11–12Music Extension 11–12 Syllabus (2025)

The Music Extension Syllabus provides students who undertake the Music 2 course with an opportunity to study musical interpretation as a critical and creative process and extend their mastery of discipline-specific knowledge in one area of musical practice.

Through the study of Music Extension, students extend the knowledge, understanding and skills of Music context and Music language through Interpretative practices and one specialisation of Performance, Composition or Musicology. Through Music Extension, students:

• evaluate the influences of cultural, historical and stylistic conventions on composers’ musical intent and effect.
• interpret scores and other sources to communicate an understanding of musical intent and effect
• perform repertoire with an insightful awareness of musical intent and intentional interpretative choices
• create and compose music, applying an understanding of musical intent and effect through realised compositions
• research and interpret scores and source material to develop a critical position in relation to an aspect of music.

Year 12 course structure and requirements

The Year 12 Music Extension course comprises a study of:

• 60 indicative hours across 2 focus areas.

Year 12 focus areas	Indicative hours
Interpretative practices	20
Major work	40

Music context and Music language

The content of the Music Extension 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 represent the knowledge required to analyse and interpret music, code sound, decode notational languages, and communicate musical ideas through performance, composition and musicology, across a range of contexts.

Music context and Music language is integrated as appropriate throughout each focus area.

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.

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

In Music Extension students engage with repertoire reflecting a range of musical styles. When engaging with 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.

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.
• The role of performers and composers in a variety of cultures and contexts, including in Aboriginal and Torres Strait Islander Cultures.
• Students analyse and discuss works that reflect stories and Knowledge transmission from Aboriginal and Torres Strait Islander Peoples.

Major work journal

As part of the Major work students document and reflect upon their engagement with a range of musical processes and material in their role as a performer, composer or musicologist. This involves students collecting materials in a range of modes, such as audio, video, visual and/or written form.

Documenting the process gives students the opportunity to reflect on their musical intentions, influences, decisions, and resolutions that are particular to their specialisation.

The Major work journal must include:

• a demonstration of the student’s engagement with their specialisation
• a log of the challenges, successes, reflections and evaluations of their work
• the student’s approach to the different stages in the creative process
• feedback from peers, teachers and audiences and considerations of, and responses to this feedback.

For each specialisation students should consider the following in their documentation.

Performance

• Repertoire selection
• Interpretation decisions
• Rehearsal notes

Composition

• Initial concept
• Research and influences
• Application and use of Compositional and Notational language

Musicology

• The development of a research question
• Research sources and notes
• Critical reflection on findings

Safety and risk management

Schools are required to ensure they follow Loading  in delivering the Music Extension Syllabus.