Course coordinator
Ms Anna Sibthorpe
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- 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 Business in the junior secondary school and Business education subjects 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 a critical analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Business and Business education subjects. 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 Business and Business education subjects. Pre-service teachers will demonstrate the application of knowledge and skills to practice through (i) designing, implementing and evaluating effective learning and teaching sequences and discipline specific assessment tasks that draw on curriculum, assessment, reporting, and ICT knowledge; and (ii) identifying and designing 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.
This course prepares pre-service teachers to teach Business in the junior secondary school and Business education subjects 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 Business and Business education subjects.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6700, EDUC6775
Restrictions
Entry to the Master of Teaching (Secondary) program
Course contact
Course staff
Lecturer
Ms Anna Sibthorpe
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
- Pre-service teachers will be provided with opportunity to develop knowledge and understanding of relevant curriculum documents.ﾠ
- The course will engage pre-service teachers in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Business and Business education subjects.
- Pre-service teachersﾠ will be provided with opportunities to develop knowledge and teaching strategies to effectively deal with literacy and numeracy demands and learning opportunities that exist in Business and Business education subjects.ﾠ
- 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.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of relevant content and critical analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Business. (APST: 2.1)
LO2.
Demonstrate ability to apply knowledge and understanding of research into 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 application of knowledge and skills to practice through the design, implementation and evaluation of effective learning and teaching sequences and discipline specific assessment tasks that draw on relevant curriculum documents, range of effective teaching resources, a full 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 comprehensive and in-depth knowledge and understanding of literacy and numeracy teaching strategies and their application in Business. (APST: 2.5)
LO5.
Demonstrate application of knowledge and skills to practice through responding to feedback, and identifying and designing 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 convention. (APST: 2.1)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Practical/ Demonstration |
Micro teaching
|
20% 20 mins + 1 page reflection |
12/03/2025 - 19/03/2025
Students will be assigned to either the Week 3 or Week 4 workshop for their micro-teaching presentation. These allocations will be determined during the first workshop. Reflections due one week after presentation. |
| Paper/ Report/ Annotation | Learning and teaching sequence and assessment task | 50% 3000 words |
1/08/2025 2:00 pm |
| Project | Professional engagement and communication | 30% 10 mins + 250 words + 1500 words |
Presentations 8/10/2025 - 15/10/2025 Report - Due 2pm 24/10/2025 Responses 15/10/2025 - 20/10/2025
Presentations will be conducted during the two workshops held before the report submission deadline. Responses to student submissions must be posted on the discussion board within one week following the presentation. |
Assessment details
Micro teaching
- Team or group-based
- Mode
- Activity/ Performance, Written
- Category
- Practical/ Demonstration
- Weight
- 20% 20 mins + 1 page reflection
- Due date
12/03/2025 - 19/03/2025
Students will be assigned to either the Week 3 or Week 4 workshop for their micro-teaching presentation. These allocations will be determined during the first workshop. Reflections due one week after presentation.
- Learning outcomes
- L01, L02, L03, L06
Task description
Using the Senior Business curriculum you are to present a lesson segment.
Your presentation should go for no more than 20 minutes and should consist of the following:
· a brief (maximum 5 minutes) overview which presents your brief grid overview and also outlines where and how your segment fits into your lesson (you should show your grid overview and lesson plan)
· a 10 minute simulation of the lesson segment
· a 5 minute class discussion reviewing what was learnt and giving feedback to the students on their learning
You are required to submit the following in one document via Blackboard prior to your presentation:
· A grid overview that shows where your lesson fits into a unit of work
· A full lesson plan that indicates where your segment fits into the lesson (the full lesson should be 70 minutes long)
· Any resources used
You are to submit to Blackboard a one-page personal reflection outlining what you did well, what you will need to improve for next time (in both your lesson plan and presentation), what professional learning you need to complete to improve student learning and a rationale outlining the importance of continued professional learning. This must be submitted to Blackboard within the week after your presentation.
Please note: Whilst you will write a full 70-minute lesson plan, you will only present 15 minutes of that lesson (a 10 minute activity and 5 minute debrief).
