Outline

Overview

Examining the theory and practice of how to teach and how students learn music is important for intending teachers of groups and individuals. This unit of study provides strategies and skills for reflective music teaching creating appropriate learning experiences through understanding and applying effective use of pedagogy. The goal is the development of reflective music teachers, who can design, implement and evaluate effective teaching and learning experiences. As an introductory education unit principles underlying theoretical models of pedagogy for effective teaching and learning, effective lesson planning and a range of teaching strategies using both traditional and digital resources that meet the needs of all learners from diverse backgrounds with a range of learning needs, styles and abilities are explored.

Unit details and rules

Academic unit	Music Education
Credit points	3
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	James Humberstone, james.humberstone@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
In-person practical, skills, or performance task or test	Group micro-teaching Group teaching presentation. Timetabled during the exam block. For more information, see Canvas.	20%	Formal exam period Due date: 17 Nov 2025 at 23:59	2 hours	AI prohibited
Outcomes assessed:
Out-of-class quiz	Early Feedback Task - Identification of teaching strategies and learning Online quiz. Can be taken any number of times. See the Canvas site for more information.	10%	Week 03 Due date: 18 Aug 2025 at 23:59	20 minutes	AI allowed
Outcomes assessed:
Portfolio or journal	Written reflection in ePortfolio A written reflection on one theories or model of teaching discussed in class. See the Canvas site for more examples and exemplars.	30%	Week 07 Due date: 15 Sep 2025 at 23:59	500 words	AI allowed
Outcomes assessed:
Written work	Lesson Plans and Assessment 2 lesson plans and 1 assessment rubric, using provided templates. Please see the Canvas website for exemplars and more details.	40%	Week 11 Due date: 20 Oct 2025 at 23:59	750 words	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Fundamentals of Teaching focuses on theory, research, and government policy that inform how music teachers guide learning in music studios (such as 1-to-1 instrumental teaching) and classrooms (in primary and secondary schools). Assessment is therefore also highly research and policy focused, but also focuses on putting theory and research evidence into teaching action. The four short tasks are:

1. The early feedback task is a simple Canvas quiz asking you to recognise teaching approaches used by teachers in videos.

2. You'll write a short ePortfolio reflection about one of the research topics covered in the early weeks of the course.

3. You'll start putting that theory into practice by writing some lesson plans and a rubric for assessing student musical learning.

4. You'll turn plans into action in a group assessment where you'll teach a short music lesson to your peers ("micro-teaching"). That final task will happen in the exam block (week 15 or 16).

All assessment tasks must be attempted in order to pass the course.

Assessment criteria

The following assessment criteria are used for written work in this unit of study:

Result name	Mark range	Description
High distinction	85 - 100	Demonstrates high level of initiative in research and reading; sophisticated critical analysis of evidence; high level engagement with theoretical issues, innovative use of reading/research material and impressive command of underlying debates and assumptions; properly documented and written with style, originality and precision.
Distinction	75 - 84	Demonstrates initiative in research and wide, appropriate reading; complex understanding of question and ability to critically review material in relation to underlying assumptions and values; analyses material in relation to empirical and theoretical contexts; properly documented; clear, well-developed structure and argument with some signs of literary style.
Credit	65 - 74	Evidence of broader understanding than pass level; offers synthesis with some critical evaluation of material; coherent argument using a range of relevant evidence; some evidence of independent thought, good referencing. A high credit (70-74) shows some evidence of ability to problematise and think conceptually.
Pass	50 - 64	Written work meets basic requirements in terms of reading/research; relevant material; tendency to descriptive summary rather than critical argument; makes a reasonable attempt to avoid paraphrasing; reasonably coherent structure; often has weaknesses in particular areas, especially in terms of narrow or underdeveloped treatment of question; acceptable documentation.
Fail	0 - 49	Work may fail for any or all of the following reasons: Unacceptable paraphrasing; irrelevance of content; poor spelling; poor presentation; grammar or structure so sloppy it cannot be understood; failure to demonstrate understanding of content; insufficient or overlong word length.

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:

Follow university policy - 5% lost per day late.

