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  • Semester 2Online Scheduled




EDMU510 Music Curriculum, Pedagogy and Assessment 3

Unit rationale, description and aim

The co-curriculum is a vital element of a school’s Music program. It adds depth and breadth to the class curriculum, and provides active, authentic learning experiences. In order to build flourishing music departments, Music teachers need to develop the knowledge and skills to plan and lead a range of co-curricular programs to meet the needs of students across all levels of ability.

In this unit pre-service teachers will explore, perform, arrange and conduct repertoire for co-curricular music programs, with a particular focus on music for vocal and instrumental ensembles appropriate to students in lower secondary schools. Repertoire in a range of musical styles will be explored, in order to develop knowledge of a range of historical music traditions, including Australian music. Music technologies will be employed, in particular applications for musical notation, arranging and recording. Through engagement in and analysis of rehearsal pedagogies, and conducting of small groups, pre-service teachers will develop ensemble leadership skills and identify connections between co-curricular music programs and the Years 7 to 10 curriculum.

The aim of this unit is to enable pre-service teachers to design programs for and lead music ensembles that engage and challenge diverse learners.

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 ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Learning Outcome NumberLearning Outcome DescriptionRelevant Graduate Capabilities
LO1Describe a range of teaching, assessment and feedback strategies, for developing Music skills and conceptual understanding and for engaging diverse learners in co-curriculum contexts (APST 1.5, 3.1, 4.1, 5.1)GC1, GC2, GC7, GC9, GC11
LO2Apply knowledge of a range of historical music traditions to critically examine and adapt resources in a range of genre and styles, appropriate for secondary school co-curricular ensembles, and identify connections to Stage 4 and 5 Music curriculum content (APST 1.5, 2.1, 3.1, 3.4)GC1, GC2, GC7, GC9, GC11
LO3Utilise music software safely, responsibly and ethically, to compose, notate and record music to expand co-curriculum learning opportunities for students in lower secondary school Music ensembles (APST 2.6, 3.4, 4.5)GC1, GC2, GC7, GC8, GC9, GC10
LO4Apply knowledge of curriculum, music ensemble pedagogy, and student characteristics to prepare and conduct instrumental and/or vocal ensemble rehearsals, catering for the strengths and needs of learners across the full range of abilities and employing timely feedback to improve learning and performance. (APST 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.5, 4.2, 5.2)GC1, GC2, GC4, GC7, GC8, GC12


On successful completion of this unit, pre-service teachers should be able to:

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

4.5 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 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.


Topics will include: 

  • The connections between the curriculum and the co-curriculum in school Music, and the role of the co-curriculum in broadening and deepening learning opportunities for students
  • Knowledge and aural discrimination of a range of historical musical styles, enabling enhanced identification of key concepts and trends
  • Resources and repertoire for ensembles in the lower secondary school in a range of genre and styles and catering to diverse learner strengths and needs
  • Evaluating and selecting repertoire suited to skills and needs of learners across the full range of abilities
  • The importance of and strategies for providing timely and appropriate feedback to students to improve learning
  • Adapting repertoire for preparing performance pieces for students with diverse learning strengths and needs
  • Software programs and the use of music technology to support notating, arranging, ensemble repertoire
  • Appropriate pedagogies for leading school ensembles including choirs and small ensembles
  • Introductory conducting and rehearsal techniques for co-curricular groups, including verbal and nonverbal communication strategies
  • Conducting rehearsals and performances to develop learners’ musical skills and conceptual understandings
  • Professional music performances for schools and their associated opportunities for professional development.

Learning and teaching strategy and rationale

This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. This includes guided teaching, independent study and preparation of assessments.

The unit aims to build pre-service teachers’ knowledge and skills through active engagement in authentic co-curricular music activities. Knowledge of repertoire from a range of historical music traditions will be expanded, including Australian music, through the evaluation of music repertoire and resources. Knowledge of school curriculum and pedagogy for music ensembles will be developed, through undertaking individual planning and arranging for small ensembles comprising diverse learners. Introductory conducting skills will be developed through preparing and leading small group rehearsals and performances that mimic school co-curricular programs.

Pre-service teachers will be involved in a variety of learning and teaching strategies including:

  • online lectures (synchronous and asynchronous)
  • tutorials and practical workshops including classroom and off-site activities
  • individual and collaborative learning opportunities
  • written and practical assessment tasks.

