JOURNAL TASK 1

PRABHJOT KAUR

SCHOOL OF EDUCATION, EXCELSIA COLLEGE

EDSC501: COMMERCE METHOD

MARIYA YESSELEVA-PINOKA

7TH APRIL 2023

Session, one has drawn attention to, among other things, the variety of viewpoints that people bring

to commerce. The readings set for Session One draw attention to the importance of commerce in the

curriculum and how it helps students be better prepared to contribute to Australia's national life and

its place in the globe.

Similarly, the Draft Australian Curriculum (ACARA, 2013) highlights that Economics and

Business education provides opportunities for students to develop their entrepreneurial skills, which

are vital for innovation and job creation. Additionally, this subject area equips learners with

financial literacy competencies such as budgeting, saving, investing, and managing risks. These

skills are crucial for personal financial well-being and contribute significantly to the economic

growth of the country.

seeks to give students the information, abilities, and morals they need to comprehend and take part

in economic and commercial activities on both a personal and societal level. It covers subjects

including business acumen, market forces, globalisation, sustainability, and ethics. Critical thinking,

problem-solving, communication, and cooperation skills are also emphasised in the curriculum.

Session, two highlighted the flaws in humanism's and economics' claims to be genuinely objective.

As per my observation these topics are equally firmly based on both implicit and overt

presumptions about human nature and what constitutes a fulfilling life. In his report "Doing God in

Education," (Cooling, 2010) When he explores the role of objectivity and fairness in education

generally, he does so in light of the increasingly vociferous calls by humanism for

acknowledgement of its purported objectivity in comparison to religion. While everyone has the

right to be heard, only humanism, according to Cooling, considers itself to be impartial and

objective. Still, it is necessary to interpret supposedly universal norms in light of specific views.

While humanism promotes a focus on shared interests, it forbids any meaningful sharing since it

sees religion as the issue and humanism as the solution. Although Cooling makes many insightful
observations, it should be noted that when humanists reject the existence of God, they tend to

jeopardise their own claim to objectivity. This is true in an infinite universe. Atheism is a belief that

is held in spite of the fact that it cannot be objectively proven due to prior commitments, beliefs,

and viewpoints. This is a highly pertinent topic for professors of commerce in a time when

objectivity and perspective are frequently intentionally pitted against one another in nearly every

field. Every human action is motivated by values, and this includes judgements regarding what

belongs in the broad category of "Commerce" and what is useful for students to learn via the

curriculum, therefore there can be no value-free neutrality in the classroom. It is possible to employ

mathematical modelling as a tool in the field of economics.

Session, three explains the specifics of the curriculum while being conscious of the fact that every

syllabus document and curriculum framework represents a worldview based on beliefs. The

Commerce Years 7-10 Syllabus was developed by the New South Wales Education Standards

Authority (NESA) in 2019. The syllabus provides a framework for teaching and learning commerce

concepts and skills to students in years 7 to 10. NESA (2019) states that the main goals of the

Commerce Years 7–10 Syllabus are to:

1. Increase student comprehension of economic, legal, financial, and business ideas and problems.

2. Provide students with the tools to examine and evaluate data linked to commerce.

3. Encourage critical thinking, problem-solving, and decision-making abilities with regard to

business.

4. Encourage sustainable business methods, social responsibility, and ethical conduct.

To include students in their learning, teachers are encouraged to employ a variety of teaching

techniques such case studies, simulations, discussions, and role plays. (NESA, 2019). The purpose

of assessment assignments should be to gauge students' knowledge, comprehension, and skills in a

variety of curriculum-related areas.

problems that face both Australian and global society. If Commerce is taught after proper planning,

this contribution will be made most efficiently. Few educators would contest this, but the issue is

how the curriculum should be organised for execution.

Before moving on to the practical concerns of planning for such learning by creating units of work,

Session Four addressed the theoretical grounds of learning such as Intellectual Quality, a Quality

Learning environment, and Significance. For effective teaching, Clarke and Pittaway (2010)

highlight the significance of planning and preparation. The authors stress that good preparation

enables teachers to set clear goals, select useful tools and materials, and modify their lessons to suit

the requirements of their pupils.

The necessity for teachers to comprehend their curriculum and standards is one important planning

consideration emphasised by Clarke and Pittaway (2010). Knowledge of both general education

standards, such as those relating to literacy and numeracy, as well as standards that are subject-

specific is included in this. Teachers can guarantee their students are meeting expected learning

outcomes by creating lessons that are in line with these standards by comprehending them.

Session, five use this information as a starting point for thinking about how to match the teaching

and learning styles of teachers and students, followed by how to evaluate students' learning in

commerce.

Session, six implemented the teaching styles that we planned and evaluate in previous sessions.

Finger et al. (2007) explored the implementation of ICT in education and how teachers make it

happen in their study .The authors emphasized the importance of understanding the different

approaches to implementing ICT in education, including pedagogical, technical, organizational, and

cultural factors.
The study found that successful implementation of ICT in education requires a combination of these

four factors. Pedagogical factors refer to the ways that teachers incorporate technology into their

teaching practices to enhance student learning. Technical factors include the availability and quality

of hardware and software, as well as technical support for teachers. Organizational factors involve

school policies and structures that support ICT use, such as professional development opportunities

for teachers. Cultural factors relate to attitudes towards technology among teachers, students,

parents, and administrators.

Finger et al. (2007) also identified several challenges that hinder effective implementation of ICT in

education. These challenges include inadequate technical infrastructure, lack of teacher training and

support, resistance from some educators or students towards using technology in the classroom,

insufficient funding for purchasing equipment or software licenses, and difficulty integrating ICT

into existing curriculum frameworks.

In conclusion, these readings emphasize the importance of Commerce education in preparing

students to become active citizens who can make meaningful contributions to Australia's national

life and its place in the world. By providing learners with essential knowledge and skills related to

economics, business practices, financial literacy, and general capabilities such as critical thinking

and ethical understanding, commerce education plays a significant role in shaping informed citizens

who can participate effectively in society.

REFERENCES

Cooling, T. (2010). Doing God in Education. Theos.

https://www.theosthinktank.co.uk/cmsfiles/archive/files/Reports/DoingGodinEducation.pdf
Clarke, M., & Pittaway, S. (2010). Planning and preparing for teaching. In Marsh's Becoming a Teacher:

Knowledge, skills and issues (pp. 101-127). Pearson Education Limited.