GCSE

Music

Specification

Edexcel GCSE in Music
First examination June 2011

Draft — subject to accreditation and change

Why choose Edexcel?
To support the delivery of our new GCSEs we offer comprehensive support and a wide selection of resources. Our support services and resources include: • • free exam papers and model answers available for you to download from our website ResultsPlus. An online reporting programme that delivers powerful results analysis and which is available exclusively for Edexcel examinations. It provides results and performance diagnosis at cohort and individual student level for all our GCSE exam papers, helping you to realise the potential of your students and improve your pass rates. www.resultsplus.org.uk Ask the Expert. We’ve listened to you and understand that you need to contact subject experts who know about our specifications so that you can get your questions answered quickly. This new service puts you in direct email contact with Chief Examiners for individual subjects and they’ll be able to help you with all your subject queries. www.edexcel.org.uk/ask teacher resources. We publish textbooks and student guides for most subjects so that you can be confident that you are teaching to the new requirements. We also endorse materials that support our GCSEs and which are produced by other publishers. professional development and training. To help you teach Edexcel qualifications we offer a wide range of events including; ‘Getting ready to teach’ events, feedback on assessment and specialist training. We also offer customised training to meet the needs of individual centres and consortia. personal local support. Our Curriculum Development Managers are based around the country and are responsible for providing advice, support and guidance to centres in their area. They also keep you updated on policy and curriculum developments and can help with associated planning.

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Introduction
The Edexcel GCSE in Music is designed for use in schools and colleges. It is part of a suite of GCSE qualifications offered by Edexcel.

Key subject aims
The Edexcel GCSE specification in music should: • • encourage learners to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study develop broader life skills and attributes including critical and creative thinking, aesthetic sensitivity, emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation enable learners to actively engage in the study of music develop musical skills and interests including the ability to make music individually and in groups enable students to understand and appreciate a range of different kinds of music.

• • •

Prominent among these are teachers of music whose views and advice have. . where possible. The structure of the new specification has remained largely unaltered. The main modifications are: • • • • • • it continues the philosophy of the current specifications in music it is flexible and encourages a diversity of approaches to the teaching of music it offers a broad range of areas of study the areas of study now include set works that will remain in place throughout the life of the specification it allows the use of music technology in performance and as a compositional tool it is good preparation for further musical study and provides a foundation for Advanced Subsidiary and Advanced GCE in Music. been acted upon.About this specification Key features and benefits of the specification This new Edexcel GCSE in Music has been developed after considerable consultation with relevant stake holders.

support and training Edexcel resources Edexcel publications Endorsed resources 55 55 55 55 .Contents Specification at a glance A Qualification content List of Unit Contents Unit 1: Performing Music Unit 2: Composing Music Unit 3: Music — Listening and Appraising 1 3 4 5 26 41 B Assessment Assessment summary Assessment objectives and weightings Relationship of assessment objectives to units Entering your students for assessment Student entry Combinations of entry Access arrangements and special requirements Disability Discrimination Act (DDA) 45 45 46 46 47 47 47 47 47 Controlled assessment Summary of conditions for controlled assessment Internal standardisation Authentication Further information Awarding and reporting Unit results Qualification results Resitting of units Language of assessment Quality of written communication Stretch and challenge Malpractice and plagiarism 48 48 48 48 49 50 50 51 51 51 52 52 52 Student recruitment Progression Grade descriptions 52 53 53 C Resources.

Edexcel support services Training 56 57 D Appendices Appendix 1 Appendix 2 Appendix 3 Key skills Wider curriculum Codes 59 61 63 65 .

or Two arrangements.Specification at a glance Unit 1: Performing Music • • • Internally assessed Availability: June series First assessment: June 2011 30% of the GCSE marks Content summary • • • • One solo performance One ensemble performance Assessment Solo performance recorded onto disc Ensemble performance recorded onto disc Unit 2: Composing Music • • • Internally assessed Availability: June series First assessment: June 2011 30% of the GCSE marks Content summary • • • Two compositions. or One composition and one arrangement Assessment • • A notated score or written commentary A recording (on CD/MD/MP3) Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 1 .

2 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .Unit 3: Music listening and appraising • • • Externally assessed Availability: June series First assessment: June 2011 40% of the GCSE marks Content summary: • Knowledge and study of set works in the Areas of Study Assessment: • A written paper lasting 1 hour 30 minutes *See Appendix 3 for a description of this code and all other codes relevant to this qualification.

Each Area of Study includes three set works that will be the subject of the examination in Unit 3. Something’s Coming Arnold Schoenberg: Peripatie Steve Reich: Electric Counterpoint: 3rd movement (fast) • • • Miles Davis: All Blues Moby: Why does my heart feel so bad Jeff Buckley: Grace • • • • Capercaillie: Chuir M’Athair Mise Dhan Taigh Charraideach (Skye Waulking Song) Various: Indian music — Rag Desh Koko: African music — Yiri • • • Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 3 . 40 in G minor 1st movement F.A Qualification content The specification content is defined by four areas of study. Handel: Chorus: and the glory of the Lord from Messiah W. 28 • L. Bernstein: West Side Story. A. Chopin: Prelude No 15 in D(F) Major.F. Area of Study 1 Western classical tradition 1600-1899 Area of Study 2 Music in the 20th century Area of Study 3 Popular music in context Area of Study World music Set works • G. Op. Mozart: Symphony No. The forms of composition in Unit 2 will be defined by the Areas of Study.

List of unit contents Unit 1 Performing Music Unit 2: Composing Music Unit 3 Music — Listening and Appraising Page 5 Page 26 Page 41 4 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .

They should be given the opportunity to rehearse and refine performances in their chosen discipline or genre. Assessment overview Students will perform/realise one solo performance of their own choice in any style or genre.Unit 1: Performing Music Unit overview In this unit students develop their performing skills in both a solo and ensemble context. Students will perform a piece in any genre or style as part of an ensemble performance. self-motivation and their own musical interests and skills. with or without accompaniment as appropriate to the style of music. critical awareness. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 5 . The ensemble performance may be on a different instrument/voice or in a different discipline to that of the solo performance – any combination of the various solo and ensemble performance options is acceptable. expression and interpretative skills. This unit will encourage students to develop creative thinking. At the end of the course a sample of students’ work will be made available for moderation as required. The performance may be: • • • • • a solo performance on any instrument a solo improvisation on any instrument a sequenced performance a realisation such as a performance with DJ decks/turntables a live sound diffusion of electro acoustic music. aesthetic sensitivity. The performance may be: • • • • performing an undoubled part within an ensemble improvising as part of an ensemble directing an ensemble presenting a multi-track recording. developing technical control. self-confidence. including the ability to make music individually and in groups. At an appropriate point during the course their work will be recorded and assessed by the teacher-examiner.

