Starting point for MEC consideration of reform of GCSE music qualification
SUBECT CRITERIA FOR MUSIC - GCSE
Version 3
September 2013
Contents
Introduction
3
Aims and learning outcomes
3
Subject content
4
Assessment objectives
6
Scheme of assessment
7
2
The criteria
Introduction
GCSE subject criteria support learners in forming personal and meaningful
relationships with music through the development of musical knowledge, skills and
understanding. They encourage learners to engage critically and creatively with a
wide range of music and musical contexts, develop an understanding of the place of
music in different cultures and contexts and reflect on how music is used in the
expression of personal and collective identities. Music GCSE subject criteria should
also support the development of musical fluency. Most of all, they should engender in
learners a joy in making music in whatever musical style, genre or tradition is most
meaningful and important to them.
These criteria provide the framework within which the awarding organisation
creates the detail of the specification.
Aims and learning outcomes
1.
GCSE specifications in Music must offer a broad and coherent course of study
which enables learners to:

engageactively in the process of music study in order to develop as
effective and independent learners and as critical and reflective
thinkers with enquiring minds;


communicate effectively through music;
developas musicians, enhancing their own musical creativity,
imagination and interests through developing a wide range of musical
skills, knowledge and understanding;

demonstrate the ability to make music individually andin groups;

reflect upon and evaluatetheir own and others’ music;

understand, analyse and respond to a range of genres, idioms and
styles of music;


prepare learners to make informed decisions about further academic
and vocational learning opportunities and career choices.
3
Subject content
The GCSE qualification is based upon the components shown in Figure 1.
Listening
Specialist focus
chosen by candidate
Composing
Performing
Figure 1: Overview of the GCSE Syllabus
3.
The content of GCSE specifications in Music must reflect the learning
outcomes.
4.
Specifications should reflect musical and cultural diversity.
5.
GCSE specifications in Music must require learners, through integrated
approaches, to develop their ability in performing/realising and composing,
their practical musicianship skills, and their listening/appraising,analysing,
discriminating and internalising skills.
6.
GCSE specifications must develop understanding, application and contextual
use of music and its desired intentions, including exploring historical and
cultural contexts.
7.
Through integrated approaches to performing, composing and listening, GCSE
specifications in Music shall require learners to demonstrate knowledge, skill
and understanding relating to:
4

the contextual influences that affect the way music is created;
performed and heard including the effect of different intentions, uses,
venues, occasions, available resources and the cultural environment;

the use of musical elements, devices, tonalities and structures;

the application of music theory across musical genres;

the use of resources, conventions, processes, music technology and
relevant notations including staff notation.
8.
Learners must develop their aural perception, musical skills, and the
knowledge and understanding described in paragraph 7 through three areas
of study, defined in paragraph 9.A specification must require learners to
make connections between these aspects of musical knowledge and
understanding.Examination and study of these must not be confined to set
works.
9.
For each area of study the specification must identify clearly the particular
aspects of musical skills, knowledge and understanding from paragraphs 6
and 8 that are to be studied. The range within or across areas must include,
but is not limited to, past and present examples from:

Western Art Music tradition;

Popular music and jazz;

