Professional Focus Paper
Course: Music
1.
Level: National 3
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 National 3.
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 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 National 3 consists of three Units.
 Performing Skills
 Composing Skills
 Understanding Music
To achieve Music National 3, learners must pass all units.
MUSIC
What are the key aspects of Music National 3?
Integrated approach to skills development
The Performing Skills, Composing Skills and Understanding Music Units build upon previous experience within the
Broad General Education. The Units offer staff a flexible route to delivery as they can be taught concurrently or
sequentially at the discretion of the centre. The learning experiences will have an emphasis on developing practical
skills as well as experiential learning. Through the Units, learners should also develop an appreciation and
understanding of the influence, practices and external factors affecting the work of composers.
Through the delivery of the composition skills Unit, it is important that the learners have the opportunity to explore
the compositional methods used by others. By referencing the working methods and contexts in which professional
practitioners work, learners will be better able to describe, respond and analyse not only the work of others but also
be able to self-evaluate and develop their own practice.
Music National 3 can provide progression to Music National 4.
Wider range of evidence of learning
There is a focus on assessment as an integral part of learning and teaching. Assessment should be on-going and,
where appropriate, in dialogue with the learners. Staff can collate evidence in a number of ways, for example,
recording, written evidence, notes, group discussions, presentations, blogs, reviews and critiques. It is important
that the design of the assessment evidence meets the national standards but does not inhibit great learning and
teaching.
Learners could, for example, in the Understanding Music Unit, be spilt into small groups each researching a
particular band or composer working in a specific manner or style. Each group could then present their findings to
their peers, which would offer an excellent forum for discussion and the sharing of information and research.
Hierarchy of Units
The hierarchical nature of Units allows for a smooth transition from one level to another and a flexibility in the
delivery of learning. Programmes of study should be carefully planned to encourage learners to aim for the highest
level of achievement possible. Owing to the focus on developing skills and understanding, it is inevitable that
learners will progress at different rates and staff must ensure that evidence is gathered throughout the period of
learning in order to make judgements regarding presentation level.
How is National 3 different from National 4 and National 5?
To achieve National 3, learners will not be required to complete an Added Value Unit nor will they be required to
produce a final solution for each of the Units.
With the exception of the Added Value Unit at National 4 and the course assessment at National 5, National 3 has
similar structure and, therefore, a common course could conceivably be taught with differentiation by outcome
being the means by which candidates are eventually assessed. The skills developed in the hierarchy of Units, allow
staff to plan programmes of learning to cater for multi-level delivery. Staff would use their own expertise to make
informed judgements keeping in mind that although the knowledge and skill set is similar across the hierarchical
Units, there are differences in the depth of knowledge and understanding, reflection, and the complexity of applied
skills.
MUSIC
What are the key features of learning in Music National 3?
Active learning
Learners are expected to take an active role in the learning process, working individually and collectively to develop
skills, techniques and concepts related to their chosen area of study. The emphasis is on exploration and
experiential learning where the learner embarks on a personal journey, developing skills and understanding along
the way. Activities will require them to research, compose and perform and be able to examine, comment and
reflect on the work of a range of music practitioners as well as their own and that of their peers. Every opportunity
should be made to ensure a high level of personalisation and choice are embedded in the course. Opportunities
should be given which will require the learner to problem solve, demonstrate resilience and overcome obstacles in
a range of performance and composition settings. Research activities and group discussion could be embedded in
the delivery of the understanding music Unit with appropriate use of ICT.
Learning independently
Personalisation and choice is a key aspect in ensuring that learners take ownership of their learning. Learning
should be tailored around the choices learners make, with staff facilitating the process, guiding and supporting the
learner in making decisions while ensuring they meet the standard and requirements of the course. Staff should
provide suggestions for where they can access information and research: this may range from the Internet to
concerts/workshops or the departmental/school library to discovering and utilising first-hand sources. Developing
the ability to self-evaluate, review and plan next steps are key to a successful learner. Regular reviews of learner
progress should help to build confidence and allow the learner to set their own targets and take control of their own
learning.
Responsibility for learning
Learners undertaking Music National 3 should be encouraged to take ownership of their own learning. By allowing
learners the freedom of personalisation and choice they should already have made key decisions based around
their own interests, which should enable them to engage more with the subject matter. Learning intentions and
success criteria should be developed that reflect the individual learner’s needs and the promotion of peer and selfevaluation should be used to encourage reflection and planning of learners’ next steps. Opportunities should be
made available for learners to reflect upon and discuss their own learning and progress on a regular basis.
Planned critiques will give the learner the opportunity to discuss and explain their choices, monitor their own
progress and make informed decisions.
Collaborative learning
Opportunities should be made available for learners to work in groups, comparing and contrasting approaches and
learning from each other. Playing or composing music together builds learner capacity, developing confidence,
listening skills, general musicianship skills and creativity skills. This will enhance pupil reflection and lead to deeper
more meaningful learning. It is worth noting that through facilitating this approach, staff should be aware of the
implications for assessment.
Problem-solving tasks, for example, choosing music, developing creative skills, developing conceptual knowledge,
using music ICT could be undertaken in a collaborative manner where learners work in partnership and learn from
each other.
Learners could also work collaboratively to produce opportunities to perform, for example, mini concerts, record
compositions to produce an album or digital presentation of research based activities.
MUSIC
Applying learning and skills development
Learning experiences will enable learners to demonstrate and apply their practical knowledge, skills and
understanding in creating, performing and understanding concepts. In-depth investigation into the working
methods, techniques and factors affecting the working lives of performers and composers should be encouraged
so learners can apply their knowledge and understanding out with the context of their area of study. For example,
through composing a piece in a certain style, the learner should be developing understanding of structure and the
process of composition which is transferrable and can be further developed the next time they compose. Similarly,
in the Understanding Music Unit, learners should develop the skills to enable them to apply their knowledge of
music concepts in one piece or style and recognise them in another. By utilising these higher-order thinking skills
the learner will be able to transfer and adapt their knowledge and understanding to make better sense of the
interconnected nature of the music units.
Skills developed in Music National 3, including literacy, numeracy, health and wellbeing, problem solving and the
use of technology are transferrable and can be applied in other areas of the curriculum.
3.
Qualification information
The SQA website provides you with the following documents:
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Assessment Overview
Course Specification
Unit Specification
Course and Unit Support Notes
Unit Assessment Support Materials
Full information on arrangements for this qualification is available at the SQA website:
Music National 3: http://www.sqa.org.uk/sqa/48601.html
4.
What other materials are available on the Education Scotland website which staff
could use?
Support materials have been produced to support Curriculum for Excellence and further support materials are
planned.
Published support for Curriculum for Excellence:
http://www.educationscotland.gov.uk/nqmusic/
http://www.educationscotland.gov.uk/learnlisteningonline/index.asp
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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