Students should understand the contextual influences affecting the composition of the pieces they are performing. but pieces should be of sufficient length and complexity to give the performer adequate opportunity to showcase their abilities. They should draw links and comparisons where possible. Both performances will be recorded and assessed by the teacher-examiner. Neither performance should exceed five minutes. All submissions must be accompanied by a signed authentication statement. Controlled Conditions Students must be supervised regularly throughout the course when preparing their performances. including the composer’s intentions regarding the venue and nature of the performance and any important cultural influences relating to the composition of the piece. They may choose to perform their own compositions.There is no minimum duration for either performance. It is recommended that 6 -10 hours is spent on completing the recordings. Pieces without acceptable scores or recordings will not be assessed. A score or professional recording of each performance piece must be made available to the moderator. between their performance pieces and any works they are studying for Unit 3. Students do not need to perform pieces falling under the same Area of Study as their compositions. 6 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . If the performance differs from the professional recording any changes should be documented and presented to the moderator along with the original recording. Scores should be annotated where changes have been made to facilitate performance.

simultaneously sounding. but are considered to be realisations (see below). It is acceptable to use any program capable of capturing and manipulating MIDI information for this option. Sequenced Performance A sequenced performance is considered to be a musical item composed by someone other than the student. Students’ own compositions. A score must be provided for the moderator to assess the accuracy of the performance Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 7 . It is acceptable for teachers to provide their own arrangement of a piece as a stimulus for this task. It is acceptable for the accompaniment to occasionally double the solo line. chord sequence or a visual stimulus. Any piece presented for moderation as a solo improvisation must be accompanied by a copy of the stimulus (in lieu of a score) either in staff notation. independent parts. Solo Improvisation Students can present a performance which is an improvisation based on a stimulus. It can be composed by the student or provided by the class or instrumental teacher. Backing tracks are acceptable but the part to be assessed must not be audible as part of the backing track. rhythm.Approaches to performance Traditional Performance Solo Performing (15%) A solo performance is considered to be a piece in which the student’s part is undoubled and plays a significant or leading role. The improvisation can be in any style or genre and does not need to be in the same style or genre as the stimulus. which have been sequenced. Some improvisational styles of performance including those involving the passing on of music through the aural tradition will be more suited to this performance option. In cases where the student wishes to use pre-existing loops or audio samples the piece would be considered a realisation rather than a sequenced performance. Students who play instruments for which traditional solo music is difficult to obtain may play as part of a group provided they clearly play a leading or significant role within the group. but excessive doubling must be avoided. A traditional performance piece involving a significant element of improvisation (for example a 12-bar blues with an extended guitar solo) may be best assessed using the criteria for solo improvisation rather than those for traditional performance. may be presented as performances. The stimulus can be from any style or genre and could be a melody. any other suitable notation or as an audio recording. The performance may be on any instrument or voice in any style or genre. Teacher-examiners should provide details of the software used for the performance. All the data input and editing must be the student’s own work. A sequence must contain at least three individual. which has been input into a MIDI sequencer.

Students must provide a written commentary outlining performance detail and intentions in lieu of a score or professional recording. Where a soloist is accompanied by another instrument such as the piano the accompanist may submit this performance as an ensemble but the soloist may not. with or without additional backing or accompaniment as appropriate. 8 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . In this case the score would be submitted as for a traditional performance along with the stimulus for the improvised sections. the improvisation stimulus can be submitted in lieu of a score. Examples of realisations include: • • • • • sequenced compositions DJ performances using decks/turntables live electroacoustic sound diffusions performances from the aural tradition which do not fall under the solo improvisation or traditional performance headings students' performances of their own compositions where it has not been appropriate to produce a score with sufficient performance detail to assess accuracy of pitch and rhythm. The teacher-examiner must clearly indicate which part of the ensemble is to be assessed. Where a performance involves a significant element of improvisation from most/all of the players involved. Teacher-examiners should make more detailed comments justifying their marking than would normally be expected when a score or professional recording is available. simultaneously sounding. Pieces submitted without written commentaries will not be assessed. They should include as much detail as possible to allow the teacher-examiner and moderator to make a fair and accurate judgement on the quality of the performance. in school music groups or outside of school. independent parts. Ensemble Improvisation When a piece fulfils the criteria for an ensemble performance and also includes a significant element of improvisation it is considered to be an ensemble improvisation. but they must all be in the presence of the teacher. Performances with other players may take place in the classroom.Realisation A realisation is a performance for which it is not appropriate to assess accuracy using the standard accuracy descriptors. Traditional Ensemble Performing (15%) An ensemble performance must consist of two or more people performing undoubled.

Rehearsing and Directing Students can offer rehearsing and directing as an ensemble performance. Multi-track Recording A multi-track recording is considered to be a piece in which the student has been in sole charge of the recording procedure from the placement of microphones and setup of equipment through the recording of the ensemble to mixdown and final production of a stereo mix. The ensemble must consist of three or more performers and should not include the student. A score of the piece to be performed along with a DVD including the full performance and 2-5 minutes of a rehearsal. simultaneously sounding tracks in the recording (in which a sequence counts as one track). It must include at least one audio track captured by the student using a microphone. The student may act solely as engineer and producer (where they do not perform any of the live tracks). Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 9 . There must be a minimum of three independent. They are expected to display thorough preparation of the score and communicate effectively with the ensemble in both the rehearsal and performance stages. must be made available for the moderator. It is acceptable for students to include an element of sequencing in their multi-track recording but they must have input all sequenced data themselves. or they may record one or more of the live tracks.

Ensemble performing • • • • traditional ensemble performance ensemble improvisation rehearsing and directing multi-track recording. There are two assessment grids available for each of the options. There are two assessment grids available for each of the options. These should be added together to arrive at a raw mark for the whole option. One grid has a raw mark of 12 and the other 18. Where multi-track recording is offered for assessment one appropriate grid from A. The total marks available for this unit is 60. Each performance is marked out of 30.Application of the assessment grids Assessment of Unit 1: Performing Music is divided into two areas: solo performance and ensemble performance. Within each of the performance requirements options are available and the relevant assessment grids must be applied. One grid has a raw mark of 12 and the other 18. B or C should be selected and the raw score added to the score for grid D. These should be added together to arrive at a raw mark for the whole option. The options are: Solo performing • • • • traditional performance solo improvisation sequenced performance realisation. 10 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .

Assess the level of difficulty of the music performed using the exemplar material on pages xx-yy.Levels of difficulty grid Assess the student’s performance using the appropriate assessment grids from the solo and ensemble performing options to arrive at a mark out of 30 (the raw mark). Apply the level of difficulty to the raw mark using the grid below. Raw Mark 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Easier 0 1 1 1 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 23 23 23 Standard 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 More Difficult 0 1 2 3 4 5 6 8 9 11 12 14 15 17 18 19 20 21 22 23 24 25 26 27 28 29 30 30 30 30 30 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 11 .

Intonation is poor throughout. rhythm) Assessment criteria AO1 Excellent Level of response The performance is accurate and fluent.Solo performing Traditional performance — accuracy (ie notes. but perhaps not always a convincing sense of style. A secure sense of style with detailed attention to articulation. The performance is mainly accurate and fluent. Intonation is secure. phrasing and dynamic contrast. phrasing and dynamic contrast. A good performance which is clear. A generally successful performance – an awareness of style is displayed during some expressive passages. phrasing and dynamic contrast. Mark range 11-12 Good 9-10 Competent 6-8 Basic 3-5 Limited Unachieved 1-2 0 Interpretation Assessment criteria AO1 Excellent Level of response A convincing and stylish performance. Accuracy and fluency are only occasionally evident. ties. Intonation is mostly secure. There are only occasional small slips. There is no rewardable material. Any slips are inconsequential. Intonation is often secure. Mark range 16-18 Good 11-15 Competent 7-10 12 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . The music is well conveyed and opportunities are taken to shape the music with articulation. There is some shaping of the music through articulation. The performance is broadly accurate and fluent although errors may interrupt the flow. Intonation is insecure. Fluency is repeatedly affected by errors. Accuracy is only achieved in the more straightforward passages.

The stimulus is largely ignored. Exploitation of the stimulus demonstrates some aspects of fluency.Basic An adequate performance demonstrates a basic awareness of style with few attempts to shape the music through articulation. phrasing or dynamic contrast. Intonation is secure. Mark range 11-12 Good 9-10 Competent 6-8 Basic 3-5 Limited Unachieved 1-2 0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 13 . It is affected by excessive repetition. development. development. Intonation is often secure. hesitancy. The performance demonstrates no conscious sense of style displaying little understanding of how to shape the music through articulation. The response in to the stimulus lacks any exploitation of the original idea. There is no rewardable material. The stimulus is exploited with considerable fluency and imagination. Intonation is mostly secure. Intonation is insecure. sense of structure and awareness of the potential of the instrument. sense of structure and awareness of the potential of the instrument. phrasing and dynamic contrast. There is no rewardable material. Intonation is poor throughout. a sound sense of structure and the potential of the instrument. contrast. contrast. little sense of structure and minimal awareness of the potential of the instrument. 3-6 Limited 1-2 Unachieved 0 An appropriate stimulus must be supplied to allow assessment of accuracy for both pitch and rhythm. Solo improvisation Assessment criteria AO1 Excellent Level of response The stimulus is exploited with complete fluency and imagination showing contrast. development. imagination.

