Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 4
- Administrative campus
- St Lucia
- Coordinating unit
- Education School
This course prepares pre-service teachers to teach classroom music in the secondary school. Pre-service teacherswill be provided with opportunity to develop knowledge and understanding of relevant curriculum documents. The course will engage pre-service teachers in analysis of recent disciplinary developments in scholarship and professional practice in the teaching of classroom music. They will be provided with opportunities to develop the appropriate knowledge and teaching strategies to plan for effective learning in classroom music. Pre-service teachers will demonstrate the ability to (i) design, implement and evaluate learning and teaching sequences and discipline specific assessment tasks; and (ii) identify and design discipline specific opportunities for professional engagement and communication within the school context, teaching networks and the broader community.
For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8. In Semester 2, this course commences 1 week before standard Semester 2 classes.
This course aims to foster skilled and informed practitioners who exhibit positive attitudes towards teaching and who are able to impart a love of music and learning to students in the Secondary school. As part of this course, participants reflect upon, critically discuss, develop and refine an informed working knowledge of the issues relevant to music education in particular. This course involves participants in the principles and processes of music education, developingﾠteaching skills necessary for the successful implementation of music education programs in schools.ﾠ
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
EDUC6730, EDUC6850
Restrictions
Restricted to students who are eligible to undertake Bachelor of Education (Secondary) dual program Professional Year
Jointly taught details
This course is jointly-taught with:
All activities are shared
Course contact
Course staff
Lecturer
Guest lecturer
Mrs Bec Howe
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to:
- ﾠﾠﾠﾠﾠﾠﾠﾠﾠmodel effective teaching practices and demonstrate successful teaching strategies
- ﾠﾠﾠﾠﾠﾠﾠﾠﾠsupport participants in the development of appropriate teaching skills
- ﾠﾠﾠﾠﾠﾠdevelop an understanding of the varied ways in which students learn music
- stimulate critical discussion and reflection about approaches to music education
- ﾠﾠﾠﾠﾠﾠﾠﾠﾠdevelop necessary skills for the implementation of ﾠinnovative and creative ﾠmusic education programs in the secondary school
- ﾠﾠﾠﾠﾠﾠﾠﾠﾠfamiliarise participants with the administrative procedures and requirements associated with music education in Queensland
- ﾠﾠﾠﾠﾠﾠﾠﾠﾠunderstand current curriculum trends in music education, particularly in relation to theﾠintroduction ofﾠrelevant new curriculum documents
ﾠ
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate understanding of relevant content and critical analysis of recent disciplinary developments in scholarship and professional practice in the teaching of Music. APST 2.1
LO2.
Demonstrate ability to apply knowledge and understanding of research into how students learn and knowledge of relevant curriculum documents to the development of appropriate discipline based learning goals and teaching strategies for students of varying abilities. APST 1.2, 1.5, 2.1, 3.1
LO3.
Demonstrate the application of knowledge and skills to practice through the design, implementation and evaluation of effective learning and teaching sequences and discipline specific assessment tasks that draw on relevant curriculum documents, range of effective teaching resources, a full range of assessment and reporting strategies, and ICT knowledge that enables teaching strategies that expands learning. APST 2.2, 2.3, 2.6, 3.2, 3.3, 3.4, 5.1
LO4.
Demonstrate comprehensive and in-depth knowledge and understanding of literacy and numeracy teaching strategies and their application in Music. APST 2.5
LO5.
Demonstrate application of knowledge and skills to practice through responding to feedback, and identifying and designing discipline specific opportunities for professional learning engagement and communication within the school context, teaching networks and the broader community and understand the rationale for this professional practice in relation to improved student learning. APST 6.3, 6.4, 7.4
LO6.
Demonstrate clear, fluent and coherent communication skills in English consistent with personal, professional and academic convention. APST 2.1
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Presentation |
Planning for the future
|
40% 15-20 min. presentation + Approx 2000 words |
Part A 7/04/2025 - 11/04/2025 Part B - Due 2pm 7/08/2025
Part A (Presentations) will occur during class. Part B is due in week 11 of classes. Detailed dates are on Blackboard. |
| Product/ Design | Junior Unit Plan | 30% Approx 2850 words |
13/06/2025 2:00 pm |
| Product/ Design | Senior Unit of Work | 30% Approx 2850 words |
31/10/2025 2:00 pm |
Assessment details
Planning for the future
- Identity Verified
- Mode
- Activity/ Performance, Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Presentation
- Weight
- 40% 15-20 min. presentation + Approx 2000 words
- Due date
Part A 7/04/2025 - 11/04/2025
Part B - Due 2pm 7/08/2025
Part A (Presentations) will occur during class. Part B is due in week 11 of classes. Detailed dates are on Blackboard.
- Learning outcomes
- L01, L02, L03, L05, L06
Task description
Task Description: In consultation with your lecturer and in response to the feedback you have received from supervising teachers, identify an issue or question relating to your future practice as a teacher of music.
Your topic should be linked to your own identified professional learning needs and should make a clear contribution to improving the impact you can make on student learning.
Topics should address practical responses to contemporary pedagogical, philosophical or curriculum challenges faced by music teachers, and respond to recent research related to the teaching of classroom music. Responses (both Part A and Part B) must reference Queensland curriculum documents.
Part A Workshop and YouTube style resource (15%)
As a new graduate, you are well placed to engage colleague teachers with new approaches/ideas in music education, sharing innovative ways that your chosen issue can be applied to practice in the school environment. Thus, for this assessment, you will engage your peers in investigating your chosen issue through a ‘professional development’ seminar. Assist them in coming to their own conclusions through participation in a thought-provoking workshop presented by you in a small discussion group (15-20 minutes). Your workshop should be highly interactive, engaging your peers with your chosen topic, and should keep strictly to the time limit. You must incorporate a YouTube-style resource created by you. This online learning resource should be able to be utilised by school students, demonstrating your understanding of the issue, and how it can be addressed in practice. You must also provide your peers with a page of notes summarising your review, and justifying your suggestions for practice.
Submission is to be through the discussion board on Blackboard AND TurnItIn, and must include:
-Online resource demonstrating application of theory to practice created for student use.
-One page of notes (referenced) summarising your review for teacher use.
Students are required to video record their presentation, and keep a copy until the end of the year.
Part B Written (40%).
Structure your review as follows:
Title: Your title should succinctly encapsulate the question or issue examined.
Rationale: Introduce your topic, providing a rationale for the issue or question you are researching through your literature review (why this topic is important). Make relevant links between feedback you have received from supervising teachers, the workshop and online resource that you created, your own professional learning and imagined future impact on student learning. Your rationale should include consideration of the importance of ongoing professional learning for teachers
(200 words).
Literature review: Critically review a minimum of ten recent (last 10 years) peer-reviewed research articles or book chapters. What findings and recommendations about the topic emerge from the review? What key questions or issues arise for music education in relation to your topic?
Be sure to synthesise the approaches found in the literature (how the literature suggests teachers should respond to your identified issue or question)
(800 words).
Application to practice:
1. Discuss the application of your review to QCAA and/or the Australian Curriculum;
2. What are the main implications of the review for your teaching or your approach to music teaching? (You should refer to academic literature in this section of the paper as well);
3. Evaluate an example of the way your issue applies in practice (examples may be drawn from your experience on practicum, discussion with colleague teachers, analysis of a resource, the learning from the workshop and online resource created earlier in the year);
4. Discuss how you consider professional associations, peers and community representatives could support your ongoing engagement with this issue in ways that will inform and guide your professional practice (800words).
Conclusion: Conclude with a statement of intent regarding steps you will take towards managing this issue/topic in your future practice (200 words).
References: A list of all references cited in your report should be included at the end of your report. Use the APA style of referencing.
Appendices: This is where you include any relevant supporting data.
Submission guidelines
Part A:
Submit page of notes (which includes active link to your YouTube resource) on Discussion board prior to presentation, so that your peers can access.
Also submit page of notes via TurnItIn link on Blackboard.
Submit video of your presentation prior via link on Blackboard.
Part B:
Submit written paper to TurnitIn by due date
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Junior Unit Plan
- Mode
- Written
- Category
- Product/ Design
- Weight
- 30% Approx 2850 words
- Due date
13/06/2025 2:00 pm
- Learning outcomes
- L03, L04, L06
Task description
You are required to develop a unit plan suitable for Years 7-10 classroom music as part of the Australian Curriculum. The document should represent an overview of 9 weeks of planning (for a school where students get 4x30-minute lessons per week), incorporating 2-3 hours of detailed planning (lesson plans) and repertoire to be studied. Ensure that your teaching strategies are varied, integrate making and responding and incorporate some music technology. Please note that while you may use topics taught during your own Music Education experience, and even develop and adapt a unit of work from ACARA or QCAA , the work included for this assessment needs to be your own
All Unit Plans should include the following:
Unit title
Introductory information
Include
· Intended year level
· Context Statement: Briefly describe the school context applicable to the learning experiences described in your learning sequence.
