Unit rationale, description and aim
Intending secondary Music teachers require a strong understanding of curriculum expectations, pedagogical approaches, and assessment practices to plan and deliver effective learning in Years 7–10. Junior secondary learners bring diverse cultural backgrounds, experiences, and levels of musical proficiency. Teachers therefore need the knowledge and skills to design learning that is coherent, engaging, and responsive to varied learner needs. This unit provides foundational disciplinary understanding and introduces key principles that underpin pedagogies in Music.
In this unit preservice teachers will build knowledge of curriculum structures, concepts, and terminology for Music Years 7–10, while engaging with evidence-based approaches to learning and teaching. Through modelling, practice, and collaborative activities, preservice teachers explore Music-specific pedagogies, including aural work, composition, repertoire selection, and inclusive strategies for practical classes. They design sequenced learning and assessment experiences, engage in microteaching, and use diagnostic, formative and summative approaches to evaluate learning. These experiences support development as a reflective, informed, and capable beginning teacher.
The aim of this unit is to develop preservice teachers’ disciplinary and pedagogical content knowledge to plan, teach, and assess Music effectively in junior secondary contexts, and make informed decisions that promote equitable participation, engagement, and achievement for diverse learners.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from 糖心原创 with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Describe the structure, intent and key features of...
Learning Outcome 01
Examine how students learn in Music and apply evid...
Learning Outcome 02
Critically analyse texts, pedagogical models and c...
Learning Outcome 03
Design coherent unit and learning sequences in Mus...
Learning Outcome 04
Appraise assessment strategies and feedback practi...
Learning Outcome 05
Content
Topics will include:
- Reflecting on prior experiences of teaching and learning in Years 7-10 Music
- Australian Curriculum and local curriculum iterations for Years 7-10 Music, including Cross-Curriculum Priorities and General Capabilities
- Theories of learning relevant to music classroom education
- Pedagogical Content Knowledge (PCK) in music, including making and responding pedagogical frameworks, music specific pedagogies and culturally responsive pedagogy methods, collaborative learning and explicit instruction
- Designing units of work and related summative assessments for Music in Years 7-10
- Repertoire selection to support a sound to symbol pedagogy
- Teaching the language of Music; communicating in music, aural skills, performance, analysis, music literacy and composition
- Teaching strategies and approaches for Years 7–10 Music, including learning through making (Composition), explicit instruction of skills and techniques, visual and aural analysis and critique, and reflection
- Managing practical classes, including classroom movement, distribution, collection and safe use of instruments, monitoring noise and ensemble work.
- Strategies for monitoring and differentiating student learning in Music, including observations, process documentation, feedback and conferencing
- Classroom verbal and non-verbal communication for Music, including the Initiation-Response-Feedback (IRF) model, descriptive questioning, scaffolding, visual thinking strategies, think-aloud modelling, metacognitive reflection and guided critique
- Ethical and professional resource selection and development for Music, including the use of generative AI in making and responding
- Roles and professional responsibilities of a contemporary teacher of Music, including curriculum alignment, assessment integrity, and student safety and wellbeing in physical and digital environments, including generative AI
- Digital technologies in the music classroom including emergent technologies such as generative AI and considerations for ethical, critical and creative engagement.
Assessment strategy and rationale
The assessment in this unit is designed to progressively build preservice teachers’ capacity to plan, teach, and evaluate Music learning in Years 7–10. A two-task structure provides coherence, clear developmental progression, and opportunities for feedback. Assessment tasks incorporate both formative and summative elements and reflect real world teaching activities, supporting your preparedness for professional experience. The ethical and appropriate use of generative AI is scaffolded throughout the unit to support planning and resource development while understanding its limitations, documentation requirements, and the need for academic and professional integrity in teaching contexts.
Task 1 focuses on designing sequenced learning and assessment experiences to demonstrate understanding of curriculum structures, disciplinary knowledge, and inclusive planning for diverse learners. Task 2 builds on this foundation by integrating a skills audit, microteaching episodes, and a reflective evaluation of pedagogical decisions. This design mirrors authentic school practice, where teachers identify learner needs, plan responsively, trial strategies, and evaluate their impact on student learning.
To pass this unit, students need to complete both assessment tasks and achieve a combined grade of 50% overall.
Overview of assessments
Hurdle Task - Music Self Audit Complete a knowle...
Hurdle Task - Music Self Audit
Complete a knowledge and skills audit based on your jurisdictional documentation to identify personal strengths and five (5) areas for development in teaching junior secondary Music.
Pass/Fail
Assessment Task 1: Planning a Unit of Work Desig...