There is some awareness of style displayed during some expressive passages. A generally successful performance. phrasing and dynamic contrast. A good performance which is clear. phrasing and dynamic contrast. An adequate performance demonstrating a basic awareness of style with only a few attempts to shape the music through articulation. phrasing or dynamic contrast. There is some shaping of the music through articulation. There is no rewardable material. phrasing and dynamic contrast. 14 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . The performance demonstrates no conscious sense of style and displays little understanding of how to shape the music through articulation. phrasing and dynamic contrast. but perhaps not always convincing sense of style. Mark range 16-18 Good 11-15 Competent 7-10 Basic 3-6 Limited 1-2 Unachieved 0 The stimulus used for the improvisation (ie melodic or rhythmic motif or chord progression) must be supplied to allow assessment of its use in the improvisation.Interpretation Assessment criteria AO1 Excellent Level of response A convincing and stylish performance demonstrating a secure sense of style with detailed attention to articulation. The meaning of the music is adequately conveyed and most opportunities are taken to shape the music with articulation.

There is no rewardable material. A good performance demonstrating that attention has been given to all four areas to produce a musically satisfying sequence with a sense of style. The performance demonstrates some noticeable errors. There is no rewardable material. which detract from the performance. timbre 4. The performance demonstrates significant. articulation and phrasing 2. The performance demonstrates only occasional. intrusive errors but accuracy is achieved in the more straightforward passages. A generally successful performance demonstrating that some attention is given to three of the four areas with some sense of style. A performance demonstrating that there is little evidence of attention to musical detail or style. Dynamics have been shaped in addition to essential dynamic contrasts. Mark range 16-18 Good 11-15 Competent 7-10 Basic Limited Unachieved 3-6 1-2 0 An appropriate stimulus must be supplied to allow assessment of accuracy for both pitch and rhythm. Mark range 11-12 9-10 6-8 3-5 1-2 0 Interpretation — (1. The performance is accurate only occasionally and there is no attention to accuracy of note input. An adequate performance demonstrating some attention has been given to two of the four areas with some sense of style. dynamics 3.Sequenced performance – accuracy (of pitch and rhythm) Assessment criteria AO1 Excellent Good Competent Basic Limited Unachieved Level of response There is an excellent performance and any slips are inconsequential. small slips which do not detract from the performance. panning) Assessment criteria AO1 Excellent Level of response A convincing and stylish performance that demonstrates detailed attention to the four areas of interpretation. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 15 .

The performance displays some control of the technical demands of the style although there may be some lack of fluency. An adequate performance that displays control of little of the interpretative detail as appropriate to the style.This grid is only to be used when the student has presented as sequenced performance of music written by someone other than the student. There is no rewardable material. Few of the technical demands are met. Only the more straightforward elements of the performance are achieved with any degree of fluency. If the piece to be submitted is a sequenced performance of a student’s own composition then the marking grid for a realised performance should be used. The performance is fluent displaying a good control of the technical demands of the style. Mark range 11-12 9-10 6-8 3-5 Limited Unachieved 1-2 0 Interpretation Assessment criteria AO1 Excellent Level of response A convincing and stylish performance. Realisation Fluency and control of technical demands Assessment criteria AO1 Excellent Good Competent Basic Level of response The performance is fluent throughout displaying excellent control of the technical demands of the style. The performance displays control of all aspects of interpretation appropriate to the style. A good performance that displays control of most interpretative detail as appropriate to the style. A generally successful performance that displays control of some of the interpretative detail as appropriate to the style. Mark range 16-18 Good Competent Basic 11-15 7-10 3-6 16 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . None of the technical demands of the performance have been met with any degree of satisfaction.

Intonation is mostly secure. The performance is broadly accurate and fluent although errors may interrupt the flow. There are only occasional small slips. Intonation is insecure. rests. There is no rewardable material. rhythm) Assessment criteria AO1 Excellent Level of response The performance is accurate and fluent. Intonation is poor throughout. The performance is mainly accurate and fluent. Accuracy and fluency are only occasionally evident. Mark range 11-12 Good 9-10 Competent 6-8 Basic 3-5 Limited Unachieved 1-2 0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 17 . Accuracy is only achieved in the more straightforward passages. ties. There is no rewardable material. 1-2 Unachieved 0 Ensemble performing Traditional ensemble performance – accuracy (ie notes. Fluency is repeatedly affected by errors. Intonation is often secure. Any slips are inconsequential.Limited A performance displaying little or no control over any aspects of interpretative detail or any interpretative detail is inappropriate to the style. Intonation is secure.

7-10 Basic An adequate performance demonstrating a basic awareness of style with few attempts to shape the music through articulation. phrasing and dynamic contrast. The music is well conveyed and opportunities are taken to shape the music with articulation.Interpretation and ensemble skill Assessment criteria AO1 Excellent Level of response A convincing performance demonstrating a secure sense of style with detailed attention to articulation. phrasing and dynamic contrast. There is occasional difficulty reacting and adjusting to other parts although there is a display of some awareness of balance. 0 An appropriate stimulus must be supplied to allow assessment of accuracy for both pitch and rhythm 18 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . There is a reaction and adjustment to other parts displaying an excellent awareness of balance throughout. 11-15 Competent A generally successful performance demonstrating that an awareness of style is evident during some expressive passages. There is some shaping of the music through articulation. 1-2 Unachieved There is no rewardable material. phrasing or dynamic contrast. There is no understanding of the demands of an ensemble performance. but there is not always a convincing sense of style. There is evidence of difficulty reacting and adjusting to other parts and little awareness of balance throughout. phrasing and dynamic contrast. 3-6 Limited The performance demonstrates no conscious sense of style and only scant understanding of how to shape the music through articulation. phrasing and dynamic contrast. There is generally a good reaction and adjustment to other parts and a display of a good awareness of balance throughout. Mark range 16-18 Good A performance which is clear.

It is affected by excessive repetition. development. Intonation is often secure. The stimulus is exploited with considerable fluency and imagination. contrast. little sense of structure and minimal awareness of the potential of the instrument. Intonation is mostly secure. Intonation is insecure. development. The stimulus is largely ignored. There is no rewardable material. sense of structure and awareness of the potential of the instrument. hesitancy. contrast. Mark range 11-12 Good 9-10 Competent 6-8 Basic 3-5 Limited Unachieved 1-2 0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 19 . The response to the stimulus lacks exploitation of the original idea. Intonation is poor throughout. imagination.Ensemble improvisation Improvising Assessment criteria Excellent Level of response The stimulus is exploited with complete fluency and imagination showing contrast. sense of structure and awareness of the potential of the instrument. development. a sound sense of structure and the potential of the instrument. Intonation is secure. Exploitation of the stimulus is demonstrates some aspects of fluency.

phrasing or dynamic contrast. 1-2 Unachieved There is no rewardable material. There is generally a good reaction and adjustment to other parts and displays a good awareness of balance throughout. There is no understanding of the demands of an ensemble performance. 20 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . phrasing and dynamic contrast. 7-10 Basic An adequate performance demonstrating that an awareness of style attempts to shape the music through articulation. The music is well conveyed and opportunities are taken to shape the music with articulation. but not always convincing sense of style. 3-6 Limited The performance demonstrates no conscious sense of style or understanding of how to shape the music through articulation. There is evidence of difficulty reacting and adjusting to other parts and little awareness of balance throughout. phrasing and dynamic contrast. The reaction and adjustment to other parts displays an excellent awareness of balance throughout. 0 The stimulus used for the improvisation (ie melodic or rhythmic motif or chord progression) must be supplied to allow assessment of its use in the improvisation.Interpretation and ensemble skill Assessment criteria AO1 Excellent Level of response A convincing performance demonstrating a secure sense of style with detailed attention to articulation. Mark range 16-18 Good A good performance demonstrating a clear. There is occasional difficulty reacting and adjusting to other parts and a display of some awareness of balance. phrasing and dynamic contrast. There is some shaping of the music through articulation. phrasing and dynamic contrast. 11-15 Competent A generally successful performance demonstrating that an awareness of style is evident during some expressive passages.

