11–12Music 2 11–12 Syllabus (2025)

The organisation of the Music 2 11–12 Syllabus illustrates the central role of Music context and Music language. The Year 11 and Year 12 courses are structured to provide students with opportunities to develop their understanding through the exploration of a diverse range of repertoire. The Year 11 focus areas build a foundation of knowledge to support the development of skills for performing, critical listening, musical analysis, and the creation and communication of new musical ideas. The Year 12 focus areas provide opportunities to deepen students’ knowledge, understanding and skills through the exploration of repertoire reflecting contemporary practices and selected stylistic, cultural and expressive contexts, and apply this understanding to their own work.

Figure 1 shows the organisation of Music 2 11–12.

Image long description: The Year 11 focus areas appear in a row of boxes at the top of the diagram. They are Music of Western art traditions 1; Music for drama, movement and entertainment; and Music of the 20th and 21st centuries. Three boxes with content groups appear in a row in the centre of the diagram. They are Performing; Listening, analysing and responding; and Creating and composing. The Year 12 focus areas appear in a row of boxes at the bottom of the diagram. They are Music of the last 25 years (Australian focus); Music of Western art traditions 2; and Elective project. A line with the text ‘Music context and Music language’ encircles the Year 11 and Year 12 focus areas and passes through the 3 content groups.

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.