Assessment Task 1: Planning a Unit of Work
Design a coherent Year 7–10 Music unit of work that aligns with curriculum requirements and leads to a selected summative assessment task. Integrate evidence informed approaches to (1) develop aural skills, music literacy and analysis, composition and performance skills; (2) incorporate explicit instruction, experiential learning, differentiation and inclusive practices; and (3) Critique curriculum, pedagogical and assessment decisions using relevant scholarly and policy evidence.
50%
Assessment Task 2: Repertoire File and Micro Teac...
Assessment Task 2: Repertoire File and Micro Teaching
Create a repertoire resource file for classroom music teaching. Provide a critique for each choice. Then, select one piece from the resource file and create two micro teaching episodes using a spiral curriculum approach. Integrate music specific pedagogies to show the different learnings possible from the resource. Prepare a reflective, critical evaluation video explaining your pedagogical decisions, use of resources, and impact on diverse learners.
50%
Learning and teaching strategy and rationale
This unit is grounded in social constructivist approaches, emphasising active engagement, dialogue, and purposeful collaboration as ways for adult learners to build knowledge and professional capability. Learning activities support preservice teachers to connect theoretical perspectives with practical classroom application through modelling, guided practice, peer feedback, and structured reflection. Online lectures and readings provide key concepts and disciplinary foundations, while tutorials offer opportunities to trial and refine teaching strategies in supportive, interactive settings.
Because adult learners have varied experiences with Music and schooling, teaching approaches are designed to be flexible, transparent, and scaffolded. Strategies such as worked examples, explicit modelling, guided rehearsal, and structured peer collaboration help preservice teachers to build confidence when tasks involve performance, composition, or responding to musical elements. The unit also prioritises inclusive learning design, ensuring that teaching approaches are accessible to students with disability and neurodiverse learners through multimodal content, repeated practice opportunities, and options for differentiated participation in practical activities.
By engaging in planning, teaching demonstrations, and microteaching, preservice teachers build the communication, problem solving, and reflective skills required for junior secondary teaching. These strategies promote professional dialogue, ethical practice, and the ability to adapt teaching to meet diverse student needs in real classroom contexts.
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the :
Relating toDemonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate knowledge and understanding of research into how students learn and the implications for teaching.
Relevant Learning OutcomeLO1, LO2
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate 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
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
Relevant Learning OutcomeLO1, LO3
Relating toOrganise content into an effective learning and teaching sequence.
Relevant Learning OutcomeLO2
Relating toUse curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Relevant Learning OutcomeLO2
Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Relevant Learning OutcomeLO1, LO2
Relating toKnow and understand literacy and numeracy teaching strategies and their application in teaching areas.
Relevant Learning OutcomeLO2, LO3
Relating toImplement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Relevant Learning OutcomeLO2, LO3
Relating toSet learning goals that provide achievable challenges for students of varying abilities and characteristics.
Relevant Learning OutcomeLO2
Relating toPlan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Relevant Learning OutcomeLO2
Relating toInclude a range of teaching strategies.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Relevant Learning OutcomeLO2, LO3
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO3
Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.
Relevant Learning OutcomeLO2, LO3
Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
Relevant Learning OutcomeLO3
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO3, LO4
Relating toDemonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
Relevant Learning OutcomeLO2, LO4
Relating toDemonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Relevant Learning OutcomeLO2, LO5
Relating toDemonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
Relevant Learning OutcomeLO5
Relating toDemonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO3
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO2
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO4
Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Relevant Learning OutcomeLO3
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO1
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe difference in the process of knowledge acquisition in the brain of a novice vs the brain of an expert. This should be taught with reference to the development of mental models and schemas.?
Relevant learningLO1, LO2
Relating toThe most effective teaching practices to reduce cognitive overload, including explicit instruction, scaffolding, and clearly structured content that connects new information to prior learning.?
Relevant learningLO1, LO2
Relating toHow to develop and use worked examples for students who are unfamiliar with a subject, followed by more challenging problem-solving activities as students become more familiar with the knowledge of a subject.?
Relevant learningLO2, LO3
Relating toThe key features of coherent and deliberate planning and sequencing of tasks and lessons including curriculum-aligned learning objectives, clear descriptions of how students will show evidence of mastery, the common progression of learning in a subject area and the critical curriculum knowledge needed for students to progress.?
Relevant learningLO2
Relating toHow to plan a sequence of lessons that incorporate spacing and retrieval practice, build upon each other, meet students where they are in their learning and help students retrieve past learning and consolidate it in long-term memory.?
Relevant learningLO2
Relating toHow to explicitly model new skills and content through ‘worked examples’ that clearly demonstrate how to complete the task, followed by a progressive removal of scaffolding as students become more proficient.
Relevant learningLO3
Relating toHow to pitch an introductory lesson at an appropriate level, before starting a new unit of work, by identifying where a student is in their learning through assessing what they know, or think they know.?
