7–10Music 7–10 Syllabus (2024)
The new Music 7–10 Syllabus (2024) is to be implemented from 2026 and will replace the Music 7–10 Syllabus (2003).
2025 – Plan and prepare to teach the new syllabus
2026 – Start teaching the new syllabus
School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual contexts. Schools may choose to implement the new syllabus during the planning and preparation phase.
Content
Stage 4
- MU4-LIS-01
uses listening skills to describe music in relation to stylistic, cultural, historical or social contexts and the elements of music
For students who are d/Deaf or hard of hearing, Listening may include the use of assistive technology, score-reading activities, watching performances and accessing music through other senses including the use of sign language.
Listen to live and recorded music and identify musical features and ideas
Listen to and explore a range of repertoire to compare pieces of music
Identify and describe the use of technologies in repertoire
Interpret a range of musical symbols and follow scores that include notations relevant to the repertoire
Use appropriate musical terminology to describe and discuss music
Use written, verbal and multimodal forms to describe how musical ideas are communicated
Use listening skills and memory to clap, sing or play musical patterns
Transcribe musical patterns using notations relevant to the repertoire
Use listening skills to reflect on own live or recorded performances and compositions
Describe music in relation to a particular time period, culture, genre or style
Make connections between pieces of music
Describe the stylistic, historical or geographical origins of pieces of music
Recognise the purpose of a piece of music
Describe how music of Aboriginal and Torres Strait Islander Peoples can communicate Cultural understanding of Place, Country or Languages
Discuss music from the perspectives of composer, performer and audience
Reflect on aesthetic qualities of music in personal responses to repertoire
Discuss how identity can be reflected in music
Describe how music is adapted or arranged
Compare versions of a piece of music to explore different responses and interpretations over time
Identify cultural and social protocols in relation to repertoire
Identify processes to support ethical choices when engaging with Aboriginal and Torres Strait Islander music
Describe the influences on a piece of music, using written form and appropriate music terminology
Aurally recognise and describe the elements of music
Describe how composers use the elements of music to communicate musical ideas in repertoire