11–12Music 1 11–12 Syllabus (2025)
The new Music 1 11–12 Syllabus (2025) is to be implemented from 2027 and will replace the Music 1 Stage 6 Syllabus (2009).
2026
- Plan and prepare to teach the new syllabus
2027, Term 1
- Start teaching the new syllabus for Year 11
- Start implementing the new Year 11 school-based assessment requirements
- Continue to teach the Music 1 Stage 6 Syllabus (2009) for Year 12
2027, Term 4
- Start teaching the new syllabus for Year 12
- Start implementing the new Year 12 school-based assessment requirements
2028
- First HSC examination for the new syllabus
Content
Year 11
Students perform, compose, listen, analyse and respond to music to develop their understanding of how music is organised, interpreted and communicated across a range of social, historical and cultural contexts. Through the study of selected repertoire students develop aural skills and their understanding of Music language including identifying stylistic features and recognising rhythmic, melodic and harmonic structures. Students investigate how Compositional language and expressive devices convey stylistic identity and meaning across musical traditions, applying this understanding to their own performance, analysis and creative work.
Perform using techniques appropriate to the style and genre
Improvise with pitch sets and rhythmic patterns from a range of traditions
Adjust performance approaches in response to feedback
Investigate the use of Music language in repertoire from diverse traditions
Identify rhythmic, melodic, structural, textural and expressive compositional devices
Explore how performance conventions reflect distinctive contexts
Analyse how Music context influences interpretation
Evaluate the role of technologies in the development of musical styles
Explore lead sheets, tablature, drum notation and staff notation
Use aural skills to recognise metre, tempo and rhythmic patterns
Use aural skills to recognise pentatonic, major, minor, Aeolian mode tonality, and harmonic progressions including chords I/i (tonic), IV/iv (subdominant), V (dominant) and vi/VI (submediant)
Use Compositional language to develop existing musical motifs and themes
Explore rhythmic, melodic and harmonic Compositional language to create new musical ideas
Document musical ideas as part of the creative process