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Eduqas-Gcse-Music-Spec-From-2016 GCSE WJEC Eduqas GCSE in MUSIC ACCREDITED BY OFQUAL SPECIFICATION Teaching from 2016 For award from 2018 Version 3 April 2019 This Ofqual regulated qualification is not available for candidates in maintained schools and colleges in Wales. GCSE MUSIC SUMMARY OF AMENDMENTS Version Description Page number 'Approximately' has been added after the duration of the examination for Component 3 in the summary of assessment and section 2.3 of the specification. This is to 2 and 12 accommodate slight variations in the length of musical 2 extracts used in the assessment of this component. 'Making entries' section has been amended to clarify resit 23 rules and carry forward of NEA marks. Information relating to mark adjustments for Component 1 performances which fall below 4 minutes' duration has been 18, 19, 38 and 39 included in section 3.2 'Arrangements for non-examination assessment' and in Appendix A. 3 Information relating to Component 2 compositions which fall below 3 minutes' duration has been amended in section 3.2 21 'Arrangements for non-examination assessment' GCSE MUSIC 1 WJEC Eduqas GCSE (9-1) in MUSIC For teaching from 2016 For award from 2018 Page Summary of assessment 2 1. Introduction 3 1.1 Aims and objectives 3 1.2 Prior learning and progression 4 1.3 Equality and fair access 4 2. Subject content 5 2.1 Component 1: Performing 7 2.2 Component 2: Composing 10 2.3 Component 3: Appraising 12 3. Assessment 17 3.1 Assessment objectives and weightings 17 3.2 Arrangements for non-exam assessment 18 4. Technical information 24 4.1 Making entries 24 4.2 Grading, awarding and reporting 24 Appendix A: Component 1 assessment 25 Appendix B: Component 2 assessment 40 Appendix C: List of musical terms 46 © WJEC CBAC Ltd. GCSE MUSIC 2 GCSE MUSIC SUMMARY OF ASSESSMENT Component 1: Performing Total duration of performances: 4-6 minutes Non-exam assessment: internally assessed, externally moderated 30% of qualification A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble. One of the pieces performed must link to an area of study of the learner’s choice. Component 2: Composing Total duration of compositions: 3-6 minutes Non-exam assessment: internally assessed, externally moderated 30% of qualification Two compositions, one of which must be in response to a brief set by WJEC. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief. Component 3: Appraising Written examination: 1 hour 15 minutes (approximately) 40% of qualification This component is assessed via a listening examination. Eight questions in total, two on each of the four areas of study. 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 Two of the eight questions are based on extracts set by WJEC. This linear qualification will be available in May/June each year. It will be awarded for the first time in summer 2018. Qualification Accreditation Number: 601/8131/X © WJEC CBAC Ltd. GCSE MUSIC 3 GCSE MUSIC 1 INTRODUCTION 1.1 Aims and objectives The WJEC Eduqas GCSE in Music offers a broad and coherent course of study which encourages learners to: • engage actively in the process of music study • develop performing skills individually and in groups to communicate musically with fluency and control of the resources used • develop composing skills to organise musical ideas and make use of appropriate resources • recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music • broaden musical experience and interests, develop imagination and foster creativity • develop knowledge, understanding and skills needed to communicate effectively as musicians • develop awareness of a variety of instruments, styles and approaches to performing and composing • develop awareness of music technologies and their use in the creation and presentation of music • recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology • develop as effective and independent learners with enquiring minds • reflect upon and evaluate their own and others’ music • engage with and appreciate the diverse heritage of music, in order to promote personal, social, intellectual and cultural development. The WJEC Eduqas specification encourages an integrated approach to the three distinct disciplines of performing, composing and appraising through four interrelated areas of study. The four areas of study are designed to develop knowledge and understanding of music through the study of a variety of genres and styles in a wider context. The Western Classical Tradition forms the basis of Musical Forms and Devices (area of study 1), and learners should take the opportunity to explore these forms and devices further in the other three areas of study. Music for Ensemble (area of study 2) allows learners to look more closely at texture and sonority. Film Music (area of study 3) and Popular Music (area of study 4) provide an opportunity to look at contrasting styles and genres of music. © WJEC CBAC Ltd. GCSE MUSIC 4 1.2 Prior learning and progression There are no previous learning requirements for this specification. Any requirements set for entry to a course based on this specification are at the school/college’s discretion. This specification builds on subject content which is typically taught at key stage 3 and provides a suitable foundation for the study of music at either AS or A level. In addition, the specification provides a coherent, satisfying and worthwhile course of study for learners who do not progress to further study in this subject. 1.3 Equality and fair access This specification may be followed by any learner, irrespective of gender, ethnic, religious or cultural background. It has been designed to avoid, where possible, features that could, without justification, make it more difficult for a learner to achieve because they have a particular protected characteristic. The protected characteristics under the Equality Act 2010 are age, disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex and sexual orientation. The specification has been discussed with groups who represent the interests of a diverse range of learners, and the specification will be kept under review. Reasonable adjustments are made for certain learners in order to enable them to access the assessments (e.g. learners are allowed access to a Sign Language Interpreter, using British Sign Language). Information on reasonable adjustments is found in the following document from the Joint Council for Qualifications (JCQ): Access Arrangements, Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This document is available on the JCQ website (www.jcq.org.uk). As a consequence of provision for reasonable adjustments, very few learners will have a complete barrier to any part of the assessment. © WJEC CBAC Ltd. GCSE MUSIC 5 2 SUBJECT CONTENT Introduction This specification enables learners to develop knowledge and understanding of music through four interrelated areas of study: 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. The specification has three components based on the three skills of performing, composing and appraising. An integrated approach to the three skills is encouraged through each area of study and serves to highlight the importance of the relationship between composer, performer and audience. Knowledge and understanding of each area of study is assessed explicitly in Component 3. However, learners are also required to perform and compose music using conventions, styles or idioms linked to at least one area of study. Learners may choose the same or different areas of study for Components 1 and 2. Learners will also have the opportunity to follow their own musical interests in composition and performance. The following information provides an introduction to each area of study. Sections 2.1 to 2.3 of this specification provide details of each component. Area of study 1: Musical Forms and Devices Forms and devices are of fundamental importance in musical composition, and many of the common musical forms and devices used by composers today have their origin in the Western Classical Tradition. The music of the Baroque, Classical and Romantic eras provides the context for a study of binary, ternary, minuet and trio rondo, variation and strophic forms. Learners are encouraged to engage with a variety of music from the prescribed eras, through a range of performing, composing and appraising activities. They are also encouraged to make links between music they listen to, pieces they perform and their own compositions, as well as music by composers from the twentieth and twenty-first centuries who use these forms and devices. Area of study 2: Music for Ensemble Music for ensemble forms the basis for a study of texture and sonority. Through a study of diverse musical styles composed for ensemble, such as jazz and blues, musical theatre and chamber music, learners will consider how music is composed for small groups of instruments and voices. Learners will also consider how texture is manipulated and they are encouraged to use small instrumental/vocal groupings in their own music. Learners are required to perform as part of an ensemble, and through this to actively engage with ensemble music, understanding the relationship between performers on the stage and the audience. © WJEC CBAC Ltd.
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