Music of other traditions from Britain and around the world.
5
Assessment objectives
10.
All specifications in music must require learners to demonstrate their aural
perception, musical skills, knowledge and understanding through1:
Assessment objective
Performing skills2: performing/realising with
technical control, expression and
interpretation3.
Weighting
25 - 50%
AO2
Composing skills: creating and developing
musical ideas with technical control, coherence
and imagination.4
25 - 50%
AO3
Listening, perception and appraising skills:
analysing and evaluating using musical
terminology, notations; an awareness of
historical timeframes, composers and events;
recognition of ‘earprints’ of styles, genres and
traditions explored through the three areas of
study; and justifications for responses.
25 - 50%
AO1
11.
The assessment objectives are interrelated and links between them must be
recognised and reflected in the scheme of assessment.
Scheme of assessment
12.
GCSE specifications in Music must allocate weighting of internal and,
external assessment in line with Ofqual guidelines.
13.
The examination and assessment structure must assess all areas of study
described in paragraph 7 through at least one of the assessment objectives.
All assessment objectives must be examined.
1
All assessment objectives will be assessed in line with Ofqual requirements.
Music Technology in the form of a sequenced performance should be an option for solo performing.
Rehearsing and directing will also be an option for ensemble performance.
2
3
All GCSE performing examinations must be carried out by an accredited examiner. It is expected that
teachers will become accredited examiners through engaging with specific CPD offered by
examination boards.
4
One completed composition should be submitted, along with a ‘sketchbook’ of compositional ideas
from across the GCSE course which may be audio and/or notated.
6
14.
There must be a ‘Specialist focus’relating to one or a combination of the
three assessment outcomes, chosen by the candidate and accounting for
between 10% and 25% of the total marks awarded.5
15.
The scheme of assessment must ensure that the highest grades are
accessible by all learners, including those who may not receive additional
specialist music lessons.
16.
With regard to performing activities, each scheme of assessment must
define how the level of demand of the music performed is to be recognised
through the assessment. This should be in line with the assessment criteria
detailed in GCSE syllabus for the specific instrument or voice offered6.
17.
All components must be targeted at the full range of GCSE grades.
Time allocation for this qualification
18.
The time allocation for this course of study will be in line with the guidance
offered by Ofqual.
Grade descriptions
19.
Grade descriptions are provided to give a general indication of the standards
of achievement likely to have been shown by candidates awarded particular
grades. The descriptions must be interpreted in relation to the content in
the specification; they are not designed to define that content.
The grade awarded will depend in practice upon the extent to which the
candidate has met the assessment overall. In line with current Ofqual
requirements, shortcomings in some aspects of candidates’ performance in
the assessment maybe balanced by better performances in others.
5e.g.
additional solo or ensemble performance on same or different instrument, another
composition, improvisation, multimedia work from collaborative product created by working
with other artists, improvising etc. The focus here is upon pupil choice and allowing them to
further develop as musicians through their own motivation to extend learning in a particular
chosen area.
6 Note that Grades 1-3 are on the NQF as equivalent to GCSE grades D to G; grades 4 and 5
are equivalent to grades A to C and grades 6-8 as level 3 qualifications. For solo
performances, this should be comparable to information on standards of difficulty provided by
the Music examination boards which are currently accredited on the National Qualification
Framework. Where this is not possible, for example with some world music instruments,
credible expert advice will be sought and detailed guidance made available. Also note that all
instruments and combinations of instruments are acceptable and that diversity is encouraged.
7
At each grade, candidates must demonstrate musical skills, knowledge and
understanding.
Grade
Candidates explore the expressive potential of musical resources and
conventions used in selected genres and traditions.
They perform/realise convincingly, accurately, fluently and with
commitment; communicating musical ideas in a wide variety of different
styles very effectively, with a good sense of style, a high level of technical and
tonal control and excellent sensitivity to musical detail and mood.
Candidates can apply appropriately a broad and deep knowledge, skill and
understanding of music, including aural and theoretical understanding, to all
aspects of their work – composing, performing, listening and appraising and
communication in writing.
A
Candidates will demonstrate a strong ability to generate and explore
compositional ideas in a wide variety of different styles and from a range of
given and chosen starting points.
They compose music that shows a coherent and imaginative development of
musical ideas and consistency of style, and explore the potential of musical
structures and resources. Compositions are appropriate for the chosen
medium and purpose.
Candidates make critical judgments about their own and others' music, using
an accurate and extensive musical vocabulary. They are able to bring a high
level of critical reflection to their work and can communicate this through
drawing upon their musical knowledge and understanding. Candidates can
write about music fluently and convincingly using technical language and
musical examples appropriately to support and justify points.
Candidates explore the expressive potential of musical resources and
conventions used in selected genres and traditions.
C
They draw on a good level of technical and tonal control to perform/realise
music convincingly, mainly accurately, fluently, communicating musical ideas
effectively, with a sense of style, and good sensitivity to musical detail and
mood.
Candidates can apply appropriately a good range of knowledge, skill and
understanding of music, including aural perception and theoretical
understanding, to most aspects of their work – composing, performing,
listening and appraising and communication in writing.
8
Candidates will demonstrate a good ability to generate and explore
compositional ideas in a range of different styles and from a variety of given
and chosen starting points.
They compose music that shows a coherent development of musical ideas
and, and explore the potential of musical structures and resources.
Compositions are appropriate for the chosen medium and purpose.
Candidates make informed judgments about their own and others' music,
using an accurate musical vocabulary. They are able to bring a good level of
critical reflection to their work and can communicate this through drawing
upon their musical knowledge and understanding. Candidates can write
about music convincingly using technical language and musical examples
appropriately to support and justify points.
Candidates explore the expressive potential of musical resources and
conventions used in selected genres and traditions.
They draw on a basic level of technical and tonal control to perform/realise
music convincingly, mainly accurately, fluently, communicating musical ideas
effectively, with a sense of style, and good sensitivity to musical detail and
mood.
F
Candidates can apply appropriately a good range of knowledge, skill and
understanding of music, including aural perception and theoretical
understanding, to most aspects of their work – composing, performing,
listening and appraising and communication in writing.
Candidateswill demonstrate a good ability to generate and explore
compositional ideas in a range of different styles and from a variety of given
and chosen starting points.
9