Outline

Overview

This unit of study provides students with a broadly based view of the issues and challenges faced by teachers of adolescents in a high school music classroom setting and is designed to prepare students for secondary school Professional Experience. It explores the development unique to adolescents and the changes in behaviour through a study of developmental psychology. How does cognitive, social, emotional and biological changes influence adolescent behaviour in schools? The transition from childhood to adolescence is investigated and the major research and theories related to behaviour management are discussed. Topics studied are: adolescence and family, peer and personal relationships; development of identity; creating and managing learning environments; exploration of issues in adolescence such as moral dilemmas, rebellion and peer influence and their implications for high school classroom music teaching. Aspects of social cognition are discussed through the various scenarios that adolescents present to teachers in secondary school classrooms. With a substantive focus on developmental psychology and behavior management principles and practices, it contributes to the development of graduate teacher standards set by the NSW teacher's accreditation body (NESA).

Unit details and rules

Unit code	MUED2606
Academic unit	Music Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	MUED2605 and MUED1009 and MUED1008
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Jennifer Rowley, jennifer.rowley@sydney.edu.au
Lecturer(s)	Deborah Chadwick, deborah.chadwick@sydney.edu.au

Type	Description	Weight	Due	Length
Presentation	Seminar presentation	25%	Multiple weeks	10 minutes
Outcomes assessed:
Online task	Piaget Quiz Analysis of developmental psychology in terms of Piaget	20%	Week 04 Due date: 25 Mar 2021 at 09:00	20 minutes
Outcomes assessed:
Assignment	Social Cognition Task Individual response to stimulus	25%	Week 05 Due date: 01 Apr 2021 at 23:59	1500 words
Outcomes assessed:
Assignment	Essay	30%	Week 13 Due date: 04 Jun 2020 at 23:59	1500 words
Outcomes assessed:
= group assignment ?

Assessment summary

Quiz: The quiz is given in class (allocated 20 mins of class time) where students will analyse developmental and educational psychology theory in terms of Piaget. Students will reflect on the impact Piaget has on adolescent development expressing their personal philosophy of music teaching and music education.
Social Cognition Task: Students will respond to stimulus material presented in an online task related to social cognition theory and teen brain development. In addition, students will prepare a learning task appropriate for this stage of development.
Seminar presentation: Students in pairs will present a ten-minute presentation. Students must educate their fellow students on the ideas, concepts and understanding derived from their analysis of the prescribed topic.
Essay: Students will answer a provided essay question and summarise how adolescent development and behaviour must be taken into account to provide an effective music learning and educational experience for teenagers.

Detailed information for each assessment can be found on Canvas.

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	sydney.edu.au/students/guide-to-grades. idth: 62.0px;"> 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 sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

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 the University’s Assessment Procedures 2011 policy, Clause 7A, http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0: (1) It is expected that unless an application for Special Consideration has been approved, students will submit all assessment for a unit of study on the due date specified, by 11.59pm. If the assessment is completed or submitted within the period of extension, no academic penalty will be applied to that piece of assessment. (2) If an extension is either not sought, not granted or is granted but work is submitted after the extended due date, the late submission of assessment will result in an academic penalty as follows: A penalty of 5% of the maximum mark will be applied per calendar day the assessment is late. After 10 calendar days, mark of zero is given for that assessment.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Introduction to adolescent and development and overview of major areas of study; 2. Course requirements / expectations / assessments; 3. Introduction to developmental psychology and overview of major theories; 4. Overview of the three major changes in adolescence - cognitive, biological, social.	Workshop (2 hr)
Week 02	1. Review of major educational psychology theories of Cognitive Development - Piaget and Vygotsky	Workshop (2 hr)
Week 03	1. Identity and adolescence- Eriksson’s theory	Workshop (2 hr)
Week 04	1. Morality and adolescence – Kohlberg’s theory.	Workshop (2 hr)
Week 05	1. Social cognition in adolescence;	Online class (2 hr)
Week 06	Physical, sexual and emotional development in adolescence	Online class (2 hr)
Week 07	1. Health, stress & coping in adolescence – family processes; 2. Effects of Trauma on development.	Online class (2 hr)
Week 08	1. Influence and importance of families and peers; 2. Adolescent problems and family/peer relationships	Online class (2 hr)
Week 09	Special education: labels, categories & appropriate language	Online class (2 hr)
Week 11	Students with learning and intellectual disabilities	Online class (2 hr)
Week 12	1. Roles and responsibilities of schools, teachers & learners. 2. Bullying 3. Student welfare policy ( including counselling and referrals)	Online class (2 hr)
Week 13	1. The nature of adolescent schooling; 2. Achievement issues for adolescents.	Online class (2 hr)