The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote the connection between content and educational experiences.

Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.

On Campus

Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.


Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.

Online unscheduled

Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable. 

Online scheduled

All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.

Assessment strategy and rationale

A range of assessment procedures are designed to allow pre-service teachers to progressively demonstrate achievement of the unit learning outcomes and to develop graduate attributes consistent with University assessment requirements. The units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of the Australian Professional Standards for Teachers (APST): Graduate level.

Assessments are designed to engage pre-service teachers in authentic, practical co-curricular Music activities that mimic the ‘real-world’ of schools. Familiarity with music from a range of historical traditions, and the ability to work collaboratively, will be developed through evaluating a range of repertoire and resources. The ability to design and conduct co-curricular programs that connect with classroom programs, ICT skills, and the capacity to think analytically and work autonomously, will be developed through undertaking individual planning and arranging tasks. Pre-service teachers will strengthen their Music leadership skills through rehearsing and conducting small groups that mimic school ensembles.

Minimum Achievement Standards

The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to participate in and submit all assessment tasks and achieve a minimum overall passing grade of 50%.

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning Outcomes

Assessment Task 1: Resource Folio and Presentation

Compile a folio of four to six carefully selected Music resources suitable for use with co-curricular ensembles. The folio should include repertoire and resources for learning, teaching and assessment, addressing a range of curriculum topics and skills.

Present the folio including analysis and critical evaluation of:

  • Explicit links between the selected resources and relevant curriculum content, skills/practices and concepts/ideas
  • Diverse musical genre and styles
  • Strategies to differentiate teaching to cater to the strengths and needs of diverse learners
  • A range of strategies for assessing learning in Music
  • Integration of literacy and numeracy.
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LO1, LO2

Assessment Task 2

Create (notate) a music arrangement suitable for a small ensemble of lower secondary (levels 7-10) learners of varying musical abilities and skills.

The arrangement must:

  • Identify specific links to relevant  curriculum content, skills/practices and concepts/ideas
  • Employ appropriate repertoire, providing a rationale for its selection with regard to addressing curriculum topic/s and skills/practices, and catering to the identified strengths and needs of learners
  • ·       be adapted to cater to the identified strengths and learning needs of the ensemble members
  • ·       use Music notation software for the accurate production of individual parts and the full ensemble score, including expected formatting and markings.
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Assessment Task 3:

Using a suitable ensemble, rehearse and conduct the Assessment 2 arrangement.

The ensemble must represent lower secondary (levels 7-10) learners of varying musical abilities and skills (e.g., a small group of peers from the class each playing a new instrument),

The rehearsal and conducting must demonstrate:

  • Sound knowledge of the repertoire
  • Advanced musical competence
  • A range of appropriate pedagogies for developing learners’ musical skills and conceptual understanding
  • Effective sequencing
  • Appropriate conducting skills, including verbal and non-verbal communication strategies and the provision of clear directions
  • Timely and appropriate feedback to improve learning.
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Representative texts and references

Required text(s) 

Australian Curriculum 

Australian Curriculum, Assessment and Reporting Authority (ACARA) 

Recommended texts

Anderson, A. J., & Geake, J. (2000). The Value of itinerant instrumental teachers in regional communities. Australian Journal of Music Education, 1, 17-29.

Bertalot, J. (2014). Achieving sight-singing success.

Charlton, K. (2022). Experience music (6th ed.). McGraw-Hill Higher Education.

Dammers, R., & LoPresti, M. (2020). Practical music education technology. Oxford University Press USA.

Hunt, P. (2008). Voiceworks 1: A handbook for singing. Oxford University Press. (And other volumes).

Palisca, C., Grout, D., & Burkholder, P. (2019). Norton anthology of western music: Volumes 1, 2 & 3. (8th ed.). W.W. Norton & Company.

Philpott, C., & Spruce, G. (Eds). (2016). Learning to teach music in the secondary school: A companion to school experience (3rd ed.). Routledge.

Seelig, T. (2007). The perfect rehearsal: Everything you wanted to know about rehearsals. Shawnee Press.

Torbay, G. (2008). Choraltime! For primary schools. (Books 1–3). Hal Leonard.

Wardrobe, K. (2021). Music technology in education books. Midnight Music. 

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