Pearsn BTEC Level 3 Natinal Extended Diplma in Music Specificatin First teaching September 2016 Versin 1.0
Edexcel, BTEC and LCCI qualificatins Edexcel, BTEC and LCCI qualificatins are awarded by Pearsn, the UK s largest awarding bdy ffering academic and vcatinal qualificatins that are glbally recgnised and benchmarked. Fr further infrmatin, please visit ur qualificatin websites at www.edexcel.cm, www.btec.c.uk r www.lcci.rg.uk. Alternatively, yu can get in tuch with us using the details n ur cntact us page at qualificatins.pearsn.cm/cntact us Abut Pearsn Pearsn is the wrld's leading learning cmpany, with 40,000 emplyees in mre than 70 cuntries wrking t help peple f all ages t make measurable prgress in their lives thrugh learning. We put the learner at the centre f everything we d, because wherever learning flurishes, s d peple. Find ut mre abut hw we can help yu and yur learners at qualificatins.pearsn.cm References t third-party material made in this specificatin are made in gd faith. We d nt endrse, apprve r accept respnsibility fr the cntent f materials, which may be subject t change, r any pinins expressed therein. (Material may include textbks, jurnals, magazines and ther publicatins and websites.) ISBN 9781446928141 All the material in this publicatin is cpyright Pearsn Educatin Limited 2015
Welcme With a track recrd built ver 30 years f learner success, BTEC Natinals are widely recgnised by industry and higher educatin as the signature vcatinal qualificatin at Level 3. They prvide, prgressin t the wrkplace either directly r via study at a higher level. Prf cmes frm YuGv research, which shws that 62% f large cmpanies have recruited emplyees with BTEC qualificatins. What s mre, well ver 100,000 BTEC student s apply t UK universities every year and their BTEC Natinals are accepted by ver 150 UK universities and higher educatin institutes fr relevant degree prgrammes either n their wn r in cmbinatin with A Levels. Why are BTECs s successful? BTECs embdy a fundamentally learner-centred apprach t the curriculum, with a flexible, unit-based structure, knwledge applied in prject-based assessments. They fcus n the hlistic develpment f the practical, interpersnal and thinking skills required t be able t succeed in emplyment and higher educatin. When creating the BTEC Natinals in this suite, we wrked with many emplyers, higher educatin prviders, clleges and schls t ensure that their needs are met. Emplyers are lking fr recruits with a thrugh grunding in the latest industry requirements and wrk-ready skills such as teamwrk. Higher educatin needs students wh have experience f research, extended writing and meeting deadlines. We have addressed these requirements with: a range f BTEC sizes, each with a clear purpse, s there is smething t suit each learner s chice f study prgramme and prgressin plans refreshed cntent that is clsely aligned with emplyers and higher educatin needs fr a skilled future wrkfrce assessments and prjects chsen t help learners prgress t the next stage. This means sme are set by yu t meet lcal needs, while thers are set and marked by Pearsn s that there is a cre f skills and understanding that is cmmn t all learners. Fr example, a written test can be used t check that learners are cnfident in using technical knwledge t carry ut a certain jb. We are prviding a wealth f supprt, bth resurces and peple, t ensure that learners and their tutrs have the best pssible experience during their curse. See Sectin 10 fr details f the supprt we ffer. A wrd t learners Tday s BTEC Natinals are demanding, as yu wuld expect f the mst respected applied learning qualificatin in the UK. Yu will have t chse and cmplete a range f units, be rganised, take sme assessments that we will set and mark, and keep a prtfli f yur assignments. But yu can feel prud t achieve a BTEC because, whatever yur plans in life whether yu decide t study further, g n t wrk r an apprenticeship, r set up yur wn business yur BTEC Natinal will be yur passprt t success in the next stage f yur life. Gd luck, and we hpe yu enjy yur curse.
