Which Way Now? GCSE Music: Challenges and Choices An overview of the draft specifications for first teaching in 2016 Dr Alison Daubney Kirsty Devaney 15 October 2015

Progress 8 – the place of Music Image from SecEd Guide to NCFE online at

However… that’s not the whole story Some other Key Stage 4 options included in Progress 8 (not exhaustive list – there are over 80 on a range of different ‘discount codes’): – NCFE Level 2 in Creative Studies: Music Technology – Pearson BTEC Level 1 / 2 First Award in Music – Cambridge International Level 1 / 2 Certificates – Rock School Music Practitioner level 1/2/3

Did you know?... Music grade examinations (6-8) can count in progress 8 ‘open’ category alongside GCSE Music.

Overview of today… Introduce the Ofqual and DfE regulatory guidelines underpinning GCSE Music qualifications Identify key differences between the specifications An overview of the draft specifications can be found at

Four GCSE Music offers: AQA (note this is the first draft not resubmitted draft) Edexcel Pearson ecification/Specification_GCSE_L1- L2_in_Music_May_2015_Draft_1_0_for_web.pdf ecification/Specification_GCSE_L1- L2_in_Music_May_2015_Draft_1_0_for_web.pdf OCR WJEC Eduqas GCSE%20Music%20DRAFT%20Specification.pdf?language_id=1 GCSE%20Music%20DRAFT%20Specification.pdf?language_id=1

Terminology Non-examined assessment = internally assessed, externally moderated. This applies to performing and composing.

Areas of Study DfE guidelines state: GCSE music specifications must require students to demonstrate knowledge, understanding and skills from paragraph 5 through a minimum of four Areas of Study. – at least one area of study must be drawn from music composed in the Western Classical Tradition1 with all or the majority being composed between 1650 and 1910 – at least one other area of study must not be drawn from the Western Classical Tradition – GCSE music specifications must offer a minimum choice of four Areas of Study and require students to place music studied within a wider context and chronology.

Areas of Study

Allocation of marks ComponentMarks awardedHow it is assessed Perform 30%Non-examined assessment (internally marked, externally moderated) Compose 30%Non-examined assessment (internally marked, externally moderated) Appraise 40%Examination (externally marked)

Assessment Objectives (set by Ofqual)

Performance assessment

Performing requirements

Perform Playing Singing Improvising Realising WARNING: ZERO MARKS are awarded if the total combined length of the pieces is less than 4 minutes

Performing Awarding Organisation AQAOne Ensemble and one solo piece required Max 7 minutes Edexcel PearsonAt least one solo and one ensemble piece required. One minute minimum for solo, one minute minimum for ensemble. This can include combined pieces. OCROne or more solo and one or more ensemble pieces required Performing requires a combined minimum of four minutes with at least one minute as part of an ensemble. WJEC EduqasOne piece ensemble (minimum 4 mins) – (2-8 people)other(s) can be either solo or ensemble One piece must be linked to an area of study of the learners’ choice. Link must be shown on mark sheet.

Mechanics of performing Must be an unedited performance but pieces do not need to be performed on the same day Must be recorded in the academic year in which the qualification is taken Music be audio recorded (Eduqas) Students may perform their own compositions when supported by a score with sufficient performance detail to assess the accuracy of pitch and rhythm (Eduqas)

Calculation of performing marks AQA36 marks available for solo 36 marks available for ensemble Edexcel Pearson30 marks available for solo 30 available for ensemble OCR30 marks available for solo 30 available for ensemble WJEC EduqasWhere more than two pieces are offered, the total mark is divided by the number of pieces and multiplied by two, to achieve a final mark out of 72 e.g = /3= x2=66.6 (round up if 0.5 and above) Final mark=67

Scores and lead sheets Where no score is available, the learner is expected to provide a detailed lead-sheet including chords, melody, tempo and performance directions (WJEC, AQA) or a written account (AQA). AQA – a guide recording may be submitted if no notation or lead sheet In the case of beat-box, DJ, rap and MC performances, where it may be impossible to provide details of melody and chords on a lead sheet, learners must provide details of rhythm, tempo and performance directions. In such performances, learners will be assessed, as appropriate to the piece, on their ability to keep time with a backing track, make smooth transitions, use an appropriate tempo and follow performance directions. With regards to sequencing performances, teachers must assess the recorded tracks in addition to the live track(s).

Backing tracks Backing tracks OK for solo but the part played should not be audible (Edexcel) A solo with an accompaniment is not acceptable for ensemble unless the accompanist is being assessed 2 independent parts as a minimum, neither part significantly doubled

Realising using technology AQA Solo: A complete performance of a pre-existing piece using music technology, sequencing and/or multi-tracking techniques to record a solo performance of a minimum of three tracks. At least one track must be performed live in real time. Ensemble: A complete performance of a pre-existing piece using music technology, sequencing and/or multi-tracking techniques to record a solo performance of a minimum of four tracks, three of which must be performed by the student and the one or more tracks performed by at least one other musician. Edexcel One part must be performed in real time. Only the live part is assessed. OCR It can be: a multi-tracked recording in which the learner performs at least one part  a sequenced recording where the learner programs all parts. WJEC Eduqas Learners may choose to offer a technology-based realisation as part of an ensemble or a solo performance. Technology-based performances include DJ-ing and sequencing and other appropriate technology-based formats. If in any doubt as to whether the form chosen is appropriate, please contact WJEC for advice.

