Course coordinator
Ms Kate Stevenson
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 4
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course prepares pre-service teachers to teach Economics in the senior phase of schooling. Pre-service teachers will be provided with opportunity to develop knowledge and understanding of relevant curriculum documents. The course will engage pre-service teachers in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Economics. They will be provided with opportunities to develop the appropriate knowledge and teaching strategies to effectively deal with literacy and numeracy demands and learning opportunities that exist in Economics. Pre-service teachers will demonstrate the ability to (i) design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identify and design discipline specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. In Semester 2, this course commences 1 week before standard Semester 2 classes.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6790
Restrictions
Restricted to students who are eligible to undertake Bachelor of Education (Secondary) dual program Professional Year
Jointly taught details
This course is jointly-taught with:
All lectures and tutorials are jointly taught with EDUC7654
Course contact
Lecturer
Ms Kate Stevenson
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course prepares pre-service teachers to teach Economics in the senior phase of schooling by
1.ﾠ Providing an opportunity to develop knowledge and understanding of relevant curriculum documents.
2.ﾠ Engaging in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Economics.
3.ﾠ Providing opportunities to develop the appropriate knowledge and teaching strategies to effectively deal with literacy and numeracy demands and learning opportunities that exist in Economics.
4.ﾠ Providing opportunities to demonstrate ability to:
- design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge.
- identify and design discipline specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of relevant content and analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Economics. APST 2.1
LO2.
Demonstrate the ability to apply knowledge of how students learn and knowledge of relevant curriculum documents to the development of appropriate discipline based learning goals and teaching strategies for students of varying abilities. APST 1.2, 1.5, 2.1, 3.1
LO3.
Demonstrate the ability to design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks that draw on relevant curriculum documents, a range of effective teaching resources, a range of assessment and reporting strategies, and ICT knowledge that enables teaching strategies that expands learning.
APST 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 5.1
LO4.
Demonstrate knowledge and understanding of literacy and numeracy teaching strategies and their application in Economics. APST 2.5
LO5.
Demonstrate the ability to respond to feedback, and identify and design discipline specific opportunities for professional learning engagement and communication within the school context, teaching networks and the broader community and understand the rationale for this professional practice in relation to improved student learning. APST 6.3, 6.4, 7.4
LO6.
Demonstrate clear, fluent and coherent communication skills in English consistent with personal, professional and academic conventions. APST 2.1
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration |
Microteaching Demonstration
|
20% 15 minutes |
Microteaching Presentation 27/03/2025 - 3/04/2025 Reflection 3/04/2025 - 10/04/2025 |
| Paper/ Report/ Annotation, Presentation |
Professional engagement and communication task
|
30% 15 mins & 1500 words report |
Presentations 31/07/2025 - 7/08/2025 Discussion Board Response 7/08/2025 - 14/08/2025 |
| Paper/ Report/ Annotation | Learning & teaching sequence & assessment task | 50% 1500-2000 words excluding items 1,3&8 |
30/10/2025 2:00 pm |
Assessment details
Microteaching Demonstration
- In-person
- Mode
- Activity/ Performance, Written
- Category
- Practical/ Demonstration
- Weight
- 20% 15 minutes
- Due date
Microteaching Presentation 27/03/2025 - 3/04/2025
Reflection 3/04/2025 - 10/04/2025
- Other conditions
- Time limited.
Task description
Context
Using the Queensland Economics Syllabus you are to present an interactive teaching activity. This presentation will occur during Semester One. We will dedicate time in our tutorials to microteaching. Each student will present a microteaching segment of 15 minutes that will be graded.
The Task
You are to select from the lesson topics provided one week in advance from the Economics Syllabus and complete the following:
Prior to class
- Prepare a 60-minute lesson plan to teach an agreed economic concept
- Prepare to teach a 10-minute interactive active learning component within your lesson plan as your microteaching segment
- Prepare any resources you are going to use during your 10 minute presentation
Note: You need to ensure that if you are using any audio-visual clips, they do not exceed more than 2 minutes of your 10 minute allocated timeslot
During class
- Hand in a hard copy of your lesson plan and a copy of the resources you will use for your microteaching segment.
