Outline

Overview

This is the third unit of study in a suite of concurrent Business Studies curriculum units. In this unit, students will consider how discipline knowledge is organised, taught, and experienced across the secondary school years. The unit will emphasise the integration of knowledge within and across the discipline and consider the role teachers play in facilitating curriculum pedagogy that consider the subject and connect to students’ lives. This unit will provide students with the practical and theory-informed knowledge required to respond to the needs of diverse learners in Business Studies.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	EDSE3114
Corequisites ?	None
Prohibitions ?	EDSE4045
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Claire Golledge, claire.golledge@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Lesson plan and micro teaching with reflection Planning a teaching sequence with reflection due one week later.	30%	Week 04 Due date: 17 Mar 2025 at 23:59	1350 words
Outcomes assessed:
Assignment	Assessment task and case study Generate and analyse a case study for use in an Stage 6 assessment task	30%	Week 08 Due date: 14 Apr 2025 at 23:59	1350 words
Outcomes assessed:
Assignment	Developing a program of work and critical reflection on resources Develop an HSC program of work and reflect on resource and learning choices	40%	Week 09 Due date: 02 May 2025 at 23:59	1800 words total
Outcomes assessed:
= group assignment ? = AI allowed ?

Assessment summary

Task1: Lesson plan, micro teaching and reflection. In groups of 3 you are to develop a lesson plan for a 15 minute teaching sequence from the Preliminary HSC Business Syllabus which you will teach to the cohort during your regular class seminar in week 4. You will use the feedback from this micro teaching session to produce an individual reflection on the effectivenes of your planning and pedagogy in this session. Reflections are due ONE WEEK after micro-teaching presentations. See task instructions on Canvas for more information about the use of Generative AI in this task.

Task 2: Assessment task case study with reflection: In teams of 2-3 students you are to use a University approved generative AI tool to develop a business case scenario which would be a rich and appropriate stimulus for an assessment task. Your submission should include a sample task notification (which includes the AI generated case study) and an explanation as to your choices that guided your use of AI to develop the case study resource, reflection on the strengths and weaknesses of using AI in this way to meet Business Studies outcomes.

Task 3: Teaching and Learning program with resources and critical reflection. As individuals you are to develop your own teaching and learning program for one HSC Syllabus area which includes reference to appropriate and up to date resources. Include a reflective statement (500 words) which explains how and why you selected particular resources and/or business situations, and discussing how you have designed learning for both engagement and differentiation. See task instructions on Canvas for more information about the use of Generative AI in this task.

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 01	Introduction to Stage 6 Business Studies and teaching Business Studies	Lecture and tutorial (4 hr)
Week 02	Planning learning sequences in Business Studies	Lecture and tutorial (4 hr)
Week 03	Assessment for Learning and formative Strategies	Lecture and tutorial (4 hr)
Week 04	Micro teaching presentations and feedback	Lecture and tutorial (4 hr)
Week 05	Business and Financial Literacy	Lecture and tutorial (4 hr)
Week 06	Using business situations across the Business Studies Course	Lecture and tutorial (4 hr)
Week 07	Teaching research and writing in Business Studies	Lecture and tutorial (4 hr)
Week 08	Differentiation in Business Studies	Lecture and tutorial (4 hr)
Week 09	Professional Learning and ongoing development as a Business Studies teacher	Lecture and tutorial (4 hr)

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 understanding of the complex role of curriculum in school settings, and apply relevant policies, procedures and protocols when working with syllabus documents.
LO2. Critically analyse and evaluate teaching and learning resources that enhance students’ learning in Business Studies.
LO3. Describe how knowledge of Business Studies education to recognise the agentic role of curriculum when it is co constructed with learners, leaders and community.
LO4. Display increasing competence in teaching, planning, and assessing in ways that meet the needs of diverse learners who are progressing to a variety of post-school pathways
LO5. Incorporate the needs and interests of students from a range of social, ethnic, cultural and religious backgrounds including the importance of Aboriginal and Torres Strait Islander students that takes this into account in authentic ways.
LO6. Describe the importance of engaging in continual and reflective professional dialogue and demonstrate an understanding of the rationale for continual professional learning in Business studies education.

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.

New unit for 2025

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

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDSE4213: Teaching Business Studies 3

Semester 1, 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

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links