authenticity. Examples of such protocols in practice include knowing how to conduct an appropriate acknowledgement of country and understanding and researching the context and meaning of Indigenous language, songs, dances and symbols before interpreting or performing them. The protocols also heavily encourage consulting with Indigenous peoples and elders as much as possible when undertaking any performance or educational activity that involves Indigenous Australian culture. Aboriginal and Torres Strait music studies is offered to students in Stage 4 (Year 7–8) and is mainly led by local/regional Aboriginal Education Consultative Groups (ACEG) and Aboriginal Elders. Students learn the characteristics of both traditional and contemporary Aboriginal music and how they co-exist in modern society. The first key outcome assessed is “performance”, where students learn, understand, and develop skills through performing in a range of musical styles and group sizes. An example assessment can include a performance of a song by a contemporary Aboriginal performance. The second key outcome is “composition”, in which students explore, experiment, and improvise with different notation and forms of technology in the composition process. The last key outcome is “listening”, where students extend their aural awareness and Aboriginal musical literacy. The history and development of Aboriginal dance style and meaning throughout time is taught to students in Stage 4 and 5 (Year 7–10). Traditional Aboriginal dance studies include analysing how culture, language, and tradition is preserved in the Aboriginal crane dance and Aboriginal dream time war dance. This is contrasted with studies about contemporary Aboriginal Dance, particularly by the Bangarra Dance Theatre, to highlight the shift in expression of Aboriginal culture in modern society. Students are also assessed on performing both traditional and contemporary Aboriginal dance. The subject on playbuilding with Aboriginal Pedagogies is available for students studying Stage 5 (Year 11–12) Drama. The course is intended to draw on Aboriginal Pedagogies as a core framework for the playbuilding process. The first key outcome assessed is “making”, where students learn to explore, develop, and structure ideas in playbuilding using dramatic forms, performance styles, dramatic techniques, theatrical conventions and technologies. The second and third key outcomes are “performing” and “appreciating” the process of playbuilding respectively. Teachers are expected refer to the ‘8 Ways’ Aboriginal Pedagogies image as students learn in order to value the connections between Aboriginal ways of learning and thinking to the playbuilding process. Performing arts organisations as education providers Some notable organisations that currently offer performing arts