Levels of demand - performing Awarding organisationHow levels of demand are dealt with in each spec. AQA (draft spec page 30) Marked out of 6 6/6 = Grade 5 standard 5/6 = Grade 4 standard 4/6 = Grade 3 standard 3/6 = Grade 2 standard 2/6 = Grade 1 standard 1/6 = below grade 1 standard Edexcel Pearson Raw marks are adjusted accordingly via a grid Less difficult Grade 3 Standard Grade 4 More difficult Grade 5+ OCR Marked out of 6See following slide WJEC Eduqas Raw marks are adjusted accordingly via a grid Easier than standard level Standard level (approx. Grade 3) More difficult than standard level

OCR levels of difficulty – not explicitly linked to a particular grade 5–6 marks A more complex piece involving sustained control with more intricate technical demands in terms of an extended range and control of tempo, dynamics, articulation and phrasing. 3–4 marks Apiece which requires a range of rhythmic and / or melodic change with some technical demands in terms of phrasing, dynamics, articulation and key. 1–2 marks A simple piece which uses a limited rhythmic and / or melodic range with easy movement between notes and where relevant, in an easy key. 0 marks There is nothing worthy of credit. If the difficulty mark does not exceed 2 then the top band of marks for other criteria (10–12) is not accessible.

Aspects to consider What kind of performance are your students likely to offer? How long will the pieces be? Which spec gives all of your students the best opportunities / chances to succeed? How can you give students the best possible opportunities to succeed to the best of their ability (i.e. probably not on a ‘fixed’ examination day)? How can you bring in other music education professionals? How flexible are you to create ensemble opportunities for all? (performances do not have to be entirely students)? What about technology, realisation, improvising?

Composing requirements

Composing GCSE Overview 30% of award Internally assessed – Externally Moderated 2 pieces Briefs set by awarding body Free choice by the candidate Each brief will contain details of the audience and/or occasion Briefs released September of the year the course will be completed Minimum time of 3 minutes total length Recordings and scores needed A02: Compose and develop musical ideas with technical control and coherence

AQA Composing Overview 2 compositions – Free Composition (36 marks) – Brief Set composition (36 marks) – Context and stimuli Combined time 3 minutes (if less not accepted) 4.5 minutes maximum length No requirements for supervised time Composing log – Student record of how they developed their composition the their choices/reflections

AQA Briefs Different Stimuli given and context of audience, purpose & venue given

AQA Free Composing No requirements for supervised time Need not reference the areas of study May reference an own brief if they wish

AQA Marking Criteria Composing Log: ensure students responded to questions three separate times in the composing process, once at the beginning, at an interim point and once at the end, on the composition produced for assessment Critical Judgements on their own work Reflection Template Provided online Used for evidence Developing musical ideas Creative and appropriate use for the genre Conventions

AQA Marking Criteria Rhythm & metre (6) Texture and melody (6) Harmony ad tonality (6) Timbre and dynamics (6) Structure and form (6) - motivic development Composing log (6) “it is expected that a minimum of four of the following techniques/devices will be in evidence: change of metre/compound time/augmentation/ diminution/cross rhythm/syncopation/dotted rhythm/triplets/rubato/tempo change.”

WJEC - Composing Overview Eduqas 2 compositions – Choose a brief of 4 linked to AoS (36 marks) – Free composition (36 marks) – set own brief Total duration of compositions: 3-6 minutes When the whole submission under 3 minutes, one mark must be deducted from the total mark for every 30 seconds under time Where a candidate does not respond to the brief set by WJEC, the composition must be awarded 0 There is no restriction on the amount of time learners spend on their compositions

WJEC Briefs Area of study 1: Musical Forms and Devices Area of study 2: Music for Ensemble Area of study 3: Film Music Area of study 4: Popular Music Audience and purpose/venue seems important List of devices in AoS to aid

List of devices in A0S

WJEC Free Composing Learners will compose a piece of music in a style of their own choice. Learners will set their own brief for this composition. The brief itself is not assessed; however, learners are assessed on their musical response to the brief. Details of the audience or occasion plus additional musical details The brief must be included on the composition log. Use the template provided on the WJEC website

WJEC Marking Criteria 1)Creativity and development of musical Ideas – Contract colour/mood, developed creatively 2)Technical Control of musical elements and resources – Choice of elements and resources, wide range of elements used 3)Structure and stylistic coherence – Organised, style, brief coherent Teachers must see the work in progress three times in order to be able to authenticate the work as the learner's own All learners are required to complete a non-assessed composition log

OCR - Composing Overview 2 compositions – Free Composition for their own instrument (30 marks) (integrated portfolio) – Board Set Composition linked to AoS (30 marks) Minimum of 3 minutes Completed under supervision within the centre Removal of the Creative Task

OCR Briefs Choose an area of study AND a choice of 8 stimuli as a starting point

OCR Free Composing For candidate’s own instrument Composition written for their instrument to demonstrate their ability to develop musical ideas.

