Aims and objectives of economics and business education; subject curriculum history and current curriculum debate; the nature of economics and business education, and scope for a single perspective covering economics and business education. The variety of contexts: A2 and AS level, GCSE, GNVQ and AVCE; cross-curricular themes, vocational and pre-vocational education; the work-related curriculum; industry partnerships. Recent curriculum development activities, e.g. Nuffield Project, Economics Education 16-19 Project, DFES Enterprise Education.

Preparing for Teaching and Learning
Objectives and lesson planning; designing classroom tasks using a variety of data; preparing schemes of work and issues in progression; assessment and record keeping; using simulations and role plays; using visual stimulus; creativity in business education.

Assessment
Formative and summative, coursework and examinations, written styles (including formal examinations): the essay, data response, objective and structured questions, coursework assignments: reports, portfolios; individual and group assignments; oral assessment; competence-based approaches, profiling; grading written work, marking schemes.

Enrolment on the PGCE Course

The PGCE Programme does not allow opportunity to combine this module with any module not specified in the award structure.

DAVIES, P. (1999) The Changing Definition of Business Studies in the School Curriculum, The Curriculum Journal, 10:1 pp11-28.

DAVIES, P. AND BRANT, J. (2005) Teaching Business, Economics and Enterprise, London, Routledge

HODKINSON, S. AND JEPHCOTE, M. (Eds.) (1996) Teaching Economics and Business, (London: Heinemann).

JEPHCOTE M AND ABBOTT, I (2005) (eds), Teaching Business Education 14-19, London, David Fulton

WHITEHEAD, D.W. AND DYER, D. (Eds.) (1991) "New Developments in Economics and Business Education", (London: Kogan Page).

Standard A level text such as:
HALL, D. JONES, R. AND RAFFO, C. (2004) Business Studies (Ormskirk: Causeway Press)

MARCOUSE, I. (2003) Business Studies (London, Hodder Arnold)

University workshops will draw upon your school experience and help you to interpret that experience in the light of current practice in business education. Some sessions will introduce you to themes through case studies, Examining Board publications and leading texts. At other times you will be asked to focus on evidence you collect through your school experience. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your views on key issues. Your work in this module will be supported through regular meetings with your mentor.

A further 252 hours of independent study will require you to take responsibility for relating the issues addressed in this module to your personal experience and building up evidence in your portfolio. Your mentor and university tutor will support you in this process.

Learning outcomes will be assessed through:

An assignment of 3000 words based on a critical evaluation of a teaching resource/activity in the context of its contribution to the wider school curriculum and its place in a scheme of work/Specification. Assesses all learning outcomes.

- University teaching sessions
- Tutorials
- Placement School/College meetings with a mentor;
- University Library;
- Materials and Links on PGCE Blackboard for instance: Exemplar Government/Policy/Awarding Body Sites
www.qca.org.uk
www.aqa.org.uk/
Exemplar Economics/Business Education Sites
www.ebea.org.uk/
www.bized.ac.uk/