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	Course overview; what is a teacher?; what makes a quality teacher?; AITSL and NESA, GTS; identity; NSW systems (Department, Catholic, Independent). Introduction to enactive musical cognition theory. Discussion of teacher identity and professional standards using real-world case studies. Focus on identity formation through reflective practice and musical self-concept. Relationship building between teacher and student(s) (Rogers, 1994; Noddings, 1984; Biesta, 2017; hooks, 1994). The EEBP model.	Lecture and tutorial (2 hr)
Week 02	Understanding learners and learning; music teacher identity; video reflection Theorists: Piaget (cognitive development), Vygotsky (sociocultural theory, ZPD), Sweller (cognitive load theory), Howard Gardner ((multiple intelligences) note neuromyth classification, week 3).	Lecture and tutorial (2 hr)
Week 03	Learning theories: constructivism, behaviourism, cognitivism; what is knowledge? Theories of "How the brain learns" & their critics. Music education neuroadvocacy. Theorists: Skinner (behaviourism), Bandura (social learning), more on Sweller’s CLT and critiques of neuromyths. Compare constructivism vs. direct instruction in music education; Crocco and music-specific evidence.	Lecture and tutorial (2 hr)
Week 04	Pedagogical models for music education: structured vs situated approaches. Explore authentic learning models in general education (Montessori, Steiner, Play-Based Learning (Hirsh-Pasek), project-based learning, and Communities of Practice (Lave & Wenger)) and in music education (Kodály, Dalcroze, Orff, Lucy Green's informal learning, gamelan experiences, and Communities of Musical Practice (Kenny)). Use a continuum of authenticity to evaluate how each pedagogy reflects or departs from how learn	Lecture and tutorial (2 hr)
Week 05	Instructional strategies: Direct Instruction/Explicit Teaching (CESE & AERO models in Aus), demonstration, cooperative learning; NSW Quality Teaching Model and Quality Teaching Framework; explore sequencing of pedagogical approaches through genre-specific music lesson design (e.g., rhythm pedagogy via Orff, rock band via Informal Learning). An EEBP approach to EBP.	Lecture and tutorial (2 hr)
Week 06	Lesson and unit planning; assessment; curriculum vs syllabus; designing sequences and rubrics; culturally -responsive pedagogy (Ladson-Billings, Abril). Theorists: Hattie (visible learning), Rosenshine (explicit teaching). Explore contrast with participatory and collaborative music learning models.	Lecture and tutorial (2 hr)
Week 07	Managing space, time, and behaviour in music learning environments . Beginning in the studio (see reading) extending to the classroom. Planning principles from Wiggins & McTighe (UbD), music-specific planning for integrated listening, performance, composition (Swanwick). Compare Swellerian planning principles with constructivist designs.	Lecture and tutorial (2 hr)
Week 08	Functional learning environments; classroom management strategies; creating safe, caring, predictable, relational spaces (behaviour supports). The Lyford model. Theorists: Kounin (classroom management), Emmer & Evertson. Responsive classroom design for music. Embodied management strategies. Behavioural expectations and classroom tone. Link between music ensemble norms and behavioural frameworks. PBIS/MTSS alignment.	Lecture and tutorial (2 hr)
Week 09	Special Education in NSW schools Diversity, inclusion, disability (revisiting UDL), Multi-tiered systems of support (MTSS). First Nations perspectives Trauma informed pedagogy	Lecture and tutorial (2 hr)
Week 11	ICT and teaching; cross-curricular priorities; digital safety = student safety; child protection module; communication strategies Incorporating responsive and adaptive teaching strategies for students with disabilities and EAL/D learners in music. Using inclusive music tech.	Lecture and tutorial (2 hr)
Week 12	Ethical decision making; controversial issues; professional conduct. Further engagement with syllabus documents: AMEB; NESA; IB; Australian Curriculum. Turning lesson plans into lesson action: Practising group microteaching. Revisiting AITSL GTS (reflection on progress)	Lecture and tutorial (2 hr)
Week 13	Reflective practice. Theorists: Noddings (ethics of care), Biesta (subjectification), hooks (engaged pedagogy). Tensions between policy and relational teaching. Reflective practice models (e.g., Schon, Brookfield). Further microteaching preparation with critical and aesthetic reflection.	Lecture and tutorial (2 hr)

Attendance and class requirements

Per SCM Handbook, 90% attendance is required to pass this UoS.

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 3 credit point unit, this equates to roughly 60-75 hours of student effort in total.