There is no rewardable material. The performance is poorly rehearsed with scant attention to preparation of the score. exhibiting reasonable preparation of the score. eliciting an excellent response from the performers. The correct tempo is clearly indicated with a precise beat. The entries and interplay between the parts are well controlled and performance details generally well executed. stylish and idiomatic performance with an excellent awareness of balance and tonal quality. The performance is well rehearsed. There is an achievement of a secure. There is positive and sensitive control of the interplay between the parts and of all performance details. The overall performance reflects a good awareness of balance and tonal quality and is generally stylish. The performance is demonstrates some evidence of rehearsal with some preparation of the score.Rehearsing and directing Preparation Assessment criteria AO1 Excellent Good Competent Basic Limited Unachieved Level of response The performance is well rehearsed after thoughtful preparation. exhibiting detailed knowledge of the score. eliciting an effective response from the performers. The correct tempo is indicated although the beat is not fully precise. 11-15 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 21 . Mark range 16-18 Good The performance displays a confident approach. The performance demonstrates little or no evidence of any rehearsal or preparation of the score. Mark range 11-12 9-10 6-8 3-5 1-2 0 Interpretation and ensemble skill Assessment criteria AO1 Excellent Level of response The performance displays an authoritative approach.

The playing is broadly accurate but there are some small blemishes.Competent The beat given is occasionally variable eliciting a less confident response from the performers. All multi-track recordings should be marked using grid D in addition to one of the grids A. Choose grid A. 3-6 Limited The beat given is often variable eliciting an unsure response from the performers. A Multi-track recording where student has performed one or more of the live tracks Accuracy (mark the best live track performed by the student) Assessment criteria AO1 Excellent Good Competent Level of response The playing is accurate and fluent and any slips are inconsequential. B or C. B or C as appropriate. There is scant awareness of balance and style. which interrupt the flow. Control of entries is seldom displayed and few of the performance details are observed. Some of the performance details are observed. There is some awareness of balance and style. Control of the entries is present but not always decisive. Mark range 11-12 9-10 6-8 22 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . Some of the performance details are observed. 7-10 Basic The beat given is significantly variable eliciting a less confident response from the performers. There is little awareness of balance and style. 1-2 Unachieved There is no rewardable material. Control of the entries is present but rarely decisive. 0 Multi track recording The assessment grid used to mark multi-track recording is dependent on the student’s role in the recording. The playing is mainly accurate and fluent displaying only occasional small slips.

There is occasional loss of ensemble between tracks. The recording displays significant. musical performance. The recording displays some blemishes which detract from the overall performance. There is no rewardable material. The paying displays little accuracy. At times the accuracy of the music may be achieved at the expense of fluency and tempo. All tracks are in time and compliment each other well. Mark range 16-18 11-15 Competent 7-10 Basic 3-6 Limited The recording displays accuracy in performance only occasionally. The ensemble between tracks is mainly successful. There is no rewardable material. 3-5 Limited Unachieved B 1-2 0 Multi-track recording where the student has not performed any of the live tracks Directing skills/unity of ensemble Assessment criteria AO1 Excellent Good Level of response The recording displays an accurate. The tracks are out of time with each other. The unity of ensemble is evident in straightforward passages only. intrusive errors in performance.Basic The playing displays that accuracy is achieved in the more straightforward passages. 1-2 Unachieved 0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 23 . The recoding is mainly accurate with only occasional small slips.

Accuracy is only occasionally evident/no attention to accuracy of note input. Recording skills Assessment criteria AO1 Excellent Level of response A convincing. intrusive errors evident. No distortion or other noise FX: appropriate and well controlled – adds to the recording Mark range 16-18 24 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . Significant. which detract from the performance. There is no rewardable material. B or C. musical recording Balance/stereo: all tracks are well balanced and good use has been made of the stereo field EQ: the full frequency range has been utilised through judicious use of EQ Signal to noise: Good signal to noise ratio.C Multi-track recording which mixes sequencing and recording (all sequenced tracks must have been input by the student) Accuracy (of pitch and rhythm in sequenced track(s)) Assessment criteria AO1 Excellent Good Competent Basic Limited Unachieved Level of response Excellent – any slips are inconsequential. small slips which do not detract from the performance. but accuracy is achieved in the more straightforward passages. Mark range 11-12 9-10 6-8 3-5 1-2 0 D Recording skills – all multi-track recordings must be assessed using this grid in addition to one of grids A. Occasional. Some noticeable errors.

0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 25 . but not overly intrusive FX: slightly overdone/some tracks too dry 11-15 Competent A generally successful recording.Good A good recording. but one or two of the following significantly detract from the overall quality Balance/stereo: muddy mix/serious problems with two or more tracks/no use of panning EQ: two or more tracks poorly EQed/serious overall restriction of frequency range (eg very bassy or trebly recording) Signal to noise: very hissy or occasional intrusive noise FX: inappropriately overdone or none used at all 3-6 Limited A basic recording – little attention has been given to any of the four areas eg all panned to one side/some instruments can’t be heard at all/extremely quiet recording 1-2 Unachieved There is no rewardable material. but one or two of the following detract slightly from the overall quality Balance/stereo: one of the tracks is overbearing or very quiet/restricted stereo width EQ: one of the tracks is poorly EQed/slight overall problem (eg lack of brightness/too harsh or boomy) Signal to noise: Some noticeable hiss or occasional noise/distortion. but three or four of the following detract from the overall quality Balance/stereo: one of the tracks is overbearing or very quiet/restricted stereo width EQ: one of the tracks is poorly EQed/slight overall problem (eg lack of brightness/too harsh or boomy) Signal to noise: Some noticeable hiss or occasional noise/distortion. but not overly intrusive FX: slightly overdone/some tracks too dry 7-10 Basic An adequate recording.

They may choose to submit either: two compositions. mixing. samplers and record decks) and any technological procedures which are integral to the compositional process or musical idiom and style. However. Students will be encouraged to explore a range of compositional starting points and investigate a range of techniques for developing and manipulating ideas and turn them into completed pieces of music. Each piece must be based on a different Area of Study. Students will be introduced to the technical and creative skills required by a composer. 26 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . One composition must relate to the same Area of Study as either the solo performance or Ensemble performance pieces. electronic instruments (including MIDI workstations. or one composition and one arrangement. Group compositions are not acceptable. Assessment evidence In this unit students develop musical ideas in the form of compositions and/or arrangements. it should be noted that the use of technology to produce and print scores will not be assessed.Unit 2: Composing Music Unit description Composing music brings the creative aspect of music to the fore and will allow students to appreciate the process of creating music. for example sequencing. The use of technology may be assessed where appropriate using the optional criteria. This may include amplified instruments and their effects. If students wish to they may also explore the skills required for arranging music for different musical forces. sound synthesis and processing. or two arrangements. Each student submission must comprise: • a notated score (either handwritten or printed) or written commentary which must contain sufficient performance directions to allow for a realisation of the piece • a recording (on CD/MD/MP3). Students may compose for either conventional or electronic instruments.

