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 鈥渙ne minute me鈥� 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听Academic Integrity Policy.

Visit the听Current Students website听for more information on AI in assessments, including听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听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听Academic Honesty Education Module (AHEM)听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听Current Students website听for more information on AI in assessments, including听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听simple extension.鈥� 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鈥檛 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听special consideration or special arrangements.

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

Using AI responsibly

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

Attendance and class requirements

滨迟听颈蝉听别虫辫别肠迟别诲听迟丑补迟听补濒濒听谤别辩耻颈谤别诲听谤别补诲颈苍驳蝉听补谤别听耻苍诲别谤迟补办别苍听BEFORE听attending the听class听and听that听any听set听daily听tasks听are听completed before听the听class听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鈥檚 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听readings:

听

1.Educational Sociology

听

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

听

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

听

Evetts, J. (2017).听The sociology of educational ideas听.听

听

Jones, T. (2020). A Student-centred Sociology of Australian Education Voices of Experience (1st ed. 2020.).听

听

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鈥�171.听

听

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

听

2. Action听research

听

Armstrong,听F.,听听;Moore,听M.听(2004).听Action听research听for听inclusive听education:听Changing听places,听changing听practice,changing听minds.听London:听RoutledgeFalmer.听Available听from听听http://ezproxy.library.usyd.edu.au/login?URt/听y&v=1&bookid=102490.

听

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

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

McNiff,听J.,听Lomax,听P.,听听;Whitehead,听J.听(2004).听You听and听your听action听research听project.听(2nd听ed.).听London:RoutledgeFalmer.听Available听from听听http://ezproxy.library.usyd.edu.au/login?URt/

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

听

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

听

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

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

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

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

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

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

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

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

Education.

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

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

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

Pascoe,听R.,听Leong,听S.,听MacCallum,听J.,听Mackinlay,听E.,听Marsh,听K.,听Smith,听B.,听et听al.听(2005).听National听review听of听schoolmusic听education:听Augmenting听the听diminished.听Available听from听cation.htm#topics.

Sinclair,听C.,听Jeanneret,听N.听听;O鈥橳oole,听J.听(2009).听Education听in听the听Arts.听Melbourne:听Oxford听University听Press.

听

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

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

Yunkaporta,听T.听(2009).听Aboriginal听pedagogies听at听the听cultural听interface.听Draft听report听for听DET听on听Indigenous听researchproject,听Retrieved听March听2,听2010,听from听

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鈥�/boys鈥� education
LO2. evaluate theoretical issues surrounding ethnicity, race and comparative education
LO3. critically examine legal issues and children鈥檚 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 爆料王 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鈥檚 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 爆料王 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 .

爆料王

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

爆料王

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