|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject will continue the focus on co-curricular music in international, Australian and Victorian educational contexts and the integration with classroom programs. Teacher Candidates will focus on vocal and instrumental pedagogies and assessment at the upper secondary to Year 12 exit level with particular reference to curriculum authorities exit examinations. Teacher Candidates will examine curriculum development, implementation and assessment, as applied to co-curricular contexts, as well as elements of arranging and conducting for upper secondary student. This subject will also include an examination of strategies for a variety of school productions and ensembles.
Intended learning outcomes
On completion of this subject, teacher candidates should be able to:
- Reflect critically on the ways in which educational theory and research informs music teaching, planning, and advocacy in the co-curricular context (Graduate Standards 2.1, 3.6).
- Demonstrate strong music and pedagogical content knowledge to create productive co-curricular environments that engage and empower learners across a variety of youth cultures (Graduate Standards 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3).
- Interpret, design and implement relevant curriculum and pedagogy for co-curricular music that integrates digital technologies and differentiated teaching to engage all students in their learning (Graduate Standards 1.2, 2.1, 2.2, 2.3, 2.5, 2.6 3.1, 3.2, 3.3, 3.4, 5.1, 5.4).
- Create and maintain safe and supportive music learning environments inside and outside the classroom using knowledge of practical approaches to promote positive behaviours (Graduate Standards 1.2, 1.5).
- Demonstrate the capacity to reflect upon practice and extend professional learning through teacher practitioner inquiry and research (Graduate Standards 3.6).
- Reflect critically on the ways in which educational theory and research informs music teaching, planning, and advocacy (Graduate Standards 2.1, 3.6).
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
MTeach graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship