11–12Music 2 11–12 Syllabus (2025)

The Music 2 11–12 Syllabus provides students with the opportunity to perform, listen, analyse and respond, and create and compose music. The syllabus builds on the Music 7–10 Syllabus and assumes students have a formal background in music, with developed performance, composition, aural and music literacy skills. Students develop their knowledge and understanding of Music context and Music language through the study of repertoire in each focus area. They apply this knowledge to the interpretation and evaluation of music as a means of communicating expressive intent.

Through the study of Music 2 11–12, students develop aural skills and their understanding of Music context and Music language to develop the knowledge, understanding and skills to communicate ideas through performing, critical listening, musical analysis and the creation and communication of new musical ideas. Through Music 2, students:

• perform repertoire from different styles and contexts with an awareness of the composer’s musical intent
• listen to, analyse and respond to repertoire from diverse cultural, historical, stylistic and social contexts
• create and compose music, drawing on their understanding of musical styles and contexts to communicate musical intent and musical effect in their work.

Year 11 course structure and requirements

The Year 11 Music 2 course comprises a study of:

• 120 indicative hours across 3 focus areas.

Year 11 focus areas	Indicative hours
Music of Western art traditions 1	60
Music for drama, movement and entertainment	30
Music of the 20th and 21st centuries	30

Year 12 course structure and requirements

The Year 12 Music 2 course comprises a study of:

• 120 indicative hours across 3 focus areas.

Year 12 focus areas	Indicative hours
Music of the last 25 years (Australian focus)	60
Music of Western art traditions 2	30
Elective project	30

Elective project

Students undertake an investigation in one specialised area of performance OR musicological investigation OR composition in ONE chosen style from the list below:

• music of Aboriginal and/or Torres Strait Islander Peoples (traditional, art, contemporary or popular)
• music of global cultures and traditions
• jazz
• early music (pre 1600)
• music of the Baroque period
• music of the Classical period
• music of the Romantic period
• music of the 20th century
• music of the 21st century.

Music context and Music language

The content of the Music 2 11–12 Syllabus is based on students developing their understanding of Music context and Music language through the study of selected repertoire in each focus area. 

Music context and Music language is central to students’ understanding of how musical meaning is interpreted and communicated. The content extends from the Elements of music in the Music 7–10 Syllabus (2024) and supports students to analyse and interpret music, code sound, decode notational languages, and communicate musical ideas through performance and composition, across a range of contexts.

Music context and Music language is integrated as appropriate throughout each focus area across Year 11 and 12.

Music context relates to the knowledge of:

• style
• genre
• conventions.

Music language includes:

• Theoretical language, which underpins compositional devices, techniques and processes
• Compositional language, which includes the techniques, methods or tools used by composers and performers to construct, develop and shape musical ideas
• Notational language, which refers to symbols and signs used to represent or document music.

For some students, engagement with performing, listening, analysing and responding, and creating and composing may include the use of assistive technologies.

Repertoire requirements

Engaging with repertoire is central to study of the Music 2 11–12 Syllabus. Repertoire refers to a body of music and is not limited to a single piece of music. Well-chosen repertoire enables students to enhance their knowledge, understanding and experience of music.

Across Year 11 and Year 12, the selection of repertoire must include:

• music of Aboriginal and/or Torres Strait Islander Peoples
• a range of music created by Australian artists
• a range of vocal, instrumental, solo and ensemble music
• music created or performed using electronic, recording and digital technologies.

It is not necessary to study all movements of a multi-movement work.

Aboriginal and Torres Strait Islander Cultural and creative Practices in Music 2

Across Years 11 and 12, students engage with repertoire reflecting a broad range of musical styles including the music of Aboriginal and Torres Strait Islander Peoples. This content supports students to engage with Aboriginal and Torres Strait Islander histories, Cultures and perspectives.

The study of pieces of music or musical works composed and/or performed by Aboriginal and Torres Strait Islander Peoples should consider the following.

Cultural context and connection to Country or Place

• Students explore how music demonstrates understanding of Country, Place and Languages for Aboriginal and Torres Strait Islander Peoples.
• Students explore the diversity of Country, Place and Languages for Aboriginal and Torres Strait Islander Peoples.
• Students investigate how Aboriginal and Torres Strait Islander Peoples use songs, dance and music to navigate and connect with Country, Place and Languages.
• Students explore how Aboriginal and Torres Strait Islander stories and identities are represented, expressed and communicated through contemporary music.

Historical and political perspectives

• Students examine the music, history and Culture of local Aboriginal Communities.
• Students explore how music responds to historical experiences. They consider how works by Aboriginal and Torres Strait Islander Peoples reflect historical and social change and invite reflection on Cultural identity, resilience and continuity.

Social and Cultural dialogue

• Students reflect on how Aboriginal and Torres Strait Islander music contributes to broader social and Cultural conversations. They consider the role of music in truth-telling and promoting understanding across communities.

Ethical and respectful engagement

• Students demonstrate ethical responsibilities surrounding Indigenous Cultural and Intellectual Property (ICIP) in the creation, performance and distribution of musical works including Loading .
• Students engage with the performance of music created or inspired by Aboriginal and Torres Strait Islander Peoples, while observing Cultural protocols and recognising its connection with Country, Place and Languages.

Intercultural collaboration

• Students consider how Aboriginal and Torres Strait Islander practitioners collaborate with other practitioners. They consider how these works navigate issues of representation, authorship and Cultural safety.
• Students analyse and discuss works that reflect stories and Knowledge transmission from Aboriginal and Torres Strait Islander Peoples.

Contemporary expressions and innovation

• Students explore how contemporary Aboriginal and Torres Strait Islander practitioners adapt traditional Practices into new forms, technologies and performance contexts.

Safety and risk management

Schools are required to ensure they follow Loading  in delivering the Music 2 11–12 Syllabus.