Outline

Overview

This subject introduces students to the professional, philosophical and social issues faced by beginning music teachers. It includes topics such as the TPA (Teaching Performance Assessment) which is a tool used to assess the practical skills and knowledge of pre-service teachers. Pre-service teachers collect evidence of practice to complete a TPA in the final year of their initial teacher education program and this is monitored by the Australian Institute of Teachers and School Leaders (AITSL). In addition, the 'social issues' such as student well-being within the NSW DoE policy applications; educational sociology (gender/race/ethnicity/historical schooling/poverty etc.) and the impact of this understanding by the teacher in their classroom practice; and the contemporary social issues that impact learners in teachers' care (e.g. climate change, technology, global perspectives on education etc.). Students have the opportunity to gain first-hand knowledge of specific areas of work related professional and social issues during their professional experience placement through the undertaking of an individualised action research project at their placement school.

Unit details and rules

Academic unit	Music Education
Credit points	6
Prerequisites ?	EDLN2000
Corequisites ?	MUED4633
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jennifer Rowley, jennifer.rowley@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Early Feedback Quiz Early Feedback Quiz	0%	Week 03 Due date: 17 Aug 2026 at 23:59	5-10mins	AI allowed
Outcomes assessed:
Written work	PART A: Action Research Project Proposal Action Research Topic chosen to investigate whilst undertaking PEX3	30%	Week 03 Due date: 23 Aug 2026 at 23:59	-	AI allowed
Outcomes assessed:
Presentation	"One minute me” video Students create a “one minute me” video reflecting philosophy of music ed	30%	Week 10 Due date: 18 Oct 2026 at 23:59	-	AI allowed
Outcomes assessed:
Q&A following presentation, submission or placement	PART C: Action Research Project Up to 5 minute Q&A in front of poster (concurrent with PART B)	0%	Week 13 Due date: 06 Nov 2026 at 17:00	5 mins	AI prohibited
Outcomes assessed:
Presentation	PART B: Poster Presentation of the ARP-COMPONENT 2 POSTER Presentation of ARP including results and OPTIONAL 2 minute video	40%	Week 13 Due date: 06 Nov 2026 at 17:00	-	AI allowed
Outcomes assessed:
= hurdle task ? = early feedback task ?

Assessment summary

See Canvas for details.

Assessment Requirements

All assessment tasks must be attempted. Failure to submit or attend any assessment task will normally result in an Absent Fail (AF) or failure of the unit.

If a task is specified as a hurdle requirement, you must obtain a minimum mark of 50% in that task to pass the unit, even if your overall mark is higher.

Assessment criteria

See Canvas for specific rubrics

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.

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	Learning outcomes
Multiple weeks	• Assessments and UoS overview • 2 modules – 1. Preparing for professional work/employment as a music teacher; 2. Social Issues (gender, equity, indoctrination, schooling) • Planning and preparing for teaching music (schools and other contexts): an introduction to professional and social issues. §2.1; 4.4; 4.5 • What is Action Research? How to formulate your ARP (Action Research Project). Interactive session with exemplars §2.1; 6.1 • Structured de-brief of final PEX	Lecture (12 hr)
Multiple weeks	2 modules – 1. Preparing for professional work/employment as a music teacher; 2. Social Issues (gender, equity, indoctrination, schooling) • Planning and preparing for teaching music (schools and other contexts): an introduction to professional and social issues. §2.1; 4.4; 4.5 • What is Action Research? How to formulate your ARP (Action Research Project). Interactive session with exemplars §2.1; 6.1 • Structured de-brief of final PEX	Tutorial (12 hr)

Attendance and class requirements

It is expected that all required readings are undertaken BEFORE attending the class and that any set daily tasks are completed before the class meets. This is an intensive teaching mode and therefore before and after class meeting times requires commitment to readings, assessments etc. in preparation for the next day’s meeting.

