Please look into the documents attached.
Analysis of the Curriculum Contents Self-Audit Reflection3 Reflection on key strengths3 Reflection on key weaknesses3 Professional Learning Plan5 Business and Economics content knowledge5 Global economy7 Analysis of Outcome9 Understanding of EBC9 Enhancing content knowledge9 Developing EBC pedagogy9 References11 Appendices12 Appendix 1 - Self-Audit12 Appendix 2 - Australian Curriculum mind map24 Appendix 3 - QETA membership confirmation25 Appendix 4 - BEAQ membership confirmation26 Appendix 5 - RBA ‘What is Economics’ module notes27 Appendix 6 - Finding a mentor28 Appendix 7 - Asia Education Foundation subscription29 Self-Audit Reflection Prior to completing the self-audit (Appendix 1), I felt completely overwhelmed by this unit because I was entirely focussed on my lack of formal education in business and economics and concerned about whether I have the capability to teach this subject area. Although I had previously considered the structure of the Australian Curriculum (Appendix 2), I had not previously considered my strengths and weaknesses in the knowledge and skills I will be required to teach. The process of unpacking the Economics and Business Curriculum (“EBC”) (Australian Curriculum, 2018) allowed me to recognise that I have some excellent strengths in the EBC content which I have gained through my study of law, work experience, business experience and life experience. Reflection on key strengths My strongest areas of content knowledge are the legal rights and responsibilities of businesses and individuals and the changing work environment. Through my study of and experience in, corporate, consumer and employment law, I have gained a very good understanding of the legal framework within which businesses operate. I have also been involved throughout my career in teaching junior staff members which will assist me in my pedagogy. My Bachelor of Laws also equipped me with questioning and research skills which will assist me in all year levels of the EBC (Australian Curriculum, 2018). I have taught research skills to adults in an occupational setting, which will assist my pedagogy. Identifying my strengths in the self-audit allowed me to appreciate that it is not only theoretical knowledge that is required to teach the EBC. A vast number of the content descriptors relate to knowledge and skills which I have gained through experience. Before completing the audit, I had a preconceived negative perception of my skills and knowledge in business and economics which I realised post-audit was unfounded. I now feel confident in my ability to teach in my areas of strength. Reflection on key weaknesses My primary area of weakness in the EBC is the content knowledge. I feel that it is essential for me to gain a more thorough understanding of the basic theories, concepts and terminology if I am to teach in this area. I recognise that this is a very broad area of focus for my BCP (“BCP”), but I feel that with my relatively limited content knowledge, it is necessary for me to include this as a focus area to become an effective business and economics teacher. Knowledge of the global economy is essential to the EBC because many the content descriptors relate to global matters. I feel that this is a weakness for me. Global economy also ties into the general capabilities of intercultural understanding and ethical understanding, and the cross curricular priority Asia and Australia’s engagement with Asia (Australian Curriculum, 2018). I feel that this is a very important area for me to build my capacity in, given how many aspects of the EBC rely on knowledge in this area. Business skills which I have some weakness in are those that relate to the use of analysis tools and data which I have not been exposed to (for example, a costs and benefits analysis). I have identified my key skills weaknesses in the self-audit, along with my proposed plan to address those weaknesses. Professional Learning Plan Business and Economics content knowledge In my view, the most important area of the EBC for me to build capacity is in my general knowledge about business and economics theories, concepts, terminology and skills which underpin and contextualise the whole of the EBC. Below I have provided my plan for building my general knowledge in the content covered in the EBC. Plan to build capacity Expected outcomes Timeframe for completion Global economy Understanding the global economy is crucial to the EBC, particularly in Year 9 when there is a strong focus on Australia’s interaction with the global economy, Australia’s engagement with Asia and economic interdependence. It is useful to understand the global economy to contextualise many aspects of the EBC and to ensure the general capabilities and cross-curricula priorities are met. For this reason, I believe it is crucial for me to build my capacity in this area. Plan to build capacity Expected outcomes Timeframe for completion Analysis of Outcome The process of completing the self-audit, developing and enacting some of the activities identified in my professional learning plan has been very valuable for me for three primary reasons which I will explore in more detail: 1. It has developed my understanding of the EBC; 2. It has allowed me to enhance 3. It has allowed me to develop. Understanding of EBC In my first perusal of the EBC in module one I gained a general understanding of the structure and elements of the Australian Curriculum which I then presented in a concept map (Appendix 2). This provided me with a good foundational understanding of the EBC to build on in the comprehensive analysis I conducted in the self-audit (Appendix 1). Given my relatively limited content knowledge, I felt it was necessary to analyse every aspect of the EBC in detail, including every content descriptor/elaboration, to create an effective BCP. Having an excellent understanding of the EBC is a critical component of a business and economics teacher’s role. I feel that through this task I have developed a thorough enough understanding of the EBC to apply the EBC in lessons in my future role as a business and economics teacher. Reason 2 Before I started the self-assessment tool,…………………… Reason 3 Evaluating my strengths in the self-audit tool was useful because it also allowed me to consider whether I need to develop my…………. References Asia Education Foundation. (2018). E-News & Events. Retrieved, various dates, from: http://www.asiaeducation.edu.au/curriculum/economics-and-business/details/where-are-clothes-manufactured. Australian Curriculum (2018). Economics and Business Curriculum 7-10. Retrieved, various dates, from: https://www.australiancurriculum.edu.au/. Business Educators Association of Queensland. (2018). Teacher Resources. Retrieved, various dates, from: https://www.beaq.org.au/. Cain, J., Jeffrey, M., Somers, G., Thomas, K. (2015). Economics, Business, Civics and Citizenship for the Australian Curriculum 10. Melbourne, Victoria: Cambridge University Press. MRUniversity (2018). Learn Economics, Understand your World. Retrieved, various dates, from: https://www.mruniversity.com/. Queensland Economics Teachers’ Association Inc. (2018). Resources. Retrieved, various dates, from: https://qeta40.wildapricot.org/qeta-resources. Reserve Bank of Australia (2018). What is Economics?. Retrieved, 16 April 2018, from: http://www.rba.gov.au/education/resources/economics/. Smithies, G., Richardson, M., Diamantopoulos, A. (2015). Economics and Business Alive 8 for the Australian Curriculum. Milton, Queensland: John Wiley and Sons Australia Ltd. Appendices Appendix 1 - Self-Audit Part 1 – self audit tool Instructions: use the self-audit tool below to identify your strengths, weaknesses and building capacity opportunities in relation to the business and economics curriculum. Please note this self-audit tool does not count towards the assignment word count but should be submitted. Understanding how business and economics works: Strengths: What perceived strengths do you have in relation to the rationale, aims and structure of the business and economics curriculum? What evidence could be provided to substantiate these strengths? I have not examined every aspect of the rationale, aims and structure of the economics and business curriculum (“EBC”), I have only examined the areas that I feel I have a particularly high level of strength or weakness in. · I feel that I have a good understanding of the arrangement of the 7-10 EBC. In module 1 of EDSS516 I completed a concept map to show that I have read and understand the arrangement of the 7-10 EBC. · Rationale - I feel that I have understanding and knowledge of the more general aspects of the EBC and would be in a position to teach students about shaping their social and economic futures, securing their financial futures and making informed decisions. My knowledge in this area comes from my own experiences working, saving and investing. · Rationale – I feel that I have strength in the area described in the EBC rationale as: “effectively embrace change, seek innovation, work with others, show initiative, flexibility and leadership, use new technologies, plan, organise and manage risk, use resources efficiently” (Australian Curriculum, 2018). I currently work in an incredibly progressive and innovative business which is highly skilled in all of the areas mentioned. I have been involved in 4-5 projects over the past 4 years, working with management to produce positive change within the business in all of the mentioned areas. One example is the paperless project I initiated which saw the firm reduce its paper usage from over 15,000 pages per month to under 2,000 and relied on the use of new technology and procedures (which I created). I have also been responsible for disseminating information about the changes, running training sessions and assessing risk in respect to the changes. All of this experience will assist me to teach these areas of the EBC and as I have been involved in the training/teaching in the work environment, I believe I will be able to use those skills to teach those skills at a level which is suitable to 7-10 students. · Aims - I feel that I have a good understanding of how people participate in the economy has consumers, workers and producers and that I would be in a position to teach students about this area of the EBC. I have been working since I was 13 years old and over time, have been a consumer and feel that I have gained a good understanding of the role consumers, workers and producers play in the economy. · Aims – I feel that I have a good understanding of the work and business environments within the Australian economy. The experience/knowledge that I have in this area which I think would put me in a good position to teach the EBC is through over 15 years in the workforce, including in roles which involve a managerial/supervisory aspect which have allowed me to develop a good understanding of the working environment in Australia. I have also been involved in two small businesses, including one which I am the current secretary of. This has given me a good understanding