by demonstrating attainment of academic and professional standards. The Curriculum, Pedagogy and Assessment units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers: Graduate.

The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1, pre-service teachers gain an in depth understanding of the senior curriculum and identify areas of the curriculum students find challenging and research strategies to facilitate learning. Through completing Task 2, pre-service teachers will create a folio of learning activities for the senior curriculum which meets the needs of a diverse range of learners. In Task 3 pre-service teachers will develop their communication and teamwork skills and apply knowledge of curriculum planning and teaching and assessment strategies in the development of assessments for a range of content. These tasks reflect the ‘real world’ of school contexts, teaching responsibilities and collaborative nature of the teaching profession, thereby preparing the pre-service teacher for professional experience placement and their role as a teacher.

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, pre-service teachers are required to demonstrate achievement of all learning outcomes by submitting all assessment tasks and obtaining a combined score of at least 50% and meet the requirements of the Critical Tasks which are core to the demonstration of a number of Australian Professional Teacher Standards:

Assessment Task 2: Folio of Learning Activities
Assessment Task 3: Formative and Summative Assessment

Pre-service teachers must demonstrate mastery of every summative standard listed in the learning outcomes and attain a score of at least 50% in each of the critical tasks in order to pass this unit.

Overview of assessments

Brief Description of Kind and Purpose of Assessment Tasks	Weighting	Learning Outcomes
Assessment Task 1: Curriculum Review and Research Report Design a program/unit of work for senior students over a nominated period. The program/unit of work must include the following: Prior learning requirements Curriculum links Teaching and learning strategies to improve students’ key knowledge, skills and understanding Specific approaches to teaching and learning that caters to diverse learners. Assessment strategies Review the program/unit and identify the knowledge and skills that the students will be required to use/learn. Conduct a self-audit to identify any potential weaknesses that may exist in personal knowledge and skill set required to effectively teach this program/unit and present a professional learning plan to address those potential gaps.	40%	LO1, LO2, LO5
Assessment Task 2: Folio of learning activities Critical Task Create a folio of 6 - 8 engaging learning activities across a range of curriculum topics and skills relevant to senior secondary education. The following requirements need to be addressed across multiple learning activities: learning outcomes for the students at respective stages pedagogical approaches to teaching writing skills explicit development of writing skills catering to the diversity of student learning needs ways of differentiating the learning experiences to provide challenge for all students at least one activity in which ICT is employed to develop student skills in senior Economics education promoting higher order thinking cross-curriculum capabilities <	30%	LO1, LO2, LO3, LO5
Assessment Task 3: Formative and Summative Assessment Critical Task Develop a 2-3 formative and summative assessment tasks for the program/unit of work developed in AT1. Each assessment task must include: a rationale which accounts for the choice of assessment strategy outcomes/achievement standards linked to the curriculum marking guidelines/criteria source material as appropriate moderation processes for making judgements on student learning strategies for providing feedback samples of student work with annotated feedback plan for evaluating teaching to improve student learning. <	30%	LO1, LO2, LO3, LO4

Brief Description of Kind and Purpose of Assessment Tasks

Weighting

Learning Outcomes

Assessment Task 1: Curriculum Review and Research Report

Design a program/unit of work for senior students over a nominated period. The program/unit of work must include the following:

Prior learning requirements
Curriculum links
Teaching and learning strategies to improve students’ key knowledge, skills and understanding
Specific approaches to teaching and learning that caters to diverse learners.
Assessment strategies

Review the program/unit and identify the knowledge and skills that the students will be required to use/learn. Conduct a self-audit to identify any potential weaknesses that may exist in personal knowledge and skill set required to effectively teach this program/unit and present a professional learning plan to address those potential gaps.

40%

LO1, LO2, LO5

Assessment Task 2: Folio of learning activities

Critical Task

Create a folio of 6 - 8 engaging learning activities across a range of curriculum topics and skills relevant to senior secondary education. The following requirements need to be addressed across multiple learning activities:

learning outcomes for the students at respective stages
pedagogical approaches to teaching writing skills
explicit development of writing skills
catering to the diversity of student learning needs
ways of differentiating the learning experiences to provide challenge for all students
at least one activity in which ICT is employed to develop student skills in senior Economics education
promoting higher order thinking
cross-curriculum capabilities

30%

LO1, LO2, LO3, LO5

Assessment Task 3: Formative and Summative Assessment

Critical Task

Develop a 2-3 formative and summative assessment tasks for the program/unit of work developed in AT1.

Each assessment task must include:

a rationale which accounts for the choice of assessment strategy
outcomes/achievement standards linked to the curriculum
marking guidelines/criteria
source material as appropriate
moderation processes for making judgements on student learning
strategies for providing feedback
samples of student work with annotated feedback
plan for evaluating teaching to improve student learning.

30%

LO1, LO2, LO3, LO4

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate and can be included in the ePortfolio.