APST: 2.1, 3.3, 6.4
Submission guidelines
Students will submit their unit outline and lesson plan to Blackboard prior to their presentation. Individual Reflections are to be submitted to Blackboard no later than one week following presentations.
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.
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 and teaching sequence and assessment task
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 50% 3000 words
- Due date
1/08/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L06
Task description
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 25 lesson unit of work based on the junior Business curriculum.
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:
a. Learning goal/intent
b. Key content/vocab/terminology
c. Key teaching, reporting and learning strategies
d. Literacy and numeracy activities
e. Marzano cognition (cognitive verb)
f. Resources required
g. Homework
h. 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.
APST: 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.4, 5.1
Submission guidelines
Submit to Turnitin via the Blackboard link
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.
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
- Mode
- Oral, Written
- Category
- Project
- Weight
- 30% 10 mins + 250 words + 1500 words
- Due date
Presentations 8/10/2025 - 15/10/2025
Report - Due 2pm 24/10/2025
Responses 15/10/2025 - 20/10/2025
Presentations will be conducted during the two workshops held before the report submission deadline. Responses to student submissions must be posted on the discussion board within one week following the presentation.
- Learning outcomes
- L05, L06
Task description
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 Business to improve your teaching and student outcomes.
The Task
You are to individually select a personal professional goal based on feedback you have received to date (on your practicum placement and/or in your university courses).
You are to conduct research into how students learn and the implications for teaching which will help you achieve growth towards your personal professional goal in Business CS. You must consider and address the following points:
o Your personal professional goal and an overview of why continued professional learning is essential for teachers;
o Background explaining why you identified this goal and how it is linked to feedback you have received from supervisors and teachers;
o Academic research on strategies to use;
o Classroom interventions and practical tips;
o Expected impact on teaching and learning; and
o 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.
The Presentation
• Upload an abstract of your presentation to the discussion board on Blackboard (max. 250 words)
• Facilitate a 10-minute session to share what you have learnt with your class
• After the presentations you must respond to at least 2 students’ submissions suggesting an alternative approach for using these strategies in your own teaching to improve student learning
The Report
After your presentation you are to prepare and submit to Turnitin a 1500-word report that addresses the above dot points.
APST: 1.2, 6.3, 6.4, 7.4
Submission guidelines
Report to be submitted to Turnitin via the Blackboard Assessment folder link.
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.
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 | Cut off % | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29 |
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 Business. |
| 2 (Fail) | 30 - 46 |
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 Business classroom contexts. Limited understanding of the role of the syllabus in supporting learning, teaching and assessment in Business demonstrated. Very limited or inappropriate use of materials to support teaching, learning and assessment in Business. |
| 3 (Marginal Fail) | 47 - 49 |
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 Business classroom context. Demonstrates limited understanding of the use of syllabus documents to support teaching, learning and assessment in the Business classroom context. Limited understanding of the design of appropriate resources to support teaching, learning and assessment in Business. |
| 4 (Pass) | 50 - 64 |
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 Business 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 Business. Justifications for reasoning supported by an appropriate selection of academic sources. |
| 5 (Credit) | 65 - 74 |
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 Business 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 Business. Some errors in communication. |
| 6 (Distinction) | 75 - 84 |
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 Business 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 Business. Fluent, logical and coherent communication with minor errors only. |
| 7 (High Distinction) | 85 - 100 |
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 Business 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 Business. Fluent, logical and coherent communication free of errors. |
Additional course grading information
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 calculation 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 (A1): grade of 6 at 35% weighting
Assignment 2 (A2): grade of 5 at 35% weighting
Assignment 3 (A3): grade of 6 at 30% weighting
The final grade for this student taking into account the weighting of each assignment would be: (A1) + (A2) + (A3)
(0.35 x 6) + (0.35 x 5) + (0.3 x 6) = 2.1 + 1.75 + 1.8 = 5.65
The final grade would be rounded 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.