- Outline where your activity fits into your lesson using your lesson plan in five minutes. You should refer to past knowledge the students have and other activities that will occur in the lesson in this outline.
- Conduct your 10 minute interactive learning activity.
After Class - due to be drop boxed on Blackboard within one week of your presentation
- Complete a personal reflection on both your lesson and lesson plan outlining:
- What went well?
- What you could improve for next time?
- What professional learning you need to complete to improve student learning?
- A rationale outlining the importance of continued professional learning.
Submission guidelines
Day of presentation: Hand in a hard copy of your lesson plan and a copy of the resources you will use for your microteaching segment.
1 week after presentation: Dropbox reflection on Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Maximum extension length of 28 days or request approval for less days by emailing Director of Teaching & Learning with pedagogical reasoning
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Professional engagement and communication task
- In-person
- Mode
- Oral, Written
- Category
- Paper/ Report/ Annotation, Presentation
- Weight
- 30% 15 mins & 1500 words report
- Due date
Presentations 31/07/2025 - 7/08/2025
Discussion Board Response 7/08/2025 - 14/08/2025
- Other conditions
- Time limited.
- Learning outcomes
- L02, L05, L06
Task description
Context
After completing your micro teaching task in Semester One and throughout your professional experience placement, you will have reflected on your own personal professional goals in Economics Curriculum Studies to improve your teaching and student outcomes. Throughout Semester Two, we will dedicate time in our tutorials to sharing strategies to address professional development needs in a community context. During this time, each student will facilitate a session of 15 minutes that will be graded.
The Task
You are to individually select a personal professional goal based on feedback you have received to date:
Prior to class
- Conduct research into how students learn and the implications for teaching which will help you achieve growth towards your personal professional goal.
- Prepare and submit to TurnItIn a 1500-word report that outlines: Your personal professional goal and an overview of why continued professional learning is essential for teachers including:
- Background explaining why you identified this goal and how it is linked to feedback you have received from supervisors and teachers;
- Academic research on strategies to use;
- Classroom interventions and practical tips;
- Expected impact on teaching and learning;
- An overview of how you plan to work with professional associations and community representatives to build your professional knowledge and contribute to enhance teaching practices.
- Upload an abstract of your presentation to the discussion board on Blackboard (250 words).
During class
- Facilitate a 15-minute session to share what you have learned with your class.
After class
- Respond to at least two students’ submissions suggesting an alternative approach for using these strategies in your own teaching to improve student outcomes.
Submission guidelines
Submit your 1,500 word report to Turnitin on Blackboard and your abstract on the Discussion Board
Facilitate your 15 minute session in class
Respond to at least two other students on the Discussion Board
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Maximum extension length of 28 days or request approval for less days by emailing Director of Teaching & Learning with pedagogical reasoning
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Learning & teaching sequence & assessment task
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 50% 1500-2000 words excluding items 1,3&8
- Due date
30/10/2025 2:00 pm
Task description
Context
To ensure that the learning intents of the syllabus are delivered effectively, teachers need to plan their learning sequences and ensure that assessment tasks meet the requirements of the instrument specific marking guides.
The Task
You are to individually create a 20-25 lesson unit of work based on the 2025 Queensland Economics Syllabus. You are not permitted to use Unit 1 for this assignment.
Your submission needs to include the following:
1. Provide a unit overview in a detailed grid format (use detailed grid template on Blackboard) which outlines:
- Learning goal/intent
- Key content/vocab/terminology
- Key teaching, reporting and learning strategies
- Literacy and numeracy activities
- Marzano cognition
- Resources required
- Homework
- Assessment strategies (e.g. informal, formal, diagnostic, formative, summative)
2. Describe and justify the teaching strategies/approaches to be used (with academic references). In this section you are to refer to relevant learning theory.
3. Prepare detailed lesson plans for three key lessons within your unit plan and provide all resources digitally (if you are using physical resources, take a photo and include it with your submission).
4. You need to ensure that at least one of these three lessons demonstrates the implementation of ICT teaching strategies. Justify how these strategies expand curriculum learning opportunities for students.
5. Using one lesson, explain how you have set learning goals that provide achievable challenges for students of varying abilities and characteristics.
6. Explain how in your unit (and detailed lesson plans) you have incorporated strategies to differentiate teaching to meet the specific learning needs of students across the full range of abilities.