much of the listening and appraising work for Unit 3 will involve analysis of the set works and these could easily be used as models for composing in those particular forms and styles. Indeed. It may involve changes to several of the musical elements. it is perfectly permissible to compose in any style or form within the bounds of the dates or subject of each Area of Study. Arrangement(s) may be submitted in lieu of composition(s). Area of Study 3: Popular Music in Context styles and Area of Study 4: World Music all genres and styles will be acceptable and in essence the specification encourages free composition. However. Content Skills. Controlled conditions The centre supervised time allocation for this component is 10 hours for each of the two compositions. With Area of Study 2: Music in the 20th Century. Students must submit their work in a format appropriate to the style. under this specification. if a student wishes to compose say a pastiche Baroque binary form dance. then it goes without saying that they should study examples from the repertoire in this medium. The original source material must be included in each student’s submission of coursework to enable accurate evaluation of the extent of effective change. The score may be handwritten or computer generated. Each piece will be based on a different Area of Study but need not necessarily adopt the same structure and form as one of the prescribed set works studied in Unit 3 Listening and Appraising Music. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 27 . but to score high marks an arrangement should be significantly different from the original. in Area of Study 1. the piece could take on any structure found in music during the set period of 1600-1899. it will be useful to study examples of the music in some detail. Compositions will be marked by the teacher-examiner and made available for moderation as required. It is of course. such as sonata form or binary form. This may be a fully notated score. in effect creating a new work from the original source material.Compositions may be completed at any time during the course and must be submitted for moderation in May. An arrangement is the creation of a new version of a piece of music. a lead sheet or chord chart. Therefore. It should not be a transcription of the original for different forces. knowledge and understanding In order to compose in a particular style or genre. equally valid to use a structure found in one of the set works from this Area of Study. usually scored for different resources from the original. For example. or annotated track diagrams. It should be stressed that group compositions are not acceptable. Reference should be made to page 51 for further guidance on the administration of controlled assessment.

Arrangements

Students not enclosing a score must submit a written commentary instead. This piece of writing should give a detailed description of the composition (or arrangement) and the processes used in its development. It should refer to the musical content throughout. Commentaries must contain similar information to that found in a score; details of performance indications and the composer’s intentions. A good commentary containing sufficient information for an acceptable realisation of the composer’s intentions is acceptable for any style of music. Whatever format or combination of formats is chosen, the presentation must be sufficiently clear and detailed for the moderator to be able to assess the composition or arrangement. Students must submit a score or written commentary to fulfil the requirements of the specification. Students’ work will not be moderated if they do not meet this requirement Compositions and arrangements may be completed and recorded at any time during the course. They may be realised through conventional instruments or music technology. The quality of recorded performances will not be assessed.

The score

Written commentary

28

Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008

Application of assessment grids Unit 2 – Composing Music
Account should be taken of the extent to which the student has fulfilled their chosen brief. Each composition is marked separately out of 30. 15 marks (3 x 5) are available for the core criteria. 15 marks (3 x 5) are available for criteria, which will be chosen by the teacher-examiner in relation to the nature of the composition. Compulsory core criteria (3 x 5 =15 marks) These criteria focus on the creative, imaginative and developmental aspects of composition. Criterion A Criterion B Criterion C Use and development of ideas Exploitation of the medium Structure and form

Optional criteria (3 x 5 =15 marks) Criterion D Criterion E Criterion F Criterion G Criterion H Criterion I Melody Harmony/accompaniment Texture Tempo/rhythm Dynamic contrasts Use of technology

Any three optional criteria may be chosen as appropriate to the piece. Teachers should advise students on which criteria to select.

Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008

29

Compulsory Core Criteria A Use and development of ideas

Assessment criteria
AO2 Excellent Good Competent Basic Limited Unachieved

Level of response
Makes imaginative use of ideas and conventions Ideas are developed and a good use of standard conventions Makes some use of standard conventions Makes an adequate attempt to develop the musical ideas Makes only a minimum attempt at realising and developing ideas No evidence of any development of ideas

Mark range
5 4 3 2 1 0

B

Exploitation of the medium

Assessment criteria
AO2 Excellent Good Competent Basic Limited Unachieved

Level of response
There is a demonstration of an excellent and effective selection and handling of resources, exploiting their potential to the full There is a good use of the medium and resources There is a satisfactory realisation of the resources and medium The resources are used in a functional manner although there is an adequate exploitation of the potential of the medium There is a limited attempt to use the resources No real evidence of any understanding of the medium and resources

Mark range
5 4 3 2 1 0

30

Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008

The structure is simple and clear.C Structure and Form Assessment criteria Excellent Good Competent Basic Limited Unachieved Level of response The overall structure and form is interesting and shows imaginative use of structural devices. D Melody Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response Excellent. Criteria should be chosen to take account of the student’s chosen brief and should be appropriate to the composition concerned. Mark range 5 4 3 2 1 0 Optional criteria Three to be selected. making use of appropriate structural devices revealing a recognisable form. There is an attempt to use and control structural devices most of the time. There is minimal use of structural devices resulting in a confused structure. The overall structure has a sense of proportion and development with a good use of structural devices. The melody lines display style and character Melody lines are well constructed The melody lines have some sense of shape The melody lines are functional and lack real shape Melody lines are limited Melody parts are random and meandering. Incoherent Mark range 5 4 3 2 1 0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 31 . No sense of any form or structure evident.

Rhythms are random/inappropriate tempo Mark range 5 4 3 2 1 0 32 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . Functional rhythms with little variety. A good choice of tempo and the use of interesting rhythms. Appropriate choice of tempo/rhythm.E Harmony/accompaniment Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response An extended range of chords/an effective accompaniment Good harmonic repertoire/a good accompaniment style Simple harmony/simple accompaniment style Basic use of chords. A limited awareness of rhythm/tempo. well chosen and showing some originality. exploiting texture to good effect Shows a clear awareness of texture The texture is generally appropriate Displays an adequate awareness of texture Displays only a limited awareness of texture No evidence of textural awareness Mark range 5 4 3 2 1 0 G Tempo and Rhythm Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response Exciting. Functional Limited harmonic awareness No understanding of chords and or accompaniment Mark range 5 4 3 2 1 0 F Texture Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response Sensitive awareness of textural matters.

Very poor and ineffective use of the technology which is detrimental to the piece as a whole. Limited use of dynamics. or if given. No dynamics given. Competent use of technology with only a few misjudgements. the dynamics significantly enhance the composition. Technology used in a functional manner with evidence of misjudgements. Dynamics are used to provide some contrasts in the music. they are inappropriate Mark range 5 4 3 2 1 0 I Use of Technology Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response Confident and imaginative handling of technological resources and processes. Limited use of technology with significant misjudgements throughout. Mark range 5 4 3 2 1 0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 33 . Good use of technology evident throughout the composition. Dynamics are used to good effect throughout the composition. though mainly inappropriate. sensitive and appropriate.H Dynamic Contrasts Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response Careful. Dynamics used but are only sometimes appropriate.

Criterion A Criterion B Criterion C Extent of effective change/choice of material Exploitation of the medium Impact Optional criteria (3 x 5 =15 marks) Criterion D Criterion E Criterion F Criterion G Criterion H Criterion I Criterion J Melodic interest/part writing Harmony/accompaniment Texture Tempo/rhythm Dynamic contrasts Use of technology Technical problems Any three optional criteria may be chosen as appropriate to the piece. 15 marks (3 x 5) are available for the core criteria. 34 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . Compulsory core criteria (3 x 5 =15 marks) These criteria focus on the creative and imaginative aspects of arrangement. 15 marks (3 x 5) are available for criteria chosen by the teacher-examiner in relation to the nature of the arrangement.Assessment Grids Unit 2 — Arranging Account should be taken of the extent to which the student has fulfilled their chosen brief. Each arrangement is marked separately out of 30. Teachers should advise students on which criteria to select.

Good choice of original with considerable potential for arrangement. No effort to arrange the original material 3 2 1 0 B Exploitation of the medium Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response Demonstrates excellent and effective selection and handling of resources. Poor choice of material with only one or two changes apparent. There is a limited attempt to use the resources. A Extent of effective change/choice of material Assessment criteria AO2 Excellent Good Level of response Original has excellent potential for arrangement and the end product is effectively a new piece. There is scant exploitation of the potential of the medium. Material has a modest potential for arrangement and the original has only been slightly changed. A satisfactory realisation of the resources and medium. The resources are used in a functional manner. There is a good use of the medium and resources.Compulsory core criteria (Arranging) Account should be taken of the extent to which the student has fulfilled the given or chosen brief. There is little evidence of transcription. exploiting their potential to the full. No real evidence of any understanding of the medium and resources Mark range 5 4 3 2 1 0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 35 . A significant number of additions/subtractions from the original. Mark range 5 4 Competent Basic Limited Unachieved Original can be arranged with some additions/subtractions clearly made.

