Socio-economically disadvantaged school communities without full-time specialist music/performing arts staff, for example Equity Schools in Victoria or Priority Schools in NSW

Indigenous communities both in urban and remote rural regions

Special schools that engage children with learning, health and disability challenges

Schools with a high proportion of new arrivals and/or a high proportion of English as a second language students

Schools in identified areas of high juvenile crime, and/or schools in socio-economically disadvantaged regions with students who are disengaged, and/or have behavioural problems

Pre-schools and communities for children (0-5 years) and parents in socio-economically disadvantaged regions

Geographically isolated and remote schools with limited access to music / creative arts