Professional Focus Paper
Course: Music Technology
1.
Level: National 5
Who is this paper for and what is its purpose?
This paper is for teachers and other staff who provide learning, teaching and support as learners work towards
Music Technology National 5.
Curriculum for Excellence is a unique opportunity to raise achievement and to ensure that all learners are better
prepared than they have been in the past for learning, life and work. This is because the new curriculum gives real
scope to build learning from 3–18 in a joined-up, seamless way. As a result, progression in learning can be much
stronger with a clear focus on attributes and capabilities, skills (including higher-order thinking skills), and
knowledge and understanding. These are delivered through the experiences and outcomes of the 3–15 Broad
General Education (BGE) and, at the senior phase, through programmes that build directly on the BGE leading to
qualifications. Because of a strengthened focus on the nature and quality of learning experiences, self-motivation is
likely to be increased and learners consequently more engaged and enthused. To ensure continuity and
progression, qualifications at the senior phase have been designed to embrace this unambiguous focus on highquality learning.
Curriculum for Excellence has the flexibility to meet the needs of all learners in their local circumstances, enabling
each to achieve their very best. For example, some centres may take the opportunity to offer qualifications over two
years which might involve learners bypassing qualifications at a given level, whereas others may enable learners to
work towards qualifications within one year. In both cases, the advice in this paper is relevant to the learning and
teaching approaches that learners will encounter. This paper, then, is intended to stimulate professional reflection
and dialogue about learning. It highlights important features of learning which are enhanced or different from
previous arrangements at this SCQF level.
How will you plan for progression in learning and teaching, building on the Broad General Education?
2.
What’s new and what are the implications for learning and teaching?
Music Technology National 5 consists of three Units.
 Music Technology Skills
 Understanding 20th- and 21st-Century Music
 Music Technology in Context
To achieve Music Technology National 5, learners must pass all of the Units and a course assessment.
MUSIC TECHNOLOGY
What are the key aspects of Music Technology National 5?
Integrated approach to skills development
Music Technology National 5 has an emphasis on skills development and higher-order thinking skills. It enables
learners to develop their knowledge and understanding of music technology and music concepts, and to engage in
the development of technical and creative skills through practical learning. Learners will use music technology
hardware and software to capture and manipulate audio, then use these skills creatively in sound production in a
variety of contexts. A range of concepts and genres from the 20th and 21st centuries will be explored by learners,
and aural discrimination skills will be developed throughout which will be applied across all Units.
Music Technology National 5 creates opportunities for learners to develop their interest in music technology,
explore intellectual property rights, and develop skills and knowledge relevant to the needs of the music industry.
Wider range of evidence of learning
The Music Technology National 5 course is practical and experiential, and has been created with flexibility and
creativity in mind. As learners gain the skills in using equipment and software, they should choose the contexts in
which they demonstrate their learning, for example, recording a choir or rock band, creating a short sound track for
a film, arranging or composing using a sequencing program, producing sound effects for drama, recording a short
radio broadcast, using samples and loops for remixing, combining narration of a story or poem with some music or
creating an advertising jingle. Learners could evidence their planning, progress and evaluating using screen shots,
written text, blog or podcast, for example. This evidence should reflect the session type, microphone selection and
placement, track lists, overdubs and timings, and may include diagrams or video of a recording setup.
Learners’ understanding of 20th- and 21st-century concepts should be evident in all Units and may be generated
over a series of activities. Knowledge of musical concepts such as rock‘n’roll, Celtic rock, 1960s pop, punk, country
music, hip hop and musicals, could be evidenced in a variety of formats including presentations, digital
photographs and video, audio files, podcasts, answers to questions in response to music excerpts or discussions
with the teacher. An intellectual property issue could be researched and presented as a case study, and a timeline
may chart the development from reel-to-reel recording through to today’s digital technology. Learners’
understanding of controls and effects such as panning, reverb, compression and pitch bend could be demonstrated
in their practical activities. Teachers should determine the most appropriate assessment methods for their learners,
and often the evidence (which may be oral or observational) will be gathered during normal classroom activities,
rather than through formal assessment instruments.