Cllabrative develpment Students cmpleting their BTEC Natinals in Music will be aiming t g n t emplyment, ften via the stepping stne f higher educatin. It was, therefre, essential that we develped these qualificatins in clse cllabratin with experts frm prfessinal bdies, businesses and universities, and with the prviders wh will be delivering the qualificatins. T ensure that the cntent meets prviders needs and prvides high-quality preparatin fr prgressin, we engaged experts. We are very grateful t all the university and further educatin lecturers, teachers, emplyers, prfessinal bdy representatives and ther individuals wh have generusly shared their time and expertise t help us develp these new qualificatins. In additin, universities, prfessinal bdies and businesses have prvided letters f supprt cnfirming that these qualificatins meet their entry requirements. These letters can be viewed n ur website.
Cntents Intrductin t BTEC Natinal qualificatins fr the music sectr 1 Qualificatins, sizes and purpses at a glance 2 Qualificatin and unit cntent 4 Assessment 4 Grading fr units and qualificatins 6 Recgnitin by UCAS 6 1 Qualificatin purpse 7 2 Structure 10 3 Units 12 Understanding yur units 12 Index f units 15 4 Planning yur prgramme 198 5 Assessment structure and external assessment 201 Intrductin 201 Internal assessment 201 External assessment 201 6 Internal assessment 203 Principles f internal assessment 203 Setting effective assignments 205 Making valid assessment decisins 207 Planning and recrd-keeping 209 7 Administrative arrangements 210 Intrductin 210 Learner registratin and entry 210 Access t assessment 210 Administrative arrangements fr internal assessment 211 Administrative arrangements fr external assessment 212 Dealing with malpractice in assessment 214 Certificatin and results 216 Additinal dcuments t supprt centre administratin 216 8 Quality assurance 217 9 Understanding the qualificatin grade 219 10 Resurces and supprt 224 Supprt fr setting up yur curse and preparing t teach 224 Supprt fr teaching and learning 225 Supprt fr assessment 225 Training and supprt frm Pearsn 226 Appendix 1 Links t industry standards 227 Appendix 2 Glssary f terms used fr internally-assessed units 228
Intrductin t BTEC Natinal qualificatins fr the music sectr This specificatin cntains the infrmatin yu need t deliver the Pearsn BTEC Level 3 Natinal Extended Diplma in Music. The specificatin signpsts yu t additinal handbks and plicies. It includes all the units fr this qualificatin. This qualificatin is part f the suite f Music qualificatins ffered by Pearsn. In the suite there are qualificatins that fcus n different prgressin rutes, allwing learners t chse the ne best suited t their aspiratins. All qualificatins in the suite share sme cmmn units and assessments, allwing learners sme flexibility in mving between sizes. The qualificatin titles are given belw with the size f the qualificatin in guided learning hurs (GLH). Sme BTEC Natinal qualificatins prvide a brad intrductin that gives learners transferable knwledge and skills. These qualificatins are fr pst-16 learners wh want t cntinue their educatin thrugh applied learning. The qualificatins prepare learners fr a range f higher educatin curses and jb rles related t a particular sectr. They prvide prgressin either by meeting entry requirements in their wn right r by being accepted alngside ther qualificatins at the same level and adding value t them. In the music sectr these qualificatins are: Pearsn BTEC Level 3 Natinal Extended Certificate in Music (360 GLH) 601/7090/6 Pearsn BTEC Level 3 Natinal Fundatin Diplma in Music (510 GLH) 601/7092/X Pearsn BTEC Level 3 Natinal Diplma in Music (720 GLH) 601/7089/X Pearsn BTEC Level 3 Natinal Extended Diplma in Music (1080 GLH) 601/7091/8 Sme BTEC Natinal qualificatins are fr pst-16 learners wishing t specialise in a specific industry, ccupatin r ccupatinal grup. The qualificatins give learners specialist knwledge and skills, enabling entry t an Apprenticeship r ther emplyment, r prgressin t related higher educatin curses. Learners taking these qualificatins must have a significant level f emplyer invlvement in their prgrammes. This specificatin signpsts all the ther essential dcuments and supprt that yu need as a centre in rder t deliver, assess and administer the qualificatin, including the staff develpment required. A summary f all essential dcuments is given in Sectin 7. Infrmatin n hw we can supprt yu with this qualificatin is given in Sectin 10. The infrmatin in this specificatin is crrect at the time f publicatin. August 2015 Pearsn Educatin Limited 2015 1