7. Explain how literacy and numeracy strategies will be incorporated and developed within your unit. You need to provide specific examples of activities or strategies used.
8. Provide an assessment task and criteria for the unit that reflects the requirements of the curriculum document. Demonstrate your understanding of assessment strategies by describing how you will use a range of approaches throughout the unit (e.g. informal, formal, diagnostic, formative, summative) to assess student learning.
Word Count: 1500-2000 which does not include:
- Item 1 - Unit plan grid overview
- Item 3 - 3 x lesson plans with associated resources
- Item 8 - Assessment Task
Submission guidelines
Dropbox Assessment Task 3 in one file to Turnitin on Blackboard
Ensure that URLs links can be opened
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Maximum extension length of 28 days or request approval for less days by emailing Director of Teaching & Learning with pedagogical reasoning
Late submission
A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: No evidence of ability to apply theories and principles of teaching and learning to classroom contexts. No understanding of the role of the syllabus in supporting learning, teaching and assessment. No use of materials to support teaching, learning and assessment in Economics. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Limited evidence of understanding and application of theories and principles of teaching and learning to Economics classroom contexts. Limited understanding of the role of the syllabus in supporting learning, teaching and assessment in Economics demonstrated. Very limited or inappropriate use of materials to support teaching, learning and assessment in Economics. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Superficial or incomplete understanding of theories and principles of teaching and learning and inconsistencies in application to the Economics classroom context. Demonstrates limited understanding of the use of syllabus documents to support teaching, learning and assessment in the Economics classroom context. Limited understanding of the design of appropriate resources to support teaching, learning and assessment in Economics. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Adequate understanding and application of teaching and learning principles and theories to the Economics classroom context. Justifies/evaluates reasoning adequately. Adequate understanding demonstrated of the role of syllabus to support teaching and learning. Demonstrated adequate understanding of the syllabus in design of assessment for Economics. Justifications for reasoning supported by an appropriate selection of academic sources. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Substantial understanding of theories, principles, policy and practice and their implications for teaching and learning in Economics contexts. Substantial justifications/evaluations of reasoning supported by a range of resources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Economics. Some errors in communication. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrated a good understanding of theories, principles, policy and practice and their implications for teaching and learning in Economics contexts. Explicit justifications/evaluations of reasoning supported by a wide range of academic sources. Demonstrated substantial understanding of the syllabus in design of assessment, resources and lessons for Economics. Fluent, logical and coherent communication with minor errors only. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrated a comprehensive understanding of theories, principles, policy and practice and their implications for teaching and learning in Economics contexts. Comprehensive justifications/evaluations of reasoning fully supported by a comprehensive range of academic sources. Demonstrated comprehensive understanding of the syllabus in design of assessment, resources and lessons for Economics. Fluent, logical and coherent communication free of errors. |
Additional course grading information
Example of calculating final grades in courses that award 1-7 grades for assessment tasks
Determining Final Grades: The final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
An exemplar to show calculations of the final grade:
All three assignments in this course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Assignment 1 (Micro teaching demonstration): grade of 6 at 20% weighting
Assignment 2 (Professional engagement and communication task): grade of 5 at 30% weighting
Assignment 3 (Learning and teaching sequence and assessment task): grate of 6 at a 50% weighting
The final grade for this student taking into account the weighting of each assignment would be
(A1) + (A2) + (A3)
(0.2 x 6) + (0.3 x 6) + (0.5 x 6) = 5.7
The final grade would be rounded up to the nearest whole number; in this case the grade would be 6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 6.49 would become 6).
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure .
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure .
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
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Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Tutorial |
Session 1 - Introduction to teaching Economics Session 1: Introducing and exploring the Queensland Economics education syllabus documents (Years 11-12 focused on curriculum, assessment and reporting APST 2.1. Understanding how students learn APST 1.2 and Professional engagement as an Economics teacher APST 7.4 Learning outcomes: L01, L02 |
Week 2 (03 Mar - 09 Mar) |
Tutorial |
Session 2 - Microteaching and Lesson Planning Students will prepare to teach a topic of their choice in a 10 minute segment and receive feedback APST: 1.2, 3.1, 3.2, 3.3, 3.4, 4.2 Learning outcomes: L06 |
Week 3 (10 Mar - 16 Mar) |
Tutorial |
Session 3 - Microteaching and Unit Planning Students will present a practice run of their micro-teaching including a full lesson plan & reflection. Unit planning: Syllabus to learning activities and everything in between. APST 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.3 |
Week 4 (17 Mar - 23 Mar) |
Tutorial |
Session 4 - Microteaching and Clear Instructions Students will present a practice run of their micro-teaching including a full lesson plan & reflection. |
Week 5 (24 Mar - 30 Mar) |
Tutorial |
Session 5 - Assessment Task 1 - Microteaching Students to complete Assessment Task 1 - Microteaching demonstrations. Understanding how students learn through a practicum debrief. APST 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4 |
Week 6 (31 Mar - 06 Apr) |
Tutorial |
Session 6 - Assessment Task 1 - Continued Students to complete Assessment Task 1 - Microteaching demonstrations. Understanding how students learn through a practicum debrief. APST 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4 |
Week 7 (07 Apr - 13 Apr) |
Tutorial |
Session 7 - Behaviour Management Activities to reduce behaviour management incidents: APST: 1.2, 3.1, 4.2, 6.3 Discuss Assessment Task 2 Learning outcomes: L02, L06 |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid Semester Break Continue to work on Assessment Task 3 |
Multiple weeks From Mid-sem break (first semester) To Week 13 |
Placement |
Placement 1 EDUC4615 6 Week Block Placement |
Revision week (first semester) (02 Jun - 08 Jun) |
Tutorial |
Session 8 - Cognitive Verbs Activities on teaching cognitive verbs of analyse and evaluate APST 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 4.2, 6.3 Discuss Assessment Tasks 2&3 |
O-Week (second semester) (21 Jul - 27 Jul) |
Tutorial |
Session 9 - Feedback and Literacy Activities focused on the value of feedback plus literacy teaching strategies. APST 1.2, 2.1, 2.2, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.3 |
Week 14 (28 Jul - 03 Aug) |
Tutorial |
Session 10 - Assessment Task 2 Students will present Assessment Task 2. APST: 6.4 Apply professional learning and improve student learning |
Week 15 (04 Aug - 10 Aug) |
Tutorial |
Session 11 - Assessment Task 2 - Continued Students will present Assessment Task 2. APST: 6.4 Apply professional learning and improve student learning |
Multiple weeks From Week 16 To Week 21 |
Placement |
Placement 2 EDUC4625 - 6 Week block placement |
Week 22 (22 Sep - 28 Sep) |
Tutorial |
Session 12 - Cognitive verbs and Numeracy Activities focused on teaching cognitive verbs of analyse and evaluate plus numeracy teaching strategies. APST 1.2, 2.1, 2.2, 2.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.3 |
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid Semester Break Continue to work on Assessment Task 3 |
Week 23 (06 Oct - 12 Oct) |
Tutorial |
Session 13 - Assessment Design & Development - Part 1 Assessment design and development: including informal and formal, diagnostic, formative and summative approaches to assess student learning. Focus on syllabus requirements and assessment design. Marking of student scripts. Discussion on Assessment Task 3. APST: 2.3, 5.1 |
Week 24 (13 Oct - 19 Oct) |
Tutorial |
Session 14 - Assessment Design & Development - Part 2 Assessment design and development: including informal and formal, diagnostic, formative and summative approaches to assess student learning. Focus on syllabus requirements and assessment design. Marking of student scripts. Discussion on Assessment Task 3. APST: 2.3, 5.1 |
Week 25 (20 Oct - 26 Oct) |
Tutorial |
Session 15 - Teaching strategies & PD Implementing teaching strategies for using ICT to expand curriculum learning. Learning to cater for all students to create an inclusive and supportive Economics classroom (principles of UDL) APST: 1.2, 1.5, 2.6, 3.1, 3.2, 3.3, 3.4 Professional learning opportunities for Economics teachers and professional engagement as an Economics teacher APST: 7.4 |
Week 26 (27 Oct - 02 Nov) |
Tutorial |
Session 16 - Conclusion of the course Setting you up for your first lesson in your first Economics class |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.