Required readings

This is one of the most reading-heavy MUED courses. Links are provided through Canvas/Leganto, but if you would like to get a head start, here are the readings in order of weeks taught:

White, Rowley, & Sympson (2025) Understanding teacher quality through a teacher identity lens. (Chapter 1 in What’s the Evidence).
Also, bring with you: NESA (2014). Australian Professional
Standards for Teachers
Wallbaum & Stitch (2018) Interferences between Musical and Educational Cultures in Classrooms (Chapter IV.2 in Comparing International Music Lessons on Video)
Crocco & Meyer (2021). Motor Learning and Teaching Singing: An Overview
Van der Schiff et al. (2022) Praxis (Chapter 10 of Musical Bodies, Musical Minds)
NSW Dept of Ed (2013) Quality Teaching Model.
Van der Schiff et al. (2022) Basic Principles of Enactive Cognitive Science (Chapter 2 of Musical Bodies, Musical Minds)
NSW Stage 4 & 5 (years 7-10) Music Syllabus.
Abril (2012) Toward a More Culturally Responsive General Music Classroom
Van der Schiff et al. (2022) Creative Musical Bodies (Chapter 9 of Musical Bodies, Musical Minds)
De Nobile et al (2020) An introduction to positive learning environments (Chapter 1 in Positive Learning Environments: Creating and Maintaining Productive Classrooms)
Poley & Wilson (2022) Indigenous education (Chapter 7 of Education, Change, & Society).
Also, download and bring AERO (2024) Introduction to a multi-tiered system of supports

Campbell et al (2024). Evidence for and against banning mobile phones in schools: A scoping review
Mockler & Stacey (2022) Teachers (Chapter 12 of Education, Change, & Society)
White et al (2025). Shifting the discourse of teacher quality (Chapter 8 in What’s the Evidence)

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. explain the role and identify the relationship between the teacher and the learner
LO2. demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the music education of students from Aboriginal and Torres Strait Islander backgrounds
LO3. identify professional and ethical issues relevant to the learning environment (including child protection, social inclusion and community engagement)
LO4. recognise, discuss and demonstrate a variety of teaching strategies to develop appropriate teaching and learning experiences for music students with a range of interests and abilities
LO5. understand introductory theory of child growth and development (cognitive psychology)
LO6. recognise, discuss and apply instructional strategies to create a positive and reflective learning environment supporting learning for all students
LO7. discuss principles underlying theoretical models of pedagogy, explain, compare and evaluate the practices of theoretical models for effective teaching and learning
LO8. demonstrate practical strategies for developing lesson plans
LO9. summarise and explain the concept of teaching as reflective practice and apply strategies of reflection to improving classroom practices (focusing on research enhanced learning and teaching)
LO10. use ICT for the benefit of all learners in a meaningful way.

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
1		Professional Knowledge: Standard 1 - Know students and how they learn
1.1		Physical, social and intellectual development and characteristics of students.
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2		Understand how students learn.
1.2.1		(Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3		Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.5		Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6		Strategies to support full participation of students with disability.
1.6.1		(Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
2		Professional Knowledge: Standard 2 - Know the content and how to teach it
2.1		Content and teaching strategies of the teaching area
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.3		Curriculum, assessment and reporting
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.5		Literacy and numeracy strategies
2.5.1		(Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6		Information and Communication Technology (ICT)
2.6.1		(Graduate) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3		Professional Practice: Standard 3 - Plan for and implement effective teaching and learning
3.1		Establish challenging learning goals
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2		Plan, structure and sequence learning programs
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3		Use teaching strategies
3.3.1		(Graduate) Include a range of teaching strategies.
3.5		Use effective classroom communication
3.5.1		(Graduate) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6		Evaluate and improve teaching programs
3.6.1		(Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
4		Professional Practice: Standard 4 - Create and maintain supportive and safe learning environments
4.1		Support student participation
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2		Manage classroom activities
4.2.1		(Graduate) Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3		Manage challenging behaviour
4.3.1		(Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4		Maintain student safety
4.4.1		(Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
4.5		Use ICT safely, responsibly and ethically
4.5.1		(Graduate) Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
5		Professional Practice: Standard 5 - Assess, provide feedback and report on student learning
5.1		Assess student learning
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.3		Make consistent and comparable judgements
5.3.1		(Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
6		Professional Engagement: Standard 6 - Engage in professional learning
6.1		Identify and plan professional learning needs
6.1.1		(Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2		Engage in professional learning and improve practice
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.4		Apply professional learning and improve student learning
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.2		Comply with legislative, administrative and organisational requirements
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Responding to student feedback

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

This course has had a thorough rewrite to include many new ITE accreditation requirements, implemented for the first time in S2, 2025. Please see Canvas for more on ITE Core Content and GTS mapping.

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

Early feedback task

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

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

MUED1008: Fundamentals of Teaching

Semester 2, 2025 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

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

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links