Qualificatins, sizes and purpses at a glance Title Size and structure Summary purpse Pearsn BTEC Level 3 Natinal Extended Certificate in Music Pearsn BTEC Level 3 Natinal Fundatin Diplma in Music Pearsn BTEC Level 3 Natinal Diplma in Music Pearsn BTEC Natinal Extended Diplma in Music 360 GLH Equivalent in size t ne A Level. 4 units f which 3 are mandatry and 2 are external. Mandatry cntent (83%). External assessment (58%). 510 GLH Equivalent in size t 1.5 A Levels. 6 units f which 4 are mandatry and 2 are external. Mandatry cntent (76%). External assessment (41%). 720 GLH Equivalent in size t tw A Levels. 8 units f which 6 are mandatry and 3 are external. Mandatry cntent (83%) External assessment (46%). 1080 GLH Equivalent in size t three A Levels. 13 units f which 7 are Mandatry and 4 are external. Mandatry cntent (66%) External assessment (42%). Designed t supprt prgressin t higher educatin when taken as part f a prgramme f study that includes ther apprpriate BTEC Natinals r A Levels. The prgramme cvers brad basis f study fr the music sectr with a fcus n perfrmance, persnal instrumental technique develpment, music thery and prfessinal practice. Designed as a ne-year, full-time curse cvering the fundamentals in the music sectr with ptinal areas f study including music prmtin, thery and harmny. This supprts prgressin t an apprenticeship in the music sectr, r t a further year f study at Level 3. It wuld als supprt prgressin t higher educatin if taken as part f a prgramme f study that included ther BTEC Natinals r A Levels. Designed t be the substantive part f a 16 19 study prgramme fr learners wanting a strng cre f sectr study and a fcus n the music industry with ptinal areas such as music arrangement, cmpsitin and sftware skills. It may be cmplemented with ther BTEC Natinals r A Levels r nnqualificatin elements t supprt prgressin t specific jb rles r t higher educatin curses in music. Designed as a tw-year, full-time curse that fully meets the entry requirements fr learners wanting t prgress within the music industry cvering ptinal areas such as vcal develpment and music fr mving image. Prgress culd be either directly int emplyment, hwever it is expected that the majrity f learners will have the skills, knwledge and understanding t prgress int higher educatin curses t study music with a strng perfrmance element. 2 August 2015 Pearsn Educatin Limited 2015
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Qualificatin and unit cntent Pearsn has develped the cntent f the new BTEC Natinals in cllabratin with emplyers and representatives frm higher educatin and relevant prfessinal bdies. In this way, we have ensured that cntent is up t date and that it includes the knwledge, understanding, skills and attributes required in the sectr. Each qualificatin in the suite has its wn purpse. The mandatry and ptinal cntent prvides a balance f breadth and depth, while retaining a degree f chice fr individual learners t study cntent relevant t their wn interests and prgressin chices. Als, the cntent may be applied during delivery in a way that is relevant t lcal emplyment needs. The prprtin f mandatry cntent has been increased t ensure that all learners are fllwing a cherent prgramme f study and acquiring the knwledge, understanding and skills that will be recgnised and valued. BTEC Natinals have always required applied learning that brings tgether knwledge and understanding (the cgnitive dmain) with practical and technical skills (the psychmtr dmain). This is achieved thrugh learners perfrming vcatinal tasks that encurage the develpment f apprpriate vcatinal behaviurs (the affective dmain) and transferable skills. Transferable skills are thse such as cmmunicatin, teamwrk, research and analysis, which are valued in bth higher educatin and the wrkplace. Our apprach prvides rigur and balance, and prmtes the ability t apply learning immediately in new cntexts. Further details can be fund in Sectin 2. Assessment Assessment is specifically designed t fit the purpse and bjective f the qualificatin. It includes a range f assessment types and styles suited t vcatinal qualificatins in the sectr. There are three main frms f assessment that yu need t be aware f: external, internal and synptic. Externally-assessed units Each external assessment fr a BTEC Natinal is linked t a specific unit. All f the units develped fr