Outline

Overview

Informed by theory and research, this Unit takes a practical approach to the development of ensemble skills in group vocal and instrumental training and conducting and its place in school and community settings. This Unit provides students with an appreciation and understanding of the mechanics of conducting through practical implementation, and equips them to demonstrate initial levels of competence at using the skills required for effective choral/vocal group and instrumental conducting.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	24 credit points including EDMT5700 and EDMT5701 and EDMT5676
Corequisites ?	EDMT5702
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Carla Trott, carla.trott@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Creative work	Assessment Task 4: Choir arranging Choral arrangement for school choir SAB with piano accompaniment	20%	Formal exam period Due date: 17 Nov 2025 at 23:59	n/a	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Assessment Task 1: Band directing You are to direct a 15-minute rehearsal for band (the time may need to be shorter if there are very large numbers in the class).	30%	Week 04 Due date: 29 Aug 2025 at 23:59	n/a	AI prohibited
Outcomes assessed:
Written work	Assessment Task 1: Band rehearsal plan You need to provide a brief rehearsal plan, outlining your aims for the rehearsal and the steps you propose to take. Submit in class or on Canvas.	0%	Week 04 Due date: 29 Aug 2025 at 23:59	One page	AI allowed
Outcomes assessed:
Creative work	Assessment Task 2: Band arranging Band arrangement including poly-technicality	20%	Week 04 Due date: 05 Sep 2025 at 23:59	n/a	AI allowed
Outcomes assessed:
In-person practical, skills, or performance task or test	Assessment Task 3: Choir directing You are to direct a 15-minute rehearsal for choir (the time may need to be shorter if there are very large numbers in the class).	30%	Week 13 Due date: 07 Nov 2025 at 23:59	n/a	AI prohibited
Outcomes assessed:
Written work	Assessment Task 3: Choral rehearsal plan You need to provide a brief rehearsal plan, outlining your aims for the rehearsal and the steps you propose to take. Submit in class or on Canvas.	0%	Week 13 Due date: 07 Nov 2025 at 23:59	One page.	AI allowed
Outcomes assessed:
= hurdle task ?

Assessment summary

Please see Unit of Study outline on Canvas

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per university policy

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Band pedagogy #1 • Introducing the instruments • The first notes - tuning, intonation, blend, warming up • Interpreting a score: preparing for rehearsal • Instruments of the ensemble: ranges, capabilities, clefs, terminology and articulations • Playing repertoire, band games and drills	Block teaching (4 hr)
Week 02	Band pedagogy #2 • Conducting skills: posture, hand position, the baton, 2, 3 and 4 metre, preparatory gestures, releases, dynamics, style • Playing repertoire – student directed • Arranging for school band	Block teaching (4 hr)
Week 03	Band pedagogy #3 • Playing repertoire – student directed • Pedagogy for beginners • Arranging for flexi-ensembles and advanced players	Block teaching (4 hr)
Week 04	Band pedagogy #4 • Block 1 – Practice for Task 1 and 2 • Block 2 – Task 1 (in-class)	Block teaching (4 hr)
Week 09	Choral pedagogy #1 • Introduction to choral pedagogy • Choral conducting basics • School choir warm-ups • The voice • Psychology of singing • Vocal ranges; voice types; the changing voice • The accompanist	Block teaching (4 hr)
Week 10	Choral pedagogy #2 • Warm-ups and rehearsal technique • Vocal mechanics • Dynamics: individually vs. the group • Common issues with school choirs	Block teaching (4 hr)
Week 11	Choral pedagogy #2 • Warm-ups and rehearsal technique • Vocal mechanics • Dynamics: individually vs. the group • Common issues with school choirs	Block teaching (4 hr)
Week 12	Choral pedagogy #4 • Arranging for SAB • Reading scores and approaching challenges • Ensemble intonation • Vowels and consonants • Adapting to different musical styles	Block teaching (4 hr)
Week 13	Choral pedagogy #5 • Block 1 – Practice for Task 3 and 4 • Block 2 - Task 3 (in-class)	Block teaching (4 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
LO2. 2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
LO3. 3.3 Include a range of teaching strategies in teaching.
LO4. 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
LO5. 3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
LO6. 3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
LO7. 4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
LO8. 4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

EDMT5703: Music Curriculum 2 Extension

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links