Relevant learningLO2
Relating toHow to design summative assessment to assess students against a standard or benchmark to gain an understanding of the level of mastery attained.?
Relevant learningLO2, LO4
Relating toHow to produce and use developmental rubrics with criteria tailored to the specific task and/or work samples so that students understand what is expected.?
Relevant learningLO2
Relating toHow to explicitly deliver reading and writing instruction through discipline and discipline-specific curriculum and pedagogical studies as outlined in standard 4.2.
Relevant learningLO2, LO3
Relating toThe research that shows numeracy is a fundamental component of learning, discourse, and critique across all areas of the curriculum and improves students’ understanding of and engagement with material within and beyond the mathematics curriculum.??
Relevant learningLO2
Relating toThe research evidence that shows the relationship between effective pedagogical practices and increased positive behaviour including why specific practices are particularly effective in preventing undesired behaviour.?
Relevant learningLO3
Relating toThe content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.??
Relevant learningLO1, LO2
Relating toExplicitly teach the concept of cultural safety and explore practical examples of what it can look like in a classroom context.?
Relevant learningLO2, LO3
Representative texts and references
Recommended texts and documents
Australian Curriculum, Assessment and Reporting Authority. (n.d.). Australian Curriculum: The Arts, Version 9.0.
New South Wales Education Standards Authority. (2024). Creative Arts K–6 Syllabus (2024). NSW Curriculum.
Queensland Curriculum and Assessment Authority. Australian Curriculum Version 9.0 in Queensland (ACiQ) - QCAA.
Victorian Curriculum and Assessment Authority. (n.d.). Victorian Curriculum: The Arts, Version 2.0. Victorian Curriculum F–10.
Recommended references
Anderson, P. J., & Benson, S. K. (2025). Mapping Pathways to Inclusive Music Education: Using UDL Principles to Support Primary Teachers and Their Students. Education Sciences, 15(9), Article 1200. https://doi.org/10.3390/educsci15091200
Armes, J. W. (2020). Backward design and repertoire selection: Finding full expression. Music Educators Journal, 106(3), 54–59.
Art?ktay, G. G. (2024). Cognitive neuroscience and music education: Relationships and interactions. International Journal of Educational Spectrum, 6(1), 91-119. https://doi.org/10.47806/ijesacademic.1402953
Bennett, C. (2023). A Grounded Theory of Culturally Responsible Music Teaching. Journal of Research in Music Education, 71(2), 229-259. https://doi.org/10.1177/00224294231165681
Bolden, B., & DeLuca, C. (2022). Nurturing student creativity through assessment for learning in music classrooms. Research Studies in Music Education, 44(1), 273-289. https://doi.org/10.1177/1321103X211054793
Brophy, T. S., (2019) Assessment in music education: The state of the art, in Timothy S. Brophy (ed.), The oxford handbook of assessment policy and practice in music education, Volume 2, Oxford Handbooks (2019; online edn, Oxford Academic, 8 Jan. 2019), https://doi.org/10.1093/oxfordhb/9780190248130.013.75,
Economidou Stavrou, N. (2024) Embracing diversity through differentiated instruction in music education. Front. Educ. 9:1501354. doi: 10.3389/feduc.2024.1501354
Evans, C. M., & Taylor, C. S. (2025). Culturally Responsive Assessment in Classrooms and Large-Scale Contexts : Theory, Research, and Practice. (1st ed.). Taylor & Francis Group. Chapters 3 & 8
Fortuna, S., & Nijs, L. (2022). The influence of discrete versus continuous movements on children’s musical sense-making. British Journal of Music Education, 39(2), 183–202. doi:10.1017/S026505172200002X
Goopy, J. (2025). Young adolescents’ Musical Identities and Wellbeing. In Cronenberg, S. (Ed.). (2025). Multidisciplinary Perspectives on Arts and Arts Integrated Learning for Middle Level Education (1st ed.). Routledge. https://doi.org/10.4324/9781003562047
Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019). Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education. Educational Psychologist, 54(3), 185–204. https://doi.org/10.1080/00461520.2019.1633924
Sultanov, A. (2025). Educational Effectiveness of Using Interactive Methods in Music Pedagogy. Academic Journal of Science, Technology and Education, 1(1), 9–12.
Rosenblatt, K. (2020). Flipping for Diverse Learners. In: Walker, Z., Tan, D., Koh, N.K. (eds) Flipped Classrooms with Diverse Learners. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-15-4171-1_7
Vitale, J. L. (2024). Challenging Eurocentric pedagogies in the music classroom. Canadian Music Educator, 65(3), 14–23.
Wise, S. (2016). Secondary school teachers’ approaches to teaching composition using digital technology. British Journal of Music Education, 33(3), 283–295. https://doi.org/10.1017/S0265051716000309