11–12Music Life Skills 11–12 Syllabus (2025)

The Music Life Skills 11–12 Syllabus provides students with opportunities to explore their musical knowledge and to experience the creative process of music-making, individually or in groups. Students engage with and respond to a variety of musical genres, styles and music-making environments, developing skills in the use of current and emerging music technologies.

Through the study of Music Life Skills 11–12, students:

• engage with, create and perform music from a range of cultures and contexts
• develop their musical interests in singing, playing, creating, listening and responding to music
• use music to express themselves and communicate musical ideas
• develop knowledge and skills to appreciate the arts and engage with music events in the community
• develop skills to communicate and collaborate with others.

Music Life Skills Year 11 and Year 12

The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours).

• Contexts of music
• Creative practice
• Music in focus
• Music of the last 25 years (Australian focus)
• Music across cultures, traditions and time
• Music for screen, stage and story

For Music Life Skills:

• Students are required to demonstrate achievement of one or more Music Life Skills 11–12 outcomes.
• Outcomes and content should be selected to meet the particular needs of individual students.
• The focus areas provide possible frameworks for addressing the Music Life Skills 11–12 outcomes and content, and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
• Students should have the opportunity to engage with a broad range of repertoire. Repertoire should be selected to meet the needs, strengths, goals, interests and prior learning of students.
• Content from Music context and Elements of music should be integrated across the focus areas as appropriate to the needs, abilities and prior learning of students.
• Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

Music context and Elements of music

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

Music context and Elements of music 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 Elements of music should be integrated throughout the course as appropriate to the needs, abilities and prior learning of students.

Music context relates to the knowledge of:

• style
• genre
• conventions.

Elements of music includes:

• Duration: the lengths of sounds and silences in music
• Pitch: the relative highness and lowness of sounds
• Texture: the way layers of sound are combined in a piece of music
• Performing media and timbre: instruments, voices or sound sources used in music and the distinctive and identifiable quality of a sound
• Dynamics and expression: the volume of sound and the musical detail that articulates a style or interpretation of a style
• Structure: the design or form in music.

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

Repertoire

Engaging with repertoire is central to study of the Music Life Skills 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.

Throughout the course, the selection of repertoire should include:

• music of Aboriginal and Torres Strait Islander Peoples
• music of contemporary popular styles
• Western art music
• jazz
• music of global music culture
• electronic music
• a range of vocal, instrumental, solo and ensemble music.

Aboriginal and Torres Strait Islander Cultural and creative Practices in Music Life Skills 

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 to navigate and connect with Country, Place and Languages.
• Students explore the use of Aboriginal and Torres Strait Islander Languages in 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.

Documenting music

Symbols and signs can be used to represent or document music. These can include:

• lead sheets
• drum notation
• note and rest notation
• staff notations, such as the 5-line staff
• graphic notation
• sensory scores
• digital audio workstation (DAW) representations, such as waveform, piano roll, beat grid and spectral visualisations
• online composition programs
• systems associated with music from specific cultural or performance traditions, such as oral systems.

Safety and risk management

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