Mark range 5 4 3 2 1 0 36 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . The arrangement is generally successful and significantly different from the original.C Impact Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response The arrangement works exceptionally well in new medium with a very imaginative approach to the material. The arrangement makes adequate impact on the listener most of the time. The arrangement works well and the approach displays a good degree of imagination and originality. The arrangement makes only a limited impact on the listener. No discernible impact made on the listener.

A significant amount of new harmonisation is apparent. A good number of new melodic parts are used in the arrangement. Mark range 5 4 3 2 1 0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 37 . Account should be taken of the extent to which the student has fulfilled the given or chosen brief. Only the original harmony used. D Melodic interest/part writing Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response The new melodic parts imaginatively enhance all of the arrangement. Some new chords have been introduced. There is some use of counter melody/melodic parts/passing notes etc. There is only adequate new harmonisation apparent. The original harmony is used with just the odd change of chord. There are hardly any new parts apparent. nearly all are the simple re-working of the original melody No evidence of any departure from the exact notes used in the original melody Mark range 5 4 3 2 1 0 E Harmony Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response The piece is completely and effectively (re) harmonised.Optional criteria (Arranging) Three to be selected. Criteria should be chosen to take account of the student’s chosen brief and should be appropriate to the composition concerned. Only a few additions to the original melody lines are apparent.

There is evidence of a clear awareness of texture. Mark range 5 4 3 2 1 0 G Tempo/rhythm Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response There is a display of an innovative use of tempo/rhythmic elements in producing a new version of the original. There is a sensitive use of tempo/rhythmic patterns to produce a new version. The tempo and rhythm is used in a functional manner. There is a display of only a limited awareness of texture. There is evidence of a good and appropriate texture. There is a display of some awareness of texture. New version has several examples of tempo/rhythmic change although these are sometimes mechanical. exploiting texture to good effect.F Texture Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response There is sensitive awareness of textural matters. Lack of any discernible changes in either tempo and/or rhythm Mark range 5 4 3 2 1 0 38 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . No textural awareness evident. There is a display of only a limited awareness of tempo/rhythmic change.

H Dynamic contrasts Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response There is evidence of an original and effective reworking of dynamics. Mark range 5 4 3 2 1 0 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 39 . Technological resources are generally handled well with no significant misjudgements. Mark range 5 4 3 2 1 0 I Use of technology Assessment criteria AO2 Excellent Good Competent Basic Limited Unachieved Level of response There is a confident and imaginative handling of technological resources and processes. There is good and effective use of technological processes. Displays only a limited awareness of dynamic contrasts. There is some sensible reworking of dynamic contrasts. Technological processes are used in a functional manner. There is a display of only a limited awareness of technological processes. Lack of any dynamic contrasts. There is a good reworking of dynamic contrasts. There is a lack of understanding of the handling of technology in arranging. There are only a few instances of reworked dynamics in the arrangement.

There is a display of a competent ability to deal with technical problems and an awareness of the difficulties created by the choice of medium. Mark range 5 Good 4 Competent 3 Basic Limited Unachieved 2 1 0 40 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . There is a display of scant awareness of problems presented by the new medium.J Technical problems Assessment criteria AO2 Excellent Level of response There is an excellent handling of technical problems and a high level of awareness of potential and the limitations of the new medium. There is a display of only a little understanding of the technical problems of the new medium. There is a lack of understanding of all aspects of technical problems associated with the new medium. Technical problems are handled well and show a good awareness of the potential of the new medium to solve most problems.

Handel: Chorus: And the glory of the Lord from Messiah W. F. Chopin: Prelude No 15 in D (F) Major. Buckley: Grace • Area of study 4 – World Music Capercaillie: Chuir M’Athair Mise Dhan Taigh Charraideach (Skye Waulking Song) Various: Indian music — Rag Desh Koko: African music — Yiri Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 41 . Reich: Electric Counterpoint • Area of study 3 – Popular Music in Context M. Mozart: Symphony No. 40 in G minor 1st movement F. 28 • Area of study 2 – Music in the 20th Century L. Op. Schoenberg: Peripetie S. • Area of study 1 — Western classical music 1600 – 1899 G. A. Bernstein: Something’s Coming from West Side Story A.Unit 3: Music — Listening and Appraising Unit description In this unit students develop their listening and appraising skills through the study of music across a variety of styles and genres grouped into four Areas of Study each of which contains three set works. Davis: All Blues Moby: Why does my heart feel so bad J.

The examination will be divided into two sections as follows: • Section A: Eight questions requiring students to respond to extracts of music taken from the set works on CD. • Scores may not be brought into the examination. will be used as appropriate to the extract. one-word response. The 12 marks available for the question will include reference to QWC which will be embedded into the levels of response within the mark scheme. Students study the set works for each Area of Study identifying the key musical features in each work and developing an understanding of the context in which it was composed. This section will last approximately one hour and will be worth 64 marks. Students should answer in prose. grid completion. Where a score needs to be referred to a skeleton score will be provided as part of the examination paper. 42 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . Questions will be read out on the CD and students will be informed on the question paper (and aurally on the CD) how many times each extract is to be played.Assessment evidence Assessment will take place through an examination lasting 1 hour 30 minutes set and marked by Edexcel. The 68 mark total for this section will be divided as appropriate between the eight questions – the questions will not necessarily be of equal weighting. short response and free response questions. Students will have approximately 30 minutes to complete their response. Quality of written communication Quality of Written Communication (QWC) will be assessed in Section B. developing their skills of aural perception. Each extract will be repeated a number of times appropriate to the demands of the question. Content Section A In Section A students will demonstrate their skills of aural perception by aurally identifying key musical features in the extracts typical of the Area of Study. which will be worth 16 marks. Each question will be in several parts focusing on different features of the music. They need to develop their ability to listen to music in a discriminating way. Section B: One extended response question (from a choice of two) on any one of the set works or comparing musical features across the set works within one Area of Study. melody/rhythm completion. A range of question types including multiple choice.

dynamics. timbre. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 43 . ostinati. will need to demonstrate an understanding of the following in relation to the set works within the Areas of Study: • • • • • • • • • • the musical elements (pitch. chromatic and atonal tonalities relating music to the context in which it was created identifying conventions used in different times and places using appropriate musical vocabulary expressing and justifying opinions and preferences. texture. Some knowledge of related works within the Area of Study will be given credit but is not required. swung rhythms. Students have a free choice as to which question they will answer from a choice of two each year. tempo. modal. Questions may focus on one of the set works from within the Area of Study or may require students to compare and contrast features across the three set works from the Area of Study. pentatonic. minor. dotted rhythms and triplets) identifying and discriminating between major. riffs. structure) identifying how resources are used in different combinations (identifying instruments and groups of instruments) identifying musical characteristics identifying musical and melodic devices (ornamentation. duration. In their responses to the questions in both sections students.Section B In their response to the question in section B students will be expected to identify and/or compare and contrast musical features from the set works within one Area of Study. However students will need to know how the work fits within the context of other pieces written in similar genres around the same time. use of imitation. pedal point and sequence) identifying rhythmic devices (syncopation.

44 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .

This question will require extended writing. One question chosen from two optional questions.B Assessment Assessment summary Summary of table of assessment Unit 1: Performing Music — Internally assessed Assessed requirement Solo performance Ensemble performance Assessed requirement Two compositions. Controlled conditions 10 hours maximum 10 hours maximum Controlled conditions 10 hours maximum per composition or arrangement *Unit code Xxx % of GCSE 15% 15% *Unit code Xxx % of GCSE 15% 15% *Unit code Xxx % of GCSE 40% Unit 2: Composing Music — Internally assessed 68 marks Section B 12 marks 80 marks Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 45 .Listening and Appraising — Externally assessed Assessed requirement One written paper — time: 1 hour 30 minutes All questions will relate to the set works in the Areas of Study. Total marks for the paper. The paper will be in two sections: Section A 8 compulsory questions in response to extracts of the set works that will be played on a CD during the examination. or two arrangements. or one composition and one arrangement Unit 3: Music .

Listening and appraising skills: analysing and evaluating music using musical terminology. Composing skills: creating and developing musical ideas with technical control and coherence. TOTAL 30% 30% 40% 100% Relationship of assessment objectives to units Unit number AO1 Unit 1 Unit 2 Unit 3 Total for Full Course GCSE 30% Assessment objective AO2 30% AO3 40% Total for AO1. AO2 and AO3 30% 30% 40% 100% 46 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .Assessment objectives and weightings % in GCSE A01 A02 A03 Performing skills: performing/realising with technical control. expression and interpretation.

edexcel. a copy is sent to all examinations officers.uk Students studying unitised GCSE short.org. and Entry Level aims to enhance access to the qualifications for students with disabilities and other difficulties (as defined by the Disability Discrimination Act 1995 and the amendments to the Act) without compromising the assessment of skills. • the forms to submit for requests for access arrangements and special considerations • dates for submission of the forms. Combinations of entry There are no forbidden combinations. Regulations and Guidance Relating to students who are Eligible for Adjustments in Examinations.uk/sfc) for information with regard to the Disability Discrimination Act. The information can also be found on Edexcel’s website: www. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 47 .org.uk/sfc) for: • the JCQ policy Access Arrangements and Special Considerations. Please see the Edexcel website (www.org.edexcel.edexcel. understanding or competence. single and double award qualifications are required to complete at least 40% of the overall assessment requirements as terminal assessment. Requests for access arrangements and special considerations must be addressed to: Special Requirements Edexcel One90 High Holborn London WC1V 7BH Disability Discrimination Act (DDA) Please see the Edexcel website (www. knowledge. GCSE. Access arrangements and special requirements Edexcel's policy on access arrangements and special considerations for GCE.Entering your students for assessment Student entry Details of how to enter students for this qualification can be found in Edexcel’s Information Manual.

Those which relate to sampled students must be attached to the work and sent to the moderator. Unit 2 Internal standardisation Teachers must show clearly how the marks have been awarded in relation to the assessment criteria. there must be a process of internal standardisation to ensure that there is consistent application of the assessment criteria. any student unable to provide an authentication statement will receive zero credit for the component. The control levels (high. Completion of the final score or written commentary must be conducted under supervision in the centre. task taking and task marking. Each student has between 6-10 hours in which to complete any recordings which are to be submitted for Unit 1. Any performances recorded outside the allocated time will not be accepted for submission. The summary of the controlled conditions for this specification are shown below. Students may make notes of compositional ideas under limited supervision in preparation of the final assessed work.Controlled assessment In controlled assessments. If more than one teacher in a centre is marking students’ work. provides good manageability for all involved and allows teachers to authenticate the student work confidently. Statements relating to work not sampled should be held securely in your centre. The centre supervised composition time allocation for this component is 10 hours for each of the two compositions. the moderator will inform Edexcel and the mark will be adjusted to zero. 48 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . medium or Limited are dependent on the subject) are set for each process so that the overall level of control secures validity and reliability. In accordance with a revision to the current Code of Practice. control levels are set for three linked processes: task setting. Authentication All students must sign an authentication statement. Summary of conditions for controlled assessment Unit 1 Students must be supervised regularly throughout the course in the preparation of their performances. Where credit has been awarded by a centre-assessor to sampled work without an accompanying authentication statement. A signed authentication statement must accompany all submissions for Units 1 and 2.

jcq. For up-to-date advice on malpractice and plagiarism.uk. mark submission and moderation procedures. which is available on the Edexcel website. please refer to the Joint Council for Qualifications (JCQ) Suspected Malpractice in Examinations: Policies and Procedures and Instructions for conducting coursework/portfolio documents on the JCQ website (www.org. For up-to-date advice on teacher involvement. please refer to the GCSE in Music: Instructions and administrative documentation for internally assessed units document.uk).Further information For more information on annotation. please refer to the Joint Council for Qualifications (JCQ) Instructions for conducting coursework/portfolio document on the JCQ website: www. authentication. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 49 .org.jcq.

awarding and certification of this qualification will comply with the requirements of the current GCSE/GCE Code of Practice for courses starting in September 2009. Unit results The minimum uniform marks required for each grade for each unit: Unit 1 Unit grade Maximum uniform mark = 90 *A 81 A 72 B 63 C 54 D 45 E 36 F 27 G 18 Students who do not achieve the standard required for a grade G will receive a uniform mark in the range 0–17. The coursework controlled assessment for Unit 1 and Unit 2 will be submitted only in the June series of examinations. which is published by the Qualifications and Curriculum Authority. Awarding and reporting The grading. The GCSE qualification will be graded and certificated on an eightgrade scale from A* to G. Students whose level of achievement is below the minimum judged by Edexcel to be of sufficient standard to be recorded on a certificate will receive an unclassified U result.Your student assessment opportunities The first assessment opportunity for Unit 1. ie in mid-May. Unit 2 and Unit 3 of this qualification will take place in the June 2011 series and in each following June series for the lifetime of the specification. Unit 2 Unit grade Maximum uniform mark = 90 *A 81 A 72 B 63 C 54 D 45 E 36 F 27 G 18 Students who do not achieve the standard required for a grade G will receive a uniform mark in the range 0–17. 50 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . Individual unit results will be reported.

The best available result for each contributing unit will count towards the final grade. Results of units will be held in Edexcel’s unit bank for as many years as this specification remains available. Qualification results The minimum uniform marks required for each grade: GCSE Cash-in code Qualification grade Maximum uniform mark = 300 *A 270 A 240 B 210 C 180 D 150 E 120 F 90 G 60 Students who do not achieve the standard required for a grade G will receive a uniform mark in the range 0–59. Language of assessment Assessment of this specification will be available in English only. Assessment materials will be published in English only and all work submitted for examination and moderation must be produced in English. all unit results are deemed to be used up at that level. Once the qualification has been certificated. Resitting of units Students can resit the assessment requirements for an internally and externally assessed unit once before claiming certification for the qualification. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 51 . These results cannot be used again towards a further award of the same qualification at the same level. For internally assessed units students will need to retake the entire assessment requirements for that unit.Unit 3 Unit grade Maximum uniform mark = 120 *A 108 A 96 B 84 C 72 D 60 E 48 F 36 G 24 Students who do not achieve the standard required for a grade G will receive a uniform mark in the range 0–23.

uk/ Student recruitment Edexcel’s access policy concerning recruitment to our qualifications is that: • they must be available to anyone who is capable of reaching the required standard • they must be free from barriers that restrict access and progression • equal opportunities exist for all students. Stretch and challenge Students can be stretched and challenged in all units through the use of different assessment strategies. grammar and punctuation in order to make the meaning clear • select and use a form and style of writing appropriate to purpose and to complex subject matter • organise relevant information clearly and coherently. evaluate. Malpractice and plagiarism For up-to-date advice on malpractice and plagiarism.Quality of written communication Students will be assessed on their ability to: • write legibly. using specialist vocabulary when appropriate. 52 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . with accurate use of spelling. discuss.jcq. case studies etc. please refer to the Joint Council for Qualifications Suspected Malpractice in Examinations: Policies and Procedures document on the JCQ website http://www. for example: • using a variety of stems in questions – for example analyse.org. compare • ensuring connectivity between sections of questions • a requirement for extended writing • use of a wider range of question types to address different skills – for example open-ended questions.