Attendance and class requirements

Lecture recording: Lectures for this unit of study will be recorded and made available to students via the Learning Management System (LMS)
Attendance: Students are expected to attend a minimum of 90% of timetabled activities for a unit of study, unless granted exemption by the Dean, Head of School or professor most concerned. The Dean, Head of School or professor most concerned may determine that a student fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessment items where attendance is lower than 90%.

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.

Required readings

All readings for this unit can be accessed through the Library eReserve, available on Canvas.

Foreman, P. (Ed.) (2014). Inclusion in Action (4thd ed.). South Melbourne, Vic: Cengage Learning Australia

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. understand developmental psychology and its major theories and perspectives
LO2. recognise the cognitive, social, emotional, sexual and moral developments unique to adolescents
LO3. understand the role of family, school, peers, and culture in adolescence
LO4. investigate some of the major issues and problems associated with adolescence – especially those surrounding behavior of adolescents
LO5. understand the special needs of students with learning and intellectual disabilities
LO6. investigate possible reasons why adolescents succeed and fail in the music classroom

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 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. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.1.1. (Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 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. 1.6.1. (Graduate) Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 6.1.1. (Graduate) Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 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. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 4.4.1. (Graduate) Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. 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. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2.1. (Graduate) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3.1. (Graduate) Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4.1. (Graduate) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5.1. (Graduate) Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 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. 3.6.1. (Graduate) Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7.1. (Graduate) Describe a broad range of strategies for involving parents/carers in the educative process.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 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. 4.3.1. (Graduate) Demonstrate knowledge of practical approaches to manage challenging behaviour. 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. 7.1.1. (Graduate) Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2.1. (Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.2		(Proficient) Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
1.2.2		(Proficient) Structure teaching programs using research and collegial advice about how students learn.
1.3.2		(Proficient) Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4.2		(Proficient) Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
1.5.2		(Proficient) Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
1.6.2		(Proficient) Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
2.1.2		(Proficient) Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
2.1.3		(Highly Accomplished) Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
2.2.2		(Proficient) Organise content into coherent, well-sequenced learning and teaching programs.
2.3.2		(Proficient) Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
2.4.2		(Proficient) Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5.2		(Proficient) Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
2.6.2		(Proficient) Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.
3.1.2		(Proficient) Set explicit, challenging and achievable learning goals for all students.
3.2.2		(Proficient) Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
3.3.2		(Proficient) Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.
3.4.2		(Proficient) Select and/or create and use a range of resources, including ICT, to engage students in their learning.
3.5.2		(Proficient) Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
3.6.2		(Proficient) Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.
4.1.2		(Proficient) Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.
4.2.2		(Proficient) Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.
4.5.2		(Proficient) Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
5.1.2		(Proficient) Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.
5.2.2		(Proficient) Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.
5.3.2		(Proficient) Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.
6.3.2		(Proficient) Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.

Responding to student feedback

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

NO INFORMATION ENTERED HERE YET

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

MUED2606: Adolescent Development and Behaviour

Semester 1, 2021 [Normal day] - Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect