Revision of GCSE Specifications Draft Proposals...

Draft proposals for consultation 2016

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Revision of GCSE Specifications

Draft Proposals

Music


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Content Page

Introduction ................................................................................................................ 3

A. Specification at a Glance ..................................................................................... 4

B. Subject Content for each Component .................................................................. 6

C. Summary of Changes .......................................................................................... 9

New Content ........................................................................................................ 9

Content Remaining .............................................................................................. 9

D. Assessment ....................................................................................................... 10

External Assessment ......................................................................................... 10

Internal Assessment .......................................................................................... 11

E. Progression from Key Stage 3……………………………………………………….12

F. Progression to GCE ........................................................................................... 15

G. Support .............................................................................................................. 15


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Introduction

Awarding Bodies are revising their GCSE and GCE specifications to ensure that both content and assessment continue to reflect the needs of learners and the society, economy and environment in which they live and work. The revision programme is now underway to review our GCSE and produce revised specifications for first teaching from September 2017. The new specification should provide opportunities for students to build upon the knowledge, understanding and skills developed at Key Stage 3, and the relevant requirements of the Northern Ireland Curriculum at Key Stage 4. This document has been designed to provide you with an outline of our draft proposals for the revised GCSE specification. For further information on the revision of GCSE Specifications go to: http://www.ccea.org.uk/the-revision/

http://www.ccea.org.uk/the-revision/


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A. Specification at a Glance

The table below summarises the structure of this GCSE course:

Content

Assessment

Weighting

Availability

Component 1: Performing and Appraising Candidates must present one solo and one ensemble performance. Both performances will be candidates’ free choice. The solo performance should be a minimum of 2 minutes. The ensemble should be a minimum of 1 minute. Maximum performance time should be no longer than 6 minutes. Candidates will discuss and evaluate their performances with the visiting examiner. The discussion will last approximately 3 minutes. Candidates’ performances and discussion will be recorded.

Component 1 will be externally assessed by a visiting examiner.

AO1 30% AO4 5% Total 35%

Summer Only


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Component 2: Composing Candidates must create two compositions. One in response to a brief issued by CCEA and one free choice. The total duration of both compositions will be 4-6 minutes.

Component 2 will be internally assessed and externally moderated.

AO2 30% Total 30%

Summer Only

Component 3: Listening and Appraising Candidates will study four compulsory areas of study: AOS 1 Western Classical Music 1650-1910 AOS 2 Music for Film 1945 – present day AOS 3 Musical Traditions of Ireland AOS 4 Popular Music 1980 – present day

Component 3 will be externally assessed.

Assessment will be carried out through one examination paper lasting 1 hour 30 minutes. The paper will consist of questions based on familiar and unfamiliar music relating to the areas of study.

AO3 20% AO4 15% Total 35%

Summer Only

At least 40% of the assessment (based on unit weightings) must be taken at the end of the course as terminal assessment.


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B. Subject Content for each Component

We have divided the course into three components. A brief description of each component is provided below. Component 1: Performing and Appraising

Content

Description

Two performances - one solo and one as part of an ensemble. A discussion and evaluation of the performances.

Candidates must prepare at least two pieces of music, one of which must be as part of an ensemble. The combined duration of the performances must be no longer than six minutes. There should be a minimum of two minutes for the solo performance as well as a minimum of one minute for the ensemble performance. There will be an assessed discussion and evaluation with the examiner as part of the practical performance. The examiner will make a complete and unedited recording of the performances. Centres will also provide a score or lead sheet for each performance as a guide for the visiting examiner.


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Component 2: Composing

Content

Description

Composition of two pieces of music.

Students must compose two pieces of music. 1. ONE composition will be based on ONE of the pre-release

stimuli provided by CCEA in the year in which assessment takes place.

The pre-release stimuli material will include:

a short (maximum 4 bars) melodic fragment;

a rhythmic motif; and

a chord sequence (maximum 8 chords). 2. ONE composition will be free choice and will allow

candidates to choose their own compositional style, stimulus and resources.

Acoustic instruments or electronic media may be used. Students must submit their compositions in the form of

(a) a recorded performance (which may be live or sequenced); and

(b) a score, lead sheet or written account. Recordings must be submitted on CD formatted for audio playback. The combined length of the compositions should be between 4 and 6 minutes.


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Component 3: Demonstrating and applying music knowledge and appraising

Content

Description

Listening and Appraising

Candidates will study four compulsory areas of study. Each area of study will include set works that are typical examples from the period or genre. Students should develop a knowledge and understanding of the set works and the style and form from the period or genre. This will enable them to make critical judgements about unfamiliar music related to the areas of study and to answer questions about the set works. The paper will consist of ten questions; of these questions, six will relate to the set works and four will relate to unfamiliar music. The compulsory areas of study are: AOS 1 – Western Classical Music 1650 – 1910; AOS 2 – Music for Film 1945 – present day; AOS 3 – Musical Traditions of Ireland; and AOS 4 – Popular Music 1980 – present day.


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C. Summary of Changes New Content

What’s new at a glance

4 Assessment Objectives

Candidate will sit one listening paper of 1 hour 30 minutes duration

No composition log to be completed

One composition must relate to a stimulus provided by CCEA

Maximum combined performance time of 6 minutes

Minimum of 2 minutes for the solo performance

Minimum of 1 minute for the ensemble performance

Overall maximum of 6 minutes for both performances

Overall minimum of 4 minutes for both performances

Pre-release stimuli material will be provided for one composition

Assessment Objectives weightings are now: o AO1 30% o AO2 30% o AO3 20% o AO4 20%

The Areas of Study have been revised to 4 compulsory areas

The new compulsory Areas of Study include: o AOS 1 – Western Classical Music 1650-1910; o AOS 2 – Music for Film 1945 – present; o AOS 3 – Musical Traditions of Ireland; and o AOS 4 – Popular Music 1980 – present.

Content Remaining

What is remaining from the current specification?

Performance content; candidates will present solo and ensemble performances, assessed by a visiting examiner and moderated externally

Composition content; candidates will submit two compositions which are assessed internally and moderated externally

The listening paper includes familiar and unfamiliar music related to areas of study


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D. Assessment External Assessment

Number of Papers

Component 1: Performance and Appraisal The solo and ensemble performances will be assessed by a visiting examiner. Candidates should complete this element at the end of the two year course.

Component 3: Listening and Appraising Assessment will be carried out through one examination paper of 1 hour 30 minutes. The paper will consist of questions based on familiar and unfamiliar music related to the areas of study.

Types of Questions

Component 1: Performance and Appraisal Candidates must complete a solo performance, ensemble performance and discussion. Candidates will be assessed on the following criteria:

Technical control and accuracy

Communication and interpretation

Level of difficulty

Evaluation

Component 3: Listening and Appraising The examination will include questions based on the set works and unfamiliar music. These will include factual questions about the pieces of music. Candidates will be asked to demonstrate their understanding by writing descriptions of the music through short questions and extended writing questions. Candidates will also be expected to show their recognition and understanding of the music by completing melodies, circling incorrect pitches, completing rhythms, adding time signatures and putting themes in the order in which they are heard. The paper will consist of ten questions; six based on the set works and four based on unfamiliar music.

Length / Time

Performing and Appraising: Solo minimum 2 minutes, Ensemble minimum 1 minute, combined maximum of 6 minutes

Listening and Appraising: One paper of 1 hour 30 minutes

Weighting

Performing and Appraising: 35%

Listening and Appraising: 35%


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Internal Assessment

Tasks

Component 2: Composing and Appraising The tasks will be centre-assessed and moderation by inspection will be carried out by the CCEA. Students should complete this element during the two-year course and submit as required by CCEA (end of April).

Skills assessed

Composing and Appraising Each composition will be marked out of 60 based on core and optional assessment criteria. The assessment criteria highlight the skills to be assessed. Composition A: in response to a stimulus will be assessed using three core criteria and three optional criteria. Composition B: free composition will be assessed using three core criteria and three of the optional criteria, one of which must be harmony. The core criteria are:

Creation and development of ideas

Understanding, control and use of resources

Structural interest and form The optional criteria are:

Harmony

Texture / accompaniment

Use of technology

Rhythmic interest

Timbral interest

Level of control Level of control for task setting: medium Level of control for task taking: medium Level of control for task marking: medium

Weighting 30% of the qualification Composition A: 15% Composition B: 15%

Additional information/Description Candidates must complete both compositions within 25 hours.


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E. Progression from Key Stage 3

Cross Curricular Skills at Key Stage 4 Communication

Communicate meaning, feelings and viewpoints in a logical and coherent manner; for example, through their performance for an audience on their chosen instrument and through their conversation with the visiting examiner about their chosen performance pieces.

Make oral and written summaries, reports and presentations which take account of audience and purpose; for example, the presentation of composition ideas through a score, lead sheet or written account.

Participate in discussions, debates and interviews; for example, discussion with the visiting examiner about the choice of performance material for component 1.

Interpret, analyse and present information in oral, written and ICT formats; for example, in response to questions on Areas of Study, familiar and unfamiliar music on the written paper and as summative information contained in the score or lead sheet, composition or written commentary.

Explore and respond imaginatively and creatively to a variety of texts; for example, the development of creative and imaginative ideas drawn for the stimulus material and applied to composition.

Using Mathematics

Time the length of performances.

Estimate and make predictions in a range of simulated and real life contexts.

Explore probability and risk in a range of tasks where there are a variety of possible outcomes.

Understand music notation and note values. Using ICT Make effective use of ICT in a wide variety of contexts to access, manage, select and present information, for example:

Use technology in the research of the Areas of Study and materials selected for performance and composition.

Experience live and recorded music and understand the use of digital technology in the design and delivery of music.

Explore a range of music software including, Logic and Garageband or notation software such as Sibelius in the creation and presentation of their composition.

Explore the effects of multimedia and ICT on music.

Record performance work using digital technologies.

Compile scores, lead sheets or written commentaries through use of word processing.


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Thinking Skills and Personal Capabilities at Key Stage 4 Self-Management

Plan work; for example, the research of Areas of Study and the completion of the score, lead sheet or written commentary for composition.

Set personal learning goals and targets to meet deadlines; for example, the compilation of a rehearsal schedule for performance.

Monitor, review and evaluate their progress and improve their learning; for example, through the creation of a study plan for the written paper and in the preparation for performance.

Effectively manage their time; for example, working individually to prepare performance pieces for the examination date and completing compositions within the 25 hour timeframe.

Working with Others

Learn with and from others through co-operation; for example, through rehearsing and performing as part of an ensemble.

Participate in effective teams and accept responsibility for achieving collective goals; for example, through the group rehearsal for the ensemble performance.

Listen actively to others and influence group thinking and decision making, taking account of others opinions; for example, through group negotiation of the choice of material for the ensemble performance.

Problem Solving

Identify and analyse relationships and patterns; for example, identify and make links between subject concepts, such as compositional styles within a range of set works and their link to the creative element of the course.

Propose justified explanations; for example, use findings from research to justify decisions around the choice of materials for performance.

Reason, form opinions and justify their views; for example, justification of performance ideas for the visiting examiner offering their own conclusions about their performance and demonstrating their understanding of the background of their piece.

Analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas; for example, weigh up the impact of how changing one piece of information affects the outcome for composition.

Analyse and evaluate multiple perspectives; for example, the analysis of different set works from the Areas of Study.

Explore unfamiliar views without prejudice; for example, in response to unfamiliar music questions in the written examination.

Weigh up options and justify decisions; for example, making decisions around the choice of optional criteria for composition.

Apply and evaluate a range of approaches to solve problems in familiar and novel contexts; for example, in response to unfamiliar music questions in the written examination making decisions about what instruments they hear, the form and structure of the work and the overall context.

Listen to and accept constructive criticism from others; for example, work with peers to devise ways to evaluate and improve their ensemble performance.


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Managing Information

Develop an understanding of music and apply this knowledge; for example, through their response to questions on the Areas of Study in the written examination.

Learn about the elements of music and musical devices in familiar and unfamiliar pieces of music; for example, through their preparation for their compositions.