external assessment are f 90 r 120 GLH t allw learners t demnstrate breadth and depth f achievement. Each assessment is taken under specified cnditins, then marked by Pearsn and a grade awarded. The styles f external assessment used fr qualificatins in the Music suite are: examinatins all learners take the same assessment at the same time, nrmally with a written utcme set tasks learners take the assessment during a defined windw and demnstrate understanding thrugh cmpletin f a vcatinal task. Sme external assessments include a perid f preparatin using set infrmatin. External assessments are available nce r twice a year and learners can have nly ne resit attempt during the prgramme. Fr detailed infrmatin n the external assessments fr, please see the table in Sectin 2. Fr further infrmatin n preparing fr external assessment see Sectin 5. 4 August 2015 Pearsn Educatin Limited 2015
Internally assessed units Mst units in the sectr are internally assessed and subject t external standards verificatin. This means that yu set and assess the assignments that prvide the final summative assessment f each unit, using the examples and supprt that Pearsn prvides. Befre yu assess yu will need t becme an apprved centre, if yu are nt ne already. Yu will need t prepare t assess using the guidance in Sectin 6. In line with the requirements and guidance fr internal assessment, yu select the mst apprpriate assessment styles accrding t the learning set ut in the unit. This ensures that learners are assessed using a variety f styles t help them develp a brad range f transferable skills. Learners culd be given pprtunities t: write up the findings f their wn research perfrm use case studies t explre cmplex r unfamiliar situatins carry ut prjects fr which they have chice ver the directin and utcmes demnstrate practical and technical skills using apprpriate instruments and techniques. Yu will make grading decisins based n the requirements and supprting guidance given in the units. Learners may nt make repeated submissins f assignment evidence. Fr further infrmatin see Sectin 6. Synptic assessment Synptic assessment requires learners t demnstrate that they can identify and use effectively, in an integrated way, an apprpriate selectin f skills, techniques, cncepts, theries and knwledge frm acrss the whle sectr as relevant t a key task. Nrmally, a synptic assessment is ne that a learner wuld take later in a prgramme as they are expected t be able t draw n a range f learning. Synptic units may be internally r externally assessed. The particular unit that yu will need t treat synptically fr this qualificatin is shwn in the structure in Sectin 2. Language f assessment Assessment f the internal and external units fr these qualificatins will be available in English. All learner wrk must be in English. A learner taking the qualificatins may be assessed in British r Irish Sign Language where it is permitted fr the purpse f reasnable adjustment. Fr infrmatin n reasnable adjustments see Sectin 6. August 2015 Pearsn Educatin Limited 2015 5
Grading fr units and qualificatins Units are assessed using a grading scale f Distinctin, Merit, Pass and Unclassified. All mandatry and ptinal units cntribute prprtinately t the verall qualificatin grade, fr example a unit f 120 GLH will cntribute duble that f a 60 GLH unit. There is n unit grade f D*. Fr external units nly a grade f N may be awarded fr learners nt gaining enugh marks fr a P grade. This is t ensure that learners are awarded apprpriately fr the achievement they have demnstrated. Qualificatins in the suite are graded using a scale f P t D*, r PP t D*D*, r PPP t D*D*D* Please see Sectin 9 fr mre details. The relatinship between qualificatin grading scales and unit grades will be subject t regular review as part f Pearsn s standards mnitring prcesses n the basis f learner perfrmance and in cnsultatin with key users f the qualificatin. Recgnitin by UCAS We are in cnsultatin with UCAS t ensure that these BTEC Natinals will cntinue t meet higher educatin requirements. Please g t the UCAS website fr full details f pints allcated. 6 August 2015 Pearsn Educatin Limited 2015