and traditions. Grade C Students sing and/or play music with control. They make critical judgements about their own and others music using an accurate and extensive musical vocabulary. They sing and/or play music with a sense of style. * At each. use conventions. command of the resources used and making appropriate gradations of tempo. They compose music which shows a coherent and imaginative development of musical ideas and consistency of style and fulfils a brief. They compose music which shows ability to develop musical ideas. They make critical judgements about their own and others’ music using a musical vocabular. They compose music which shows some ability to organise musical ideas and use appropriate resources in response to a brief.Progression Progression from the Edexcel GCSE in Music can lead to study in: • GCE in Music • GCE in Music Technology • BTEC Level 3 National Award in Music and Music Technology • BTEC Level 3 National Certificate in Music and Music Technology • BTEC Level 3 National Diploma in Music and Music Technology • Advanced Diploma: Creative and Media Grade descriptions Grade A Students explore the expressive potential of musical resources and conventions used in selected genres. They describe musical features using a simple musical vocabulary. make improvements to their own work and offer some justification of opinions expressed. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 53 . explore the potential of musical structures and resources and fulfils a brief. making expressive use of phrase and dynamics appropriate to the style and mood of the music. students must demonstrate aural perception and musical knowledge and understanding as described in Sections 6 to 14 of the specification. dynamics and balance. Grade F Students sing and/or play music with some fluency and control of the resources used.

54 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .

com Website: www. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 55 . You can find out more information about our published resources at www.edexcel.uk/endorsed Please note that while resources are checked at the time of publication. materials may be withdrawn from circulation and website locations may change.edexcel.uk Endorsed resources Edexcel also endorses some additional materials written to support this qualification.org.org. support and training Edexcel aims to provide the most comprehensive support for our qualifications.org. please visit www.edexcel. For up-to-date information about endorsed resources. The resources include: • Teacher’s File.uk/gcse2009-music Edexcel resources Edexcel publications You can order further copies of the specification and sample assessment materials (SAMs) documents from: Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN Telephone: 01623 467467 Fax: 01623 450481 Email: publications@linneydirect. We are publishing a dedicated suite of resources for teachers written by qualification and teaching experts. Any resources bearing the Edexcel logo have been through a quality assurance process to ensure complete and accurate support for the specification.C Resources.

that provides direct email access to senior subject specialists who will be able to answer any questions you might have about this or any other specification.org. Examzone – The Examzone site is aimed at students sitting external examinations and gives information on revision.org. Skills maps that show performance according to the specification topic being tested are available for some subjects. One of our customer services team will log your query. You can read a biography for all of them and learn more about this unique service on our website at www. advice from examiners and guidance on results. find an answer and send it to you.examzone. re-sitting and progression opportunities. your centre and similar centres can be generated in ‘one-click’.edexcel. you can choose to submit it straight to us. If you don’t find an answer to your question.uk.edexcel. classes. Further services for students – many of which will also be of interest to parents – will be available in the near future. including re-marking. and students by providing detailed analysis of examination performance. moderators or verifiers and they will answer your email personally. 56 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 . For further information about which subjects will be analysed through ResultsPlus. launched in 2007.uk/ask or by going to the main website and selecting the Ask Edexcel menu item on the left. senior management teams.co.uk/asktheexpert Ask Edexcel – Ask Edexcel is Edexcel’s online question and answer service. The service allows you to search through a database of thousands of questions and answers on everything Edexcel offers.edexcel. ResultsPlus – ResultsPlus is an application launched by Edexcel to help subject teachers. This way the volume of helpful information that can be accessed via the service is growing all the time. All of our specialists are senior examiners. and for information on how to access and use the service.Edexcel support services Edexcel has a wide range of support services to help you implement this qualification successfully. Links to this site can be found on the main homepage at www. Reports that compare performance between subjects. please visit www.org. You can access it at www.uk/resultsplus Ask the Expert – Ask the Expert is a new service. They’ll also consider adding it to the database if appropriate.

org.Training A programme of professional development and training courses. Full details can be obtained from: Professional Development and Training Edexcel One90 High Holborn London WC1V 7BH Telephone: 0844 576 0027 trainingenquiries@edexcel. will be arranged by Edexcel each year on a regional basis.uk Email: www.edexcel.uk Website: Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 57 .org. covering various aspects of the specification and examination.

58 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .

D Appendices Appendix 1 Appendix 2 Appendix 3 Key skills Wider curriculum Codes 61 63 65 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 59 .

60 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .

1 ICT2.2 C2.1 LP2.2 WO2.3 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 61 .1a C2.3 Key skills Unit 1 Unit 2 Unit 3 Information and communication technology ICT2.2 ICT2.3 Improving own learning and performance LP2.3 Working with others WO2.2 LP2.Appendix 1 Signposting Key skills (Level 2) Communication C2.1b C2.1 WO2.

Development suggestions Please refer to the Edexcel website for key skills development suggestions. 62 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .

Appendix 2 Signposting Issue Spiritual Moral Ethical Social Cultural Citizenship Environmental European initiatives Health and safety Wider curriculum Unit 1 Unit 2 Unit 3 - Development suggestions GCSE Opportunities for development or internal assessment Please refer to the Edexcel website for key skills development suggestions. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 63 .

64 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .

Centres will need to use the entry codes only when entering students for their examination. This is the code that features in the DfES Funding Schedule. Centres should be aware that students who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the school and college performance tables. Code number National Qualifications Framework (NQF) codes The QANs for the qualifications in this publication are: Unit codes Cash-in codes Entry codes Please refer to the Edexcel Information Manual. The QCA National Qualifications Framework (NQF) code is known as a Qualification Accreditation Number (QAN). Centres will need to use the entry codes only when entering students for their qualification. Sections 96 and 97. This unit code is used as an entry code to indicate that a student wishes to take the assessment for that unit. Each unit is assigned a unit code. available on the Edexcel website. and is to be used for all qualification funding purposes. Each qualification title is allocated a QCA National Qualifications Framework (NQF) code. The QCA QAN is the number that will appear on the student’s final certification documentation. The entry codes are used to: • aggregate the student’s unit or component scores to obtain the overall grade for the qualification. The cash-in code is used as an entry code to aggregate the student’s unit scores to obtain the overall grade for the qualification.Appendix 3 Type of code National classification codes Codes Use of code Every qualification is assigned to a national classification code indicating the subject area to which it belongs. Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 65 .

66 Specification – Edexcel GCSE in Music – Draft 1 – September 2008 © Edexcel Limited 2008 .

Edexcel would like to thank all those who contributed their time and expertise to its development. consultants and other interested parties. which may be subject to change. This includes the ability to provide detailed performance data to teachers and students which help to raise attainment. a Pearson company. colleges. Qualifications include GCSE. We deliver 9. offering academic and vocational qualifications and testing to more than 25. Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. magazines and other publications and websites. employers and other places of learning in the UK and in over 100 countries worldwide. recognised by employers and higher education institute worldwide.) Authorised by Roger Beard Prepared by Brian Ingram Publications code Xxx All the material in this publication is copyright © Edexcel Limited 2008 . References to third-party material made in this specification are made in good faith. is the UK's largest awarding body.Edexcel. approve or accept responsibility for the content of materials. NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas. or any opinions expressed therein.4 million exam scripts each year. (Material may include textbooks. Acknowledgements This specification has been produced by Edexcel on the basis of consultation with teachers. AS and A Level. As part of Pearson. examiners. journals. with more than 90% of exam papers marked onscreen annually. Edexcel does not endorse.000 schools.

Mansfield.uk Edexcel Limited.Further copies of this publication are available from Edexcel Publications.org.edexcel. London WC1V 7BH. 4496750 Registered Office: One90 High Holborn. Registered in England and Wales No. Notts NG18 4FN Telephone 01623 467467 Fax 01623 450481 Email: publications@linneydirect. Adamsway.com Publications Code Xxx September 2008 For more information on Edexcel and BTEC qualifications please visit our website: www. VAT Reg No 780 0898 07 .