Evaluate the appropriateness of information and resources; for example, through analysing a range of possible compositional methods to best suit their needs or by evaluating the qualities of a set work.

Being Creative

Create their own music; for example, as part of the composition component of the course and also in their performance on their chosen instrument.

Apply creative thinking where conventional methods prove inadequate; for example, through their creative approaches to music composition.

Explore opportunities for self-expression and individuality; for example in their creative ideas for composition.

Progression from relevant Areas of Learning Candidates will:

Build upon their knowledge, understanding and skills from Key Stage 3 Music and other

KS3 curriculum areas, in particular, the Arts.

Develop as individuals through the composition of their own music as part of controlled

assessment. Reflect and evaluate their learning of developing a composition throughout

the course in order to develop and improve.

Take account of health and safety issues when performing on their own instrument.

Advance their contribution to society by examining the contexts of music in the Areas of

Study (use in films/social and political context) and listen to and perform music from

different periods.

Contribute to the economy and make a positive impact on the environment through

raising awareness of the employment opportunities in the music industry and the

economic issues related to the music industry.

Progress in their knowledge, understanding and skill level across all the assessment objectives.

Develop subject-specific skills to a higher level, such as performing, composing and responding to music.

Relevance of Learning to Everyday Life and Work

Candidates will:

Develop their understanding of the relevance of the subject to their career planning, employability and potential for community-based learning.

Learn about the music industry through the set works.

Experience the use of professional software such as Logic and Garageband and professional notation programmes such as Sibelius.

Experience opportunities to use recording facilities and develop their use of ICT.

Learn to work with others in a music ensemble to manage their time when completing controlled assessments and practising for performance exams.


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F. Progression to GCE

G. Support The range of support provided by CCEA includes:

Past papers

Mark schemes

Chief Examiner’s report

Principal Moderator’s report

Guidance on progression from Key Stage 3

Schemes of work

Centre support visits

Support days for teachers

Agreement trials

Controlled assessment guidance for teachers and candidates

Resource list

Exemplification of standards

Opportunities for progression to GCE There is a clear and defined link between GCSE and GCE music due to the continuity across components and assessment objectives. Candidates will have developed their musicianship across the areas of GCSE, specifically:

Performing – candidates will have experience of preparing a varied programme for an assessed practical performance. They will be equipped to transfer these skills; e.g. preparing a challenging performance for a set duration and standard. Candidates are expected to perform around Grade 4 standard for GCSE and similar expectation is set at GCE around Grade 5 and 6. Candidates will also take part in a conversation with the external examiner about their chosen programme. This will give them the experience and skills to deal with the viva voce part of the performance course at GCE.

Composing – progression to GCE is a natural process. Candidates will have developed their experience of writing music to a specific brief and managing their resources, whilst developing their understanding and management of harmony etc. These skills will be heavily relied upon and further reinforced when moving from GCSE to GCE music. The development of composition skills and the use of harmonic language and resources give candidates experience of working with a given theme that will help them with the sequencing option at GCE. They will also gain knowledge of how to manipulate themes using musical devices that will help them cope with the demands of AS and A2 composition. At the highest level pupils use harmonic language (sus4 chords, added 9th chords, augmented, diminished chords) at GCSE that they can build upon for GCE composition.

Responding to Music – Candidates will have experienced a wide variety of opportunities to respond to music across all three components at GCSE. In particular, the study of a number of set works, understanding musical terms and language through a range of periods and genres, will adequately prepare them for further, in-depth analysis of a range of orchestral and vocal works. o Candidates will develop skills, such as the understanding of notation, to enable

them to progress to score reading and chord analysis at GCE. This will help them comment critically on their set works and unfamiliar pieces of music. These skills will give them a foundation for GCE where they will have the opportunity to further develop their skills at a higher level.


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Possible additional support Set work analyses Exemplar pieces of work for controlled assessment showing a range of marks. Exemplar schemes of work, teachers’ guide, sample assessment materials, listening guide, playlists, YouTube and Spotify integration, GCSE CD anthology.

Revision of GCSE Specifications Draft Proposals...

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