· Anticipated prior music knowledge, understanding and skills needed to ensure student success.
Rationale (drawing on relevant academic literature and the curriculum)
Detail the purpose and value of this unit of work, and justification of the approach chosen.
Learning Objectives
Include specific learning objectives - linked to Curriculum.
Repertoire
You are required to collect five (5) pieces of music appropriate for use in a classroom context for this unit. It is intended that you use this opportunity to extend your personal repertoire and source interesting works that are new to you, which will be useful in your own classroom practice. For each piece of repertoire, you should:
1. Justify your selection of the repertoire, giving a brief explanation of its relevance to the development of the student musician (approx 100 words).
2. Identify how it relates to the knowledge and skills for the relevant year level (referring specifically to the Australian Curriculum)
3. Provide at least one learning activity to be associated with the repertoire, worded as it would be for students. A worksheet/activity is a good example of this. Ensure that across the repertoire selected, you provide examples of activities in making and responding to music.
Assessment tasks
Two assessment tasks that enable the demonstration of relevant content descriptors. Attach the relevant standards matrix to each.
Outline of intended learning
Provide the overview of the learning (9 weeks) A unit overview in table form using dot points. Provide sufficient detail so that lesson objectives, lesson activities, and links to curriculum are all clear to a reader.
Provide evidence of varied and authentic learning experiences
Include due dates for draft and final submission of two assessment tasks
Suggested resources/repertoire (provide copies/links to these in appendices)
Detailed lesson plans (4 X 30-minute lessons)
Ensure the style of learning/teaching and the focus of the lesson is varied across these lessons. They do not have to be sequential. You may use a lesson planning template that you are familiar with, or the ones provided in class.
Appendices
Include resources, original worksheets and scores/link to recordings of repertoire used, and/or suitable extensions.
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that is it your original work and that it has not been previously submitted for assessment in any other course at university. You need to ensure you have completed the university’s academic integrity module before you submit your assignment. The module can be found at http://www.uq.edu.au//integrity
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Senior Unit of Work
- Mode
- Product/ Artefact/ Multimedia
- Category
- Product/ Design
- Weight
- 30% Approx 2850 words
- Due date
31/10/2025 2:00 pm
- Learning outcomes
- L03, L04, L06
Task description
- Using the Unit 1 Designs (see Section 2, General Music Syllabus), create a coherent and exciting 10-week unit of work suitable for teaching from either Term 1 or 2, in Year 11. The unit needs to demonstrate alignment with the pedagogical and conceptual frameworks in the syllabus. It must include and feature varied and authentic learning strategies, innovative resources and some music technology. The outline of intended learning should be provided in table form.
- Include a composition or performance task that aligns with the General Music Syllabus. Active and focused teaching of composition and/or performance concepts and skills should be evident in the plan.
- Provide three integrated and detailed lesson plans.
Here is the suggested outline:
Rationale.
Justification for a chosen focus (include references)
The school context, which may impact upon the unit design, resources and other considerations (this can include references)
Detailed identification of the subject matter to be taught (refer specifically to syllabus, as well as other references)
An overview of how your unit incorporates imaginative and innovative learning design to engage students (include references)
Detailed identification of strategies to differentiate teaching to meet the specific learning needs of students across the full range of abilities (refer specifically to syllabus, as well as other references)
An overview of the relationship between the selected assessment tools and the appropriate and authentic provision of learning in music education (refer specifically to syllabus, as well as other references)
Unit Objectives
Include the relevant unit objectives for this 10 week plan.
Resources
List and link to core resources (for example 3-5 pieces or extracts from larger works, online interaction spaces, in-person scheduled concerts).
Outline of intended learning - a sequence of contextualized learning experiences. Table form using dot points, but with sufficient detail to demonstrate the following:
1. evidence of strategies which align with pedagogical and conceptual frameworks highlighted in the syllabus
2. evidence of imaginative and varied learning experiences
3. evidence of authentic learning experiences
4. alignment to syllabus objectives and subject matter.
Include due dates for draft and final submission of one assessment task
Detailed lesson plans
Three lesson plans all demonstrating an integrated learning design.
Assessment tasks
One assessment task, either composition or performance that enables the demonstration of the assessment objectives.
Relevant syllabus conditions aligned to the task.
APSTS: 1.2; 1.5; 2.1; 2.2; 2.3; 2.5; 2.6; 3.1; 3.2; 3.3; 3.4; 5.1
Submission guidelines
You must submit the assessment electronically via the assignment link on the course website. By submitting your assignment, you are certifying that is it your original work and that it has not been previously submitted for assessment in any other course at university. You need to ensure you have completed the university’s academic integrity module before you submit your assignment. The module can be found at http://www.uq.edu.au//integrity
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: Failsﾠto satisfy all of the basic requirements: submissions that lack appropriate references, relevance, coherence, organisation and length. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: Failsﾠto satisfy most of the basic requirements. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Failsﾠto satisfy some of the basic requirements: submissions that lack appropriate references and relevance, or appropriate coherence, organisation and length. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Satisfies all of the basic requirements: some use of fundamental concepts, some use of references, basically keeping to the topic; some elaboration of ideas and arguments, some degree of coherence and organisation and appropriate length; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable with respect to explainingﾠthe significance and implications of the topic. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates ability to use and apply fundamental concepts of the topics, going beyond mere replication of ideas from source materials to show understanding of key ideas, awareness of their relevance, analysis of implications and drawing of conclusions. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrates awareness and understanding and subtler aspects of the topics, such as identifying and debating critical issues or problems, applying ideas to practical situations in schools, and offering insightful commentary, implications and conclusions. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrates imagination, originality or flair, based on proficiency in all the learning objectives for the course; work is interesting or surprising or exciting or challenging or erudite. |
Additional course grading information
Determining final grades:ﾠThe final grades are determined by consideration of the weighting of individual assessment items, through the use of weighting formula and the profile of individual grades across accumulated assessment tasks.
All three assignments in the course will be provided a grade out of 7. The final grade will be calculated using the weighting and the individual assignment grades as follows.
Example:ﾠA student receives the following three grades
Assignment 1 (A1): grade of 6 at 40% weighting
Assignment 2 (A2): grade of 5 at 30% weighting
Assignment 3 (A3): grade of 6 at 30% weighting
The final grade for this student taking into account the weighting of each assignment would be:
(A1) + (A2) + (A3)
(0.4ﾠx 6) + (0.3ﾠx 5) + (0.3ﾠx 6) = 2.4ﾠ+ 1.5ﾠ+ 1.8ﾠ=ﾠ5.7
The final grade would be rounded up to the nearest whole number; in this case the grade would beﾠ6.
In the case where the final grade is 0.5 or above, the grade will be rounded up to the nearest whole number (e.g. 5.5 would become 6). In the case where the final grade is 0.49 or below, the grade will be rounded down to the nearest whole number (e.g. 5.49 would become 5)ﾠ
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
The following applies to all assessments in this course:
Marking criteria and/or marking rubrics are available in the 'Assessment' folder in Blackboard for this course.
Release of assessment item marks and feedback
In addition to the grade awarded, feedback will be provided in a timely manner to enable students to apply the feedback to further tasks within the course or program and/or plan for supplementary assessment, requests for re-mark, or re-enrolment. However, as per UQ Policy and Procedures Library under the Assessment Policy, results for the final assessment item are to be released only after the final grade for the course has been released. Time frames for applications for assessment re-mark are indicated under the Assessment Procedure.
Re-mark policy
After each assessable item, students will be given the opportunity to view their assessment and so satisfy themselves that a marking or administrative error has not occurred. The formal process of querying a course result (requesting a remark on academic grounds) is set out in the UQ Policy and Procedures Library under the Assessment Procedure.
Use of AI/MT to support or inform assessment
This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct . To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 26 |
Workshop |
Yearlong learning 2 hour workshops will occur twice a week. Detailed information on the topics for each of these workshops, required readings, and preparation required is found on Blackboard. Students should consult the detailed outline on Blackboard for more details. APST: 1.2, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 6.3, 6.4, 7.4 Learning outcomes: L01, L02, L03, L04, L05, L06 |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
Mid-Semester break For Semester 1, 2025, the mid-semester break for this course will be relocated to university week 8 |
Multiple weeks From Mid-sem break (first semester) To Week 13 |
No student involvement (Breaks, information) |
Break for Professional Experience No classes scheduled while undertaking professional experience (placement) in an accompanying course |
Multiple weeks From Week 16 To Week 21 |
No student involvement (Breaks, information) |
Break for Professional Experience No classes scheduled while undertaking professional experience (placement) in an accompanying course |
Mid-sem break (second semester) (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.