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The purpose of this case study is to critically analyse an authentic later years curriculum program for VCE Business Management.

The scope of this project highlights the teaching strategies, resources and potential features utilised by a teacher of VCE Business Management.

This case study is limited to the theory and my own research and understandings, as I have not been able to observe a later years class prior to the submission of this assignment.

This case study has been presented using a number of different ICT resources and strategies in order to highlight the potential for differentiation in the classroom and my own ICT capabilities.

While I have highlighted a number of different strategies, resources and features, including assessment strategies, I have presumed that a teacher would utilise this over the course of a full year and not all at once.

The VCE Business Management study guide is very specific with the Units and Outcomes listing concepts and vocabulary required to be taught. The teacher is provided with a very specific structured and organised curriculum which would guide the teaching in their lesson planning. As a result it is possible that the teacher will have little flexibility to adapt the lessons to their specific student cohort and would make differentiation strategies critical in order to ensure that individual students learnt the required concepts (VCAA 2015).

Creating a socially inclusive classroom environment whereby students feel that it is okay to make mistakes, will assist the teacher with their classroom management. If students are able to see the real world relevance and connect it to what students are learning in an applied way, the teacher will be able to show the importance of the skills that are being taught (Luckner 1997)

Continually conducting formative assessments for individual students, provides the teacher with the opportunity to conduct a knowledge gap analysis and thereby providing the teacher and the student with the ability to set up specific learning requirements for each student (DET 2015).

Problem solving activities are a rich source of formative assessment that provide students with the opportunity to analyse a situation, and apply their subject knowledge, to create potential solutions (Kessels 2001).

The potential issue for the teacher is ensuring that all students are engaged in the activities in the classroom. As a result, developing a positive relationship with each individual student is critical to that students success (VALA 2015).

Students can be under enormous pressure to succeed in their VCE studies and I believe that it is not enough just to teach the curriculum. Teaching students how to organise themselves and develop a belief that they can succeed, no matter what their background is also an important part of a teacher brief (Van Ewijk 2010).


Talking to students about stress management techniques and providing support for students is also a critical part of a VCE teachers responsibility to their students (VCAA 2015)

Teaching VCE Business Management is a complex and pedagogically challenging process. The teacher has the responsibility of not only knowing the content, but more importantly they need to know how to teach a diverse student cohort, who may have contextually complex lives that impact their ability to learn, in a multitude of ways every day.

The teacher needs to be able to develop a flexible approach to teaching that provides individual students with the skills to facilitate their own learning.

There is an enormous amount of responsibility on a VCE teachers shoulders and it is important that they are supported in their journey