Course Choices Video
What is our curriculum intent?
The AQA GCSE music course is a predominantly practical subject that explores a wide range of musical genres and styles. Students will develop new techniques within performance, composition and listening skills.
How do we implement our curriculum?
The programme of study is designed to encourage students to engage critically and creatively with a wide range of music and musical contexts. Lessons are predominantly practical, involving performance and composition, alongside aural analysis of a variety of music and the development of listening techniques.
Who is this course for?
The music course is aimed at students with experience in playing an instrument and who can confidently read music. Much of the teaching will require students to understand traditional notation. Students who have learnt to play a musical instrument and taken examinations on their instrument / voice will be ideally suited to this course as they will have experience already in the performance aspect of the course (which makes up 30% of the overall assessment). Students who have achieved higher associated board grades should give this course serious consideration as it will develop their all-round musicianship skills in areas such as composing and listening.
Students who have a real interest in using music technology for recording and producing music may opt to be assessed on their performance ability on a chosen instrument alongside the use of technology in delivering a performance.
What skills will you learn?
The skill of aurally analysing music is a key focus of the course; students will learn how to analyse music through an understanding and application of key musical elements and terminology.
Students develop composition skills through initial short tasks focussing on particular aspects of composition, thereafter being supported in the application of these techniques as they work creatively and independently on their individual composition briefs.
The skills developed in the process of performing music are highly valuable and transferable: learning a piece of music, rehearsing, refining, performing and then critically reflecting upon it is a process that develops character and perseverance, alongside students making significant progress on their chosen instrument/voice. The experience of performing to an audience and working collaboratively with others in ensemble performances increases students’ confidence as performers and general musicianship.
Whether music is pursued beyond KS4 or not, the skills developed through GCSE music are highly valuable and transferable.
How do we measure the impact of the course?
GCSE music is assessed both practically and theoretically with students delivering performances and submitting compositions as well as completing a listening examination at the end of Year 11. The course is delivered in 3 components:
Component 1: Understanding Music
What’s assessed: Listening and contextual understanding.
How it’s assessed: Exam paper (1 hr 30) at the end of Year 11 comprising of listening exercises responding to previously unheard excerpts of music followed by longer written responses to questions on study pieces from two Areas of Study.
The study piece for Area of Study 1 (Western classical tradition 1650-1910 is Mozart’s clarinet concerto in A minor, 3rd movement, rondo.
The study pieces for Area of Study 2 (Popular Music) are 3 tracks from the musical Little Shop of Horrors or 3 songs by the popular musician Paul Simon.
This component is worth 40% of GCSE marks.
Component 2: Performing Music
What’s assessed: Performances as an instrumentalist / vocalist or via technology
How it’s assessed: Students perform for a minimum of 4 minutes as a soloist and as part of an ensemble (at least 1 minute of ensemble performance). Performances are internally marked and externally moderated.
This component is worth 30% of GCSE marks.
Component 3: Composing Music
What’s assessed: Composition
How it’s assessed: Two compositions internally marked and externally moderated – one must be in response to an externally set brief (Composition 1), the other a free composition (Composition 2)
This component is worth 30% of GCSE marks.
Controlled assessment
Compositions must be completed under supervised conditions in school to ensure that the work submitted can be confidently authenticated as their own. Similarly, assessments of performances must be undertaken with the class teacher present.
What we teach when
Year 10
Year 11
How can students be supported through learning at home?
Although coursework must be carried out under supervision, preparation for the coursework elements of the course can be carried out at any time. Students will therefore be expected to practise for their performances at home, with the support of their instrumental / vocal teacher where appropriate. Lesson resources to support homework tasks and revision will be made available on Firefly for students to revisit and utilise.
What extra opportunities to learn are available?
In order to develop all round musicianship skills, students are encouraged to take part in the extra-curricular activities available to them. For more information on the options available please contact a member of the music team or see the ‘Music X-tra’ noticeboard in the department.
There is also a music GCSE support drop in session on Wednesdays after school for students to continue working on coursework or for extra teacher support.
How are students grouped?
Students are grouped in mixed ability classes.
What websites do we recommend?
The new examination board specification can be found at:
Students looking to consolidate, enrich or extend their knowledge and understanding might start at:
Contact:
Miss L Laird - llaird@wilmslowhigh.com