Hierarchy of Units
The Units in the music technology courses from National 3 to Higher level are designed in a hierarchy. This means
that learners may be able to achieve and be certificated for an additional Unit at the level above the level of the
course they are studying. This could be achieved, for example, by learners within the class completing similar
practical activities and their work being differentiated and benchmarked against the Assessment Standards and
evidence requirements at different SCQF levels. The hierarchical approach encourages all learners to achieve at
the highest level, and build a strong platform for further learning at the next level.
Course assessment
The course assessment considers the added value, which in Music National 5 consists of two parts.
 Assignment – producing an audio master showing application of technological and musical skills and
knowledge, as well as evidence of planning, implementing and evaluating their work.
 Question paper – demonstrating knowledge and understanding of 20th- and 21st-century musical styles and
genres, musical concepts and aspects of music technology.
MUSIC TECHNOLOGY
What are the key features of learning in Music Technology National 5?
Active learning
Learners will be expected to take an active role in the learning process, working individually and collaboratively, to
develop practical and evaluative skills. They will extend their knowledge and understanding of music technology,
and of music concepts, particularly those relevant to 20th- and 21st-century music, and engage in the development
of technical and creative skills, through practical learning.
Teaching approaches should be varied and could include a mix of demonstration, teacher exposition, practical
activities, group work and individual experimentation. Demonstration could include, for example, using a
microphone, inputting notes using a MIDI sequencing program or recording an electric guitar directly into a
computer. A wide range of skills will be taught during these sessions, for example, selecting appropriate
microphones and their placement, setting gain levels, ensuring instruments are tuned and inputting MIDI data.
Learners can then apply their knowledge by undertaking their own audio capture, and then manipulating and
editing, using appropriate processes. A teacher could do a practical demonstration of effects on tracks, and then
the learner could apply a range of effects to their own tracks within their audio session, before bouncing down to an
audio master.
Listening to examples of professionally recorded tracks will enhance the learner’s understanding of technology and
music concepts. They can then apply this understanding by experimenting with different genres, effects and mixing
techniques. Learners could experiment with several different types of music and instrumentation when applying
microphone techniques, and to experiment with audio capture of other sound sources such as birdsong, dining
room or classroom noise, or nearby traffic, for example.
Whole-class, direct teaching opportunities should be balanced by activity-based learning on practical tasks. The
use of a variety of active learning approaches is encouraged, including peer teaching, individual and group
presentations, and investigatory tasks, with learners actively involved in developing their skills, knowledge and
understanding. Learning should be planned so that skills are developed simultaneously with knowledge and
understanding. Practical activities and investigations lend themselves to group work, and this should be
encouraged.
How can you introduce a wide variety of learning and teaching approaches which will motivate and challenge
learners?
Learning independently
Throughout the BGE, learners will have experienced both collaborative and independent learning and this
approach is very much encouraged in Music Technology National 5. In the course, learners develop their
independent learning skills in practical work by capturing audio, adding effects and processes, balancing tracks and
producing mixdowns. By experimenting, evaluating and refining their work, learners will develop key transferable
skills of perseverance, self-motivation, concentration and individualised target setting. Many learners are expanding
their own music technology knowledge by using apps and software on their own phones or electronic devices and
teachers should encourage this practice. Learners should be encouraged to share with the class what software
they are using and could post these details on a class blog.
To develop aural skills and knowledge, concepts and topics could be researched by learners individually, and then
presented to peers. Examples could include investigating key people who have influenced technological
developments, a comparison of the differences between similar genres, for example, hip hop and rap, or a
presentation on multi-track recording, both analogue and digital.
MUSIC TECHNOLOGY
How will you plan for progression in learning and teaching, building on the BGE, to meet the needs of a wide range
of learners?
Responsibility for learning
Learners should be expected to take responsibility for, and plan, their own learning based on an understanding of
how best they themselves learn. Learners may find it useful to set targets and track their progress in a log or diary,
showing self-reflection on their strengths and areas for development. This could be written, recorded as a voice
memo on their phone, screen grabs supported by text or done as a blog, for example. Regular self, peer and
teacher feedback will identify areas for improvement and next steps, and this approach could be used across all
units. Research in assessment suggests that learners learn best, and attainment improves, when they:
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understand clearly what they are trying to learn, and what is expected of them;
are given feedback about the quality of their work, and what they can do to make it better;
are given advice about how to make improvements; and
are fully involved in deciding what needs to be done next.
