Professional Focus Paper
Course: Music Technology
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 Technology 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 Technology National 3 consists of three Units.
 Music Technology Skills
 Understanding 20th and 21st Century Music
 Music Technology in Context
To achieve Music Technology National 3, learners must pass all Units.
MUSIC TECHNOLOGY
What are the key aspects of Music Technology National 3?
Integrated approach to skills development
Learners may have had experience in using music technology throughout the Broad General Education. Staff
should take into consideration prior learning in using music technology throughout the planning stage. 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 in the use of music
technology and the creative possibilities of music production in a range of contexts. Through the Units, learners
should also develop an appreciation and understanding of the influence, context and development of music
technology and its impact on recorded music.
Through the delivery of the Understanding 20th and 21st Century Music Unit, learners should be encouraged to
undertake research based projects in a range of musical contexts and explore associated technological
developments. There are opportunities within this Unit to embed co-operative learning techniques thereby
enhancing the effectiveness of individual contributions to group work. Contextualising this Unit will also enable
learners to develop a greater depth of knowledge about the changes in recorded music over time.
Music Technology National 3 can provide progression to Music Technology 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
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.
Effective group work could take place, for example, through Music Technology in Context. Learners could work
together on a short radio broadcast. A range of evidence could be gathered throughout the various stages of the
project. Learners could also save or take screenshots as they progress through the various stages building up
strong evidence of their progression.
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,
allows 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 TECHNOLOGY
What are the key features of learning in Music Technology 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, record, edit and be able to examine, comment and develop skills of
reflection, all of which are essential in music production. Every opportunity should be made to ensure a high level
of personalisation and choice are embedded into the course. Opportunities should be given which will require the
learner to problem solve, demonstrate resilience and overcome obstacles in a range of music technology contexts.
Research activities and group discussion could be embedded in the delivery of the Understanding 20th and 21st
Century Music unit with appropriate use of ICT.
Learning independently
Personalisation and choice is a key aspect in ensuring that learners take ownership for their own 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 studio
visits/workshops or the departmental/school library to establishing links with further education establishments.
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 Technology National 3 should be encouraged to take ownership of their 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
self-evaluation 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. Working on recording projects together builds learner capacity, developing confidence in
the use of music technology, listening skills, general musicianship skills and creativity skills. It is worth noting that
through facilitating this approach, staff should be aware of the implications for assessment.
Problem-solving tasks, for example, choosing projects and contexts, developing creative skills, developing
conceptual knowledge and 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 a radio broadcast, foley for a film project or the recording of
music tracks.
MUSIC TECHNOLOGY
Applying learning and skills development
A range of experiences will enable learners to demonstrate and apply their practical knowledge, skills and
understanding in recording, editing and understanding music concepts. In-depth investigation into the working
methods, techniques and factors affecting the working lives of music producers and sound engineers should be
encouraged in order that learners can apply their knowledge and understanding out with the context of their area of
study. For example, through understanding the process of recording, such as signal path, editing, microphone
choice and placement etc. in one context, this can be applied to a different project in another context. Similarly in
the Understanding 20th and 21st Century Music Unit, learners should develop the skills 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 at 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 Technology National 3: http://www.sqa.org.uk/sqa/56948.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
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