1 Qualificatin purpse Pearsn BTEC Level 3 Natinal Extended Diplma in Music In this sectin yu will find infrmatin n the purpse f this qualificatin and hw its design meets that purpse thrugh the qualificatin bjective and structure. We publish a full Statement f Purpse fr each qualificatin n ur website. These statements are designed t guide yu and ptential learners t make the mst apprpriate chice abut the size f qualificatin suitable at recruitment. Wh is this qualificatin fr? The Pearsn BTEC Level 3 Natinal Extended Diplma in Music is an Applied General qualificatin. It is fr pst-16 learners wh want t cntinue their educatin thrugh applied learning and wh aim t prgress t higher educatin and ultimately t emplyment in the music sectr. The qualificatin is wide-ranging and equivalent in size t three A Levels, and it has been designed as a full tw-year prgramme. Learners wh wish t take this qualificatin will have successfully cmpleted a Level 2 prgramme f learning with GCSEs and ptentially sme vcatinal qualificatins. What des this qualificatin cver? The cntent f this qualificatin has been develped in cnsultatin with academics t ensure that it supprts prgressin t higher educatin. Emplyers and prfessinal bdies have als been invlved and cnsulted t cnfirm that the cntent is apprpriate and cnsistent with current practice fr learners planning t enter emplyment directly in the music sectr. The bjective f this qualificatin is t give learners experience f the breadth and depth f the sectr that will prepare them fr further study r training. This includes the pprtunity fr learners t chse several tpics frm a selectin f ptins reflecting the prgressin pathways in music. Learners taking this qualificatin will study seven mandatry units: Music Perfrmance Brief Music Skills Develpment Creating a Music Prduct Music Cmpsitin Brief Prfessinal Practice in the Music Industry Music in Cntext Critical Listening. As the cre cntent is equivalent in size t tw A Levels, higher educatin representatives have cnfirmed that it is apprpriate t allw learners t chse their six ptin units frm a wide range s that they can explre their wn chice f areas fr further study. The ptinal units have been designed t supprt prgressin t music curses in higher educatin, and t link with relevant ccupatinal areas. They cver cntent areas such as: Arranging Music Cmpsing Music Music Prmtin Live Music Events. What culd this qualificatin lead t? In additin t the music sectr-specific cntent utlined abve this qualificatin gives learners transferable and higher rder skills that are valued by higher educatin prviders and emplyers. Fr example, they will learn hw t independently develp their skills f evaluatin, reflectin and justificatin thrugh Unit 15 Music Investigatin and persnal practice and reflectin thrugh the varius musicianship units. August 2015 Pearsn Educatin Limited 2015 7
Unit 4: Music Cmpsitin Brief is a synptic unit where learners identify and apply the cncepts and theries develped in previus units, s demnstrating understanding in an integrated way. The qualificatin is intended t carry UCAS pints and is recgnised by higher educatin prviders as meeting admissin requirements fr many relevant curses, fr example: BSc (Hns) in Music Cmpsitin BA (Hns) in Music BA (Hns) in Music Perfrmance, Prductin and Cmpsitin BMus (Hns) in Music (Perfrmance) BA (Hns) in Creative Musicianship BMus (Hns) in Cntemprary Music Perfrmance. Learners shuld always check the entry requirements fr degree prgrammes specific higher educatin prviders. Hw des the qualificatin prvide emplyability skills? In the BTEC Natinal units there are pprtunities during the teaching and learning phase t give learners practice in develping emplyability skills. Where emplyability skills are referred t in this specificatin, we are generally referring t skills in the fllwing three main categries: cgnitive and prblem-slving skills: use critical thinking, apprach nn-rutine prblems applying expert and creative slutins, use systems and technlgy intrapersnal skills: cmmunicating, wrking cllabratively, negtiating and influencing, self-presentatin interpersnal skills: self-management, adaptability and resilience, self-mnitring and develpment. There are als specific requirements in sme units fr assessment f these skills where relevant, fr example, where learners are required t undertake real r simulated activities. 8 August 2015 Pearsn Educatin Limited 2015
Hw des the qualificatin prvide transferable knwledge and skills fr higher educatin? All BTEC Natinals prvide transferable knwledge and skills that prepare learners fr prgressin t university. The transferable skills that universities value include: the ability t learn independently the ability t research actively and methdically t be able t give presentatins and be active grup members. BTEC learners can als benefit frm pprtunities fr deep learning where they are able t make cnnectins amng units and select areas f interest fr detailed study. BTEC Natinals prvide a vcatinal cntext in which learners can develp the knwledge and skills required fr particular degree curses, including: effective writing analytical skills creative develpment and perfrmance skills preparatin fr assessment methds used in degrees. August 2015 Pearsn Educatin Limited 2015 9
