Big Ideas are derived from the Learning Area essence statement and capture the essence of a subject, ensuring coherence rather than fragmentation of learning. At the subject level, they inform the Significant Learning – learning that is critical for students to know, understand, and do in relation to a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes and also includes level-appropriate contexts students should encounter in senior secondary education.

Significant Learning is collated into a Learning Matrix and progresses across Curriculum Levels 6-8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the 'not to be missed' learning in a subject. There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This topic or context has to relate to at least one Big Idea and may also link to other Big Ideas. The Learning Matrix is designed so that educators have the freedom to create courses that are both flexible and coherent.

Across all curriculum levels, Music students will experience music as a waka, or vaka, to explore diverse worldviews. This learning will help ākonga demonstrate understanding of Pacific values and the tikanga of Māori music, and value mātauranga Māori and indigenous Pacific knowledges.

Music's five Big Ideas are derived from the Arts Learning Area.

Music is an expression of, and a way of connecting with, whakapapa, identity and culture

This idea acknowledges the mauri of the learner and how music, as a form of cultural currency, can enable them to connect with their kin. Through music, learners can explore how music allows identity to be expressed and communicate their sense of self in music, whether this be through reflecting on the place of music in culture or how to negotiate their 'space and place' in a music group or music education environment.

Music is a sonic language born of context

This idea describes how music is a form of communication through sound that has its own symbols and structure. It can be created and experienced by people from any cultural or socio-economic context. By recognising that music is a language, students can learn to understand the signs and symbols of the language of sound. This understanding can enable a deeper exploration into the tikanga and reo features of Māori music.

Music is a craft that enables people to construct meaning

This idea recognises that music involves the development of skills, many of which are interrelated. By developing these skills, music learners can achieve a broader musical understanding and appreciation of the world, and are better equipped to construct meaning out of it through sound. Ākonga will be able to explore how meaning can be constructed through creation, re-creation, and analysis of music.

Music communicates intent through the organisation of sound

It is important to recognise that deliberate decisions are made during the composition and performance of music. These decisions will be based on the creator's understanding of how music ideas resonate with the self and how the experience of music can produce an intended effect.

Music enables people to experience and express feelings

Music can resonate with people in different ways to other kinds of languages, and can provide a means for people to translate thought patterns and feelings into sound. Music can provide a unique way for people to connect their experiences and expressions of feelings with their own value system.