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

Recommended readings:

1.Educational Sociology

Domina, T., Gibbs, B., Nunn, L., & Penner, A. (2019). Education and Society : An Introduction to Key Issues in the Sociology of Education . https://doi.org/10.1525/9780520968301

Downey, D., & Condron, D. (2016). Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality. Sociology of Education, 89(3), 207–220. https://doi.org/10.1177/0038040716651676

Evetts, J. (2017). The sociology of educational ideas . https://doi.org/10.4324/9781315410654

Jones, T. (2020). A Student-centred Sociology of Australian Education Voices of Experience (1st ed. 2020.). https://doi.org/10.1007/978-3-030-36863-0

Jones, T., Smith, E., Ward, R., Dixon, J., Hillier, L., & Mitchell, A. (2016). School Experiences of Transgender and Gender Diverse Students in Australia. Sex Education: Sexuality, Society and Learning, 16(2), 156–171. https://doi.org/10.1080/14681811.2015.1080678

Park, H., Buchmann, C., Choi, J., & Merry, J. (2016). Learning Beyond the School Walls: Trends and Implications. Annual Review of Sociology, 42(1), 231–252. https://doi.org/10.1146/annurev-soc-081715-074341

2. Action research

Armstrong, F., ;Moore, M. (2004). Action research for inclusive education: Changing places, changing practice,changing minds. London: RoutledgeFalmer. Available from http://ezproxy.library.usyd.edu.au/login?URL=http://www.netLibrary.com/urlapi.asp?action=summar y&v=1&bookid=102490.

Cain, T. (2008). The characteristics of action research in music education. British Journal of Music Education, 25,283-313.

Kemmis, S. (1997). Action research. In P. Keeves (Ed.) Educational research methodology and measurement: Aninternational handbook (pp. 173–179). Oxford: Elsevier Science Ltd.

McNiff, J., Lomax, P., ;Whitehead, J. (2004). You and your action research project. (2nd ed.). London:RoutledgeFalmer. Available from http://ezproxy.library.usyd.edu.au/login?URL=http://usyd.etailer.dpsl.net/home/html/moreinfo.asp

?isbn=0203612531&whichpage=1&pagename=category.asp.

Somekh, B. (2006). Action research: A methodology for change and development. Maidenhead, UK: OpenUniversity Press.

Abeles, H. F., Hoffer, C. R., ;Klotman, R. H. (1994). Foundations of music education (2nd ed.). New York:Schirmer.

Campbell, P.S. (2004). Teaching music globally: Experiencing music, expressing culture. New York: OxfordUniversity Press.

Burnard, P, Dillon, S., Rusinek, G. ;Saether, E. (2008) Inclusive pedagogies in music education: A comparativestudy of music teachers' perspectives from four countries. International Journal of Music Education 26 (2),109-126.

Brown, A. R. (2007). Computers in music education: Amplifying musicality. London: Routledge.

Green, L. (2008). Music, informal learning and the school: A new classroom pedagogy. Aldershot, UK: Ashgate.

Harris, S. (1990). Two-way Aboriginal schooling: education and cultural survival. Canberra: Aboriginal StudiesPress.

Hoffer, C. R. (2009). Introduction to music education (3rd ed.). Long Grove, IL: Waveland Press.

Jorgensen, E. R. (2003). Transforming music education. Bloomington: Indiana University Press. Mark, M. L.(2008). A concise history of American music education. Lanham, MD: Rowman ;Littlefield

Education.

McPherson, G. E. (Ed.). (2015). The child as musician: A handbook of musical development. Oxford: OxfordUniversity Press.

McPherson, G. E. ;Welch, G. F. (2012). The Oxford handbook of music education. New York: Oxford UniversityPress.

Mills, J. (2005). Music in the school. Oxford: Oxford University Press.

Pascoe, R., Leong, S., MacCallum, J., Mackinlay, E., Marsh, K., Smith, B., et al. (2005). National review of schoolmusic education: Augmenting the diminished. Available from http://www.dest.gov.au/sectors/school_education/publications_resources/profiles/school_music_education.htm#topics.

Sinclair, C., Jeanneret, N. ;O’Toole, J. (2009). Education in the Arts. Melbourne: Oxford University Press.

Swanwick, K. (1999). Teaching music musically. London: Routledge.

Wiggins, J. (2009). Teaching for musical understanding, (2nd ed.). Rochester, Michigan: Center for Applied Researchin Musical Understanding, Oakland University.

Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface. Draft report for DET on Indigenous researchproject, Retrieved March 2, 2010, from http://8ways.wikispaces.com/8ways+training

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.

Outcomes
Graduate qualities

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

LO1. develop an understanding of social and gender issues and girls’/boys’ education
LO2. evaluate theoretical issues surrounding ethnicity, race and comparative education
LO3. critically examine legal issues and children’s rights
LO4. develop skills in undertaking action research and reflective practice
LO5. engagement and skills development in career/resume/influences and employability thinking
LO6. 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

Responding to student feedback

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

This unit has been updated based on feedback from previous semesters.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

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

MUED4623: Professional/Social Issues in Music Education

Semester 2, 2026 [Normal day] - 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

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