Outline

Overview

This unit of study aims to make students confident, enthusiastic and competent teachers of Commerce/Business Studies. It will develop competencies and skills in lesson planning, programming and pedagogy in teaching Commerce in Stage 5. An understanding of the NSW Board of Studies Years 7-10 (Stage 4/5) Commerce Syllabus will be emphasised and students will develop lesson plans, programs, teaching resources and a range of Commerce teaching materials. There will be an emphasis on ICT, literacy and civics and citizenship education throughout.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	72 credit points of units, including 6 credit points at 2000-level or 3000-level from (Industrial Relations and Human Resource Management) and 6 credit points at 2000-level or 3000-level from one of (Industrial Relations and Human Resource Management or Political Economy)
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Claire Golledge, claire.golledge@sydney.edu.au
Lecturer(s)	Claire Golledge, claire.golledge@sydney.edu.au

Assessment

The census date for this unit availability is 24 April 2025

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Micro teaching activity Micro teaching episode in week 9	25%	Week 09 Due date: 28 Apr 2025 at 23:59	1000 words
Outcomes assessed:
Assignment	Reflection on micro teaching Critically reflect on micro teaching	30%	Week 12 Due date: 19 May 2025 at 23:59	1500 words
Outcomes assessed:
Assignment	Critical evaluation of teaching resource Critical evaluation of 5 contemporary teaching resources	45%	Week 13 Due date: 01 Jun 2025 at 23:59	2000 words
Outcomes assessed:
= group assignment ? = AI allowed ?

Assessment summary

Micro Teaching - In groups develop a 20 minute lesson plan for key concept from a core Commerce topic. geographical concept from the You will deliver your lesson during a seminar in weeks 9/10.
Individual reflection on micro teaching: You are to write a critical reflection on your micro-teaching episode, reflecting on the pedagogical choices made in teaching Core commerce concept, justifying your choices and critically engaging with how the lesson was enacted.
Critical Evaluation of teaching resources - Select 5 contemporary resources that support teaching and learning in Stage 4 Commerce and engage in a critical evaluation of how the resources support a diversity of students to meet the outcomes of the course.
Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 07	Teaching Commerce in Australian schools	Seminar (2 hr)
	Introduction to key concepts in Commerce	Seminar (2 hr)
	Reflective video journal task	Independent study (2 hr)
Week 08	Inquiry Learning in Commerce	Seminar (2 hr)
Week 08	Programming for Stage 4 & 5 Commerce	Seminar (2 hr)
Week 09	Aboriginal and Torres Strait Islander Perspectives in Commerce	Seminar (2 hr)
Week 09	Micro teaching presentations and feedback	Seminar (2 hr)
Week 10	Virtual excursion visit to NSW Parliament and associated learning activity to share in Week 12	Independent study (4 hr)
	Civics and Citizenship education in Commerce	Seminar (2 hr)
	Teaching Core topic 1	Seminar (2 hr)
Week 11	Literacy and Numeracy in Commerce	Seminar (2 hr)
Week 11	Teaching Core topic 2	Seminar (2 hr)
Week 12	Planning and integrating site studies	Seminar (2 hr)
Week 12	Teaching Core topic 3	Seminar (2 hr)
Week 13	Best practice in the Commerce classroom	Seminar (2 hr)
	Teaching Core topic 4	Seminar (2 hr)
	Reflection on semester of learning and your development as a HSIE Educator	Independent study (2 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate a detailed understanding of the commerce years 7-10 syllabus content and requirements
LO2. demonstrate knowledge and understanding of the ways students in commerce years 7-10 learn across a range of abilities and learning styles, including effective communication practices and pedagogies appropriate to support their learning
LO3. demonstrate an understanding of effective classroom management strategies across a range of student abilities and learning styles including reflection on theory and practice
LO4. demonstrate an ongoing commitment to life long learning as a teacher of commerce years 7-10 underpinned by collegiality and including professional association membership.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This Unit of Study has been substantially updated to reflect consistency and coherency with other HSIE curriculum units and to ensure all key content is being addressed in sufficient detail and in a logical sequence.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

EDSE3076: Teaching Commerce/Business Studies 1

Semester 1b, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links