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) |
Workshop |
Workshop One - Course Introduction Introducing and exploring the Business Education curriculum documents (Years 7-10 and Years 11-12). This includes the Queensland approach to senior syllabus, curriculum, assessment and reporting.ﾠﾠ Learning outcomes: L01, L02, L03, L06 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
Workshop Two - Unit and Lesson Planning Planning (unit and lesson design) - including establishing challenging learning goals. Microteaching practice APST: 1.2, 2.2, 2.3, 3.1, 3.2 Learning outcomes: L01, L02, L03, L06 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
Workshop Three - Teaching Strategies Teaching the Business content (concepts, substance and structure). Learning outcomes: L01, L02, L03, L04, L06 |
Week 4 (17 Mar - 23 Mar) |
Workshop |
Workshop Four- Inclusive practice Learning to cater for all students to create an inclusive and supportive Business classroom (principles of UDL). Learning outcomes: L01, L02, L03, L06 |
Week 5 (24 Mar - 30 Mar) |
Workshop |
Workshop Five - ICT Strategies Implementing teaching strategies for using ICT to expand curriculum learning APST: 2.6 Learning outcomes: L03, L06 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
Workshop Six - Literacy and Numeracy Literacy and numeracy strategies within Business education. Learning outcomes: L04, L06 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
Workshop Seven - Assessment Design Assessment design and development: including informal and formal, diagnostic, formative and summative approaches to assess student learning.ﾠﾠ Learning outcomes: L01, L02, L03, L06 |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid-semester break For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8 |
Multiple weeks From Mid-sem break (first semester) To Week 13 |
No student involvement (Breaks, information) |
Break for Professional Experience No classes scheduled while undertaking professional experience (placement) in an accompanying course’ |
Revision week (first semester) (02 Jun - 08 Jun) |
Workshop |
Workshop Eight - Confirmation and Endorsement Reflecting on the practicum and moving forward. Learning outcomes: L01, L02, L03, L05, L06 |
O-Week (second semester) (21 Jul - 27 Jul) |
Workshop |
Workshop Nine - Engaging with Parents/Carers Professional learning opportunities for Business teachers.ﾠ Learning outcomes: L05, L06 |
Week 14 (28 Jul - 03 Aug) |
Workshop |
Workshop Ten - Differentiation Differentiation Engaging with the Business Community APST:ﾠ7.4 Learning outcomes: L01, L02, L03, L06 |
Week 15 (04 Aug - 10 Aug) |
Workshop |
Workshop Eleven - Cross Curricular Priorities Embedding the three cross-curricular priorities in the junior (7-10) curriculum for Business and Economics Learning outcomes: L03, L05, L06 |
Multiple weeks From Week 16 To Week 21 |
No student involvement (Breaks, information) |
Break for Professional Experience No classes scheduled while undertaking professional experience (placement) in an accompanying course’. |
Week 22 (22 Sep - 28 Sep) |
Workshop |
Workshop Twelve - Classroom and Behaviour Management Managing the classroom effectively Positive Behaviour Management Following school procedures and policies Learning outcomes: L02, L06 |
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-semester Break |
Week 23 (06 Oct - 12 Oct) |
Workshop |
Workshop Thirteen - External Examination Preparing senior students for the External Examination Learning outcomes: L01, L03, L05, L06 |
Week 24 (13 Oct - 19 Oct) |
Workshop |
Workshop Fourteen - Curriculum Design Scaffolding the ACARA and QCAA curriculum through 7-12 to enhance student outcomes Learning outcomes: L01, L02, L03, L04, L06 |
Week 25 (20 Oct - 26 Oct) |
Workshop |
Workshop Fifteen - Teaching Applied and Certificate/Diploma courses Teaching students within the Applied (i.e. non-ATAR) Business curriculum and teaching students in Certificate and Diploma courses Learning outcomes: L03, L05, L06 |
Week 26 (27 Oct - 02 Nov) |
Workshop |
Workshop Sixteen - Networking as a Beginning Teacher Reviewing the course Planning for 2026 Networking Maintaining longevity in the career Learning outcomes: L05 |
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.