OCR Marking Criteria Marks out of 24 for core criteria: Intentions, developing material, stylistic, conventions, structure Marks out of 6 for area of study criteria:

Edexcel Composing Overview 2 compositions – Brief linked to AoS and set pieces (min 1 minute ) (30 marks) – 1 free composition (min 1 minute) (30 marks) Together total min of 3 minutes – If under 3 minutes awarded 0 marks – No maximum amount of time (suggested 5 mins combined) 5 hours minimum in center under supervision of teacher (including the final write up and recording)

Edexcel Briefs Students can choose one of the following: Instrumental music – Instrumental – Form – Harmonising melodies – Develop a given melodic phrase into a piece for 1 instrument and accompaniment Vocal music – Song Forms and text – Instrumental backings – Set words for voice and accompaniment

Edexcel Briefs Music for stage and screen – Underscores and incidental music – Moods and atmosphere – Narrative – Not conventional structure or form – Show song = lyrics Fusions – Harmony/melody/rhythm/instrumentation combine – Style in music – A piece based on 2 set musical styles or traditions Find own aspects of the brief (melody from Bach, own words, own folk melody)

Edexcel Free Composing Students can draw inspiration or starting points from the set works, wider listening, or their own interests The piece can be composed for any instrument or voice, or combination of instruments and/or voices, and in any style Should consider role of audience and/or occasion

Edexcel Marking Criteria Developing musical ideas (10) – Style, conventions, responses to brief Demonstrating technical control (10) – Idiomatic and imaginative, varied textures Composing with musical coherence (10) – Fluency, contrast, direction Final write up and recording under supervision Developing musical ideas and structure is significant Links to set works Genre & Style

Aspects to Consider Think of ways of creating a composing and creative community Group composing to help stimulate ideas using the briefs Developing material tasks (limiting their material they use, using graphics) All students will compose differently if given the choice Are students exploring their own music or composing pastiche?

Composing – comparison

Examination requirements

Ofqual / Dfe Requirements Appraise – taken from DfE / Ofqual technical guidance analyse and evaluate music in aural and/or written form, using knowledge and understanding of musical elements, musical contexts and musical language to make critical judgements about repertoire within the Areas of Study use knowledge and understanding of musical elements, musical contexts and musical language to analyse unfamiliar music (i.e. individual pieces of music that have not been stipulated within the specification) make critical judgements about music, using appropriate musical vocabulary formulate critical judgements, which will be achieved by attentive listening (rather than just hearing) and aural perception

Listening / Appraising Exam

Useful Links NCFE Music Technology Level 2 search/ncfe-level-2-certificate-in-music- technology-274.aspx search/ncfe-level-2-certificate-in-music- technology-274.aspx Rock School Music Practitionerhttp:// onal/music-practitionershttp:// onal/music-practitioners

New OCR vocational qualifications Level 1-2 (14-16 delivery) Cambridge Nationals in Creative iMedia Level 2 and 3 sized qualifications for (16-19 delivery) Cambridge Technical in Media – Level 2 certificate-diploma / This qualification is currently being considered for re-development to meet the current Technical Guidance for qualifications. We have a short survey monkey survey, which is asking key questions to influence the development approach for the suite, the for this is below:

Advance notice of level 3 vocational qualification Cambridge Technical in Digital Media – Level 3 (same size as A Level programme of learning, from AS size through to 2 A levels) digital-media-certificate-extended-certificate-foundation- diploma-diploma suite/ digital-media-certificate-extended-certificate-foundation- diploma-diploma suite/ This has recently been development to meet the Technical Guidance, this qualification does include external assessment, but is not over heavy. The full qualification details can be found in the attached.

More Useful Links DfE Technical guideshttp:// ormance/secondary_13/documents.htmlhttp:// ormance/secondary_13/documents.html Details on how Graded exam marks are awarded against Progress 8 ploads/attachment_data/file/456438/Progress_8_s chool_performance_measure_2015_updated_Augu st_2015.pdf

Ofqual and DfE regulations Subject level conditions for Music hment_data/file/413199/gcse-subject-level-conditions-for- music.pdf

A quick plug… freely available advice on assessing in Music Daubney, A. & Fautley, M. (2014) A Guide to curriculum, pedagogy and assessment in Primary Music Fautley, M. & Daubney, A. (2015) A Guide to curriculum, pedagogy and assessment in Key Stage 3 Music Both available at