7–10Music 7–10 Syllabus (2024)
The new Music 7–10 Syllabus (2024) is to be implemented from 2026. The Music 7–10 Syllabus (2003) will not be available after December 2027.
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.
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 Loading to compare pieces of music
Identify and describe the use of technologies in repertoire
Loading a range of musical symbols and follow Loading that include Loading relevant to the repertoire
Use appropriate musical terminology to describe and discuss music
Use written, verbal and multimodal forms to describe how Loading are communicated
Use Loading 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, Loading , Loading or Loading
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 Loading can communicate Cultural understanding of Loading , Loading or Languages
Discuss music from the Loading of composer, performer and Loading
Reflect on Loading qualities of music in personal responses to repertoire
Discuss how Loading can be reflected in music
Describe how music is adapted or Loading
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