Therefore supportive communication and feedback will aid responsibility for learning, and give learners the skills
and confidence to develop their own next steps.
As their practical skills develop, learners will gain the aural skills necessary to listen critically to their work and
make decisions about how best to improve it. Learners studying Music Technology National 5 should be motivated,
challenged and encouraged by teachers to achieve their highest standards.
How will you ensure learners are making informed decisions about where they are in their learning and what they
need to do to progress?
Collaborative learning
Collaborative approaches are a key feature in excellent music lessons and can be highly motivational for learners.
When working collaboratively, learners will develop skills of communication, negotiation, tolerance, resilience,
problem solving and self-management. Although the outcomes in Music Technology National 5 require evidence of
independent learning, there are huge benefits to collaborative working when developing the skills and knowledge in
the course. An example of collaborative learning would be when recording music ensembles. Learners should be
encouraged to play instruments for each other and assist with set ups, including microphone placement. Others in
the group could be tasked with video recording the set up, and video the learner’s evaluation after the session is
completed, which would be an effective way to gather evidence of practical ability and self-reflection. It is worth
remembering that although performing on an instrument or voice is not assessed in Music Technology National 5,
learners with instrumental skills could be presented for a standalone performing Unit in addition to their music
technology course.
As practical work progresses in the course, learners should be offered the opportunity to critique each other’s
recordings and mixes. Research and presentation of concepts can be undertaken collaboratively, with each learner
taking a role within the group.
How will you ensure learners use their initiative and work together responsibly during group tasks?
MUSIC TECHNOLOGY
How will you ensure that all learners take on roles and responsibilities appropriate to their level of skill and abilities
in group tasks?
Applying learning
The skills and knowledge acquired in Music Technology National 5 will be applicable in a wide range of contexts.
Recorded excerpts of music could be inserted into a digital presentation for another subject, for example, a history
project on World War II, could have sounds of battles scenes, or Vera Lynn singing, to be embedded into the
presentation. Many of the skills learned in the course, for example, self-motivation, independent and collaborative
learning, aural perception and evaluation are key transferable skills for the learner’s future learning, life and work.
The question paper will assess breadth of knowledge and understanding of concepts related to music technology
and 20th- and 21st-century music. The assignment will demonstrate the ability to apply knowledge and skills to
plan, implement and evaluate a completed creative sound production. This will be underpinned by knowledge and
understanding of music and music technology equipment and techniques.
There is great scope for personalisation and choice in the course, allowing learners to decide the contexts for their
practical tasks and assignment. Links with other curriculum areas, such as expressive arts and English, can help
learners apply and make connections in their learning. For example, a dance class may ask for a mash up of three
songs into one track for a dance show; an English teacher may wish pupils to be recorded as they narrate a
Halloween poem they have written, and then have spooky sound effects added; the winning sports team could
have their victory interviews recorded and edited into a podcast to be uploaded onto the school website.
MUSIC TECHNOLOGY
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Support Notes
Course Assessment Specification
Unit Assessment Support Packages
Full information on arrangements for this qualification is available at the SQA website:
Music Technology National 5: http://www.sqa.org.uk/sqa/56941.html
4.
What other materials are available on the Education Scotland website which staff
could use?
http://www.educationscotland.gov.uk/video/i/video_tcm4690757.asp?strReferringChannel=educationscotland&strR
eferringPageID=tcm:4-615801-64
http://www.educationscotland.gov.uk/nqmusic/learningandteaching/compositiontools/index.asp
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/expressivearts/principlesan
dpractice/index.asp
http://www.educationscotland.gov.uk/learningteachingandassessment/curriculumareas/expressivearts/index.asp
Support materials have been produced over the last year to support Curriculum for Excellence and further support
materials and events are planned. This downloadable list is updated quarterly with the most up-to-date details
available from the page below.
Published and planned support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/publishedandplannedsupport
T +44 (0)141 282 5000 E enquiries@educationscotland.gov.uk W www.educationscotland.gov.uk
Education Scotland, Denholm House, Almondvale Business Park, Almondvale Way, Livingston EH54 6GA
© Crown copyright, 2012
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