2 Structure Qualificatin structure Pearsn BTEC Level 3 Natinal Extended Diplma in Music Mandatry units There are 7 mandatry units that learners must cmplete, 3 internal and 4 external. Optinal units Learners must cmplete at least 6 ptinal units. Pearsn BTEC Level 3 Natinal Extended Diplma in Music Unit number Unit title GLH Type Hw assessed 1 Music Perfrmance Brief 90 Mandatry Internal 2 Music Skills Develpment 90 Mandatry Internal 3 Creating a Music Prduct 90 Mandatry Internal 4 Music Cmpsitin Brief 120 Mandatry Synptic 5 Prfessinal Practice in the Music Industry 90 Mandatry External External 6 Music in Cntext 120 Mandatry External 7 Critical Listening 120 Mandatry External 8 Arranging Music 60 Optinal Internal 9 Cmpsing Music 60 Optinal Internal 10 Explring Thery and Harmny 60 Optinal Internal 11 Music and Sund fr the Mving Image 12 Cntemprary Sngwriting Techniques 60 60 Optinal Optinal Internal Internal 13 Music Prmtin 60 Optinal Internal 14 Live Music Events 60 Optinal Internal 15 Music Investigatin 60 Optinal Internal 16 Cntemprary Art Music in Practice 60 Optinal Internal 17 Sl Perfrmance 60 Optinal Internal 18 Music Ensembles 60 Optinal Internal 19 Music Perfrmance Sessin Styles 60 Optinal Internal 20 Vcal Develpment 60 Optinal Internal 21 Imprvising Music 60 Optinal Internal 22 Music Sftware Skills 60 Optinal Internal 10 August 2015 Pearsn Educatin Limited 2015
External assessment This is a summary f the type and availability f external assessment, which is 42% f the ttal qualificatin GLH. See Sectin 5 and the units and sample assessment materials fr mre infrmatin. Unit Type Availability Unit 4: Music Cmpsitin Brief Unit 5: Prfessinal Practice in the Music Industry Unit 6: Music in Cntext Unit 7: Critical Listening A task set and marked by Pearsn and cmpleted under supervised cnditins The supervised assessment perid is a maximum f 12 hurs within a ne week perid timetabled by Pearsn Written submissin and cmpsitin evidence 75 marks A task set and marked by Pearsn cnsisting f Part A and Part B Part A is cmpleted in 4 hurs within a ne week perid timetabled by Pearsn Part B is a supervised assessment cmpleted in 3 hurs within a tw day perid timetabled by Pearsn Written submissin 75 marks A task set and marked by Pearsn cnsisting f Part A and Part B Part A is cmpleted in 3 hurs within a ne week perid timetabled by Pearsn Part B is a supervised assessment cmpleted in 3 hurs within a tw day perid timetabled by Pearsn Written submissin 70 marks 2 hur exam On a date stipulated by Pearsn Written submissin 75 marks May/June frm 2017 nwards May/June frm 2017 nwards May/June frm 2017 nwards January and May/June frm 2018 nwards Synptic assessment The mandatry synptic unit requires learners t apply learning frm acrss the qualificatin in the cmpletin f a defined vcatinal task. Fr Unit 4: Music Cmpsitin Brief, learners respnd t an industry-specific scenari in which they are required t cmpse and recrd a piece f music. This will draw tgether underpinning skills, knwledge and understanding frm their studies f the sectr and require bth transferable and specialist knwledge and skills. In delivering the unit yu shuld ensure that learners understand that the assessment will draw n the cntent frm acrss the qualificatin. Emplyer invlvement in assessment and delivery Yu are encuraged t give learners pprtunities t be invlved with emplyers. See Sectin 4 fr mre infrmatin. August 2015 Pearsn Educatin Limited 2015 11
3 Units Understanding yur units The units in this specificatin set ut ur expectatins f assessment in a way that helps yu t prepare yur learners fr assessment. The units help yu t undertake assessment and quality assurance effectively. Each unit in the specificatin is set ut in a similar way. There are tw types f unit frmat: internal units external units. This sectin explains hw the units wrk. It is imprtant that all teachers, assessrs, internal verifiers and ther staff respnsible fr the prgramme review this sectin. Internal units Sectin Unit number Unit title Level Unit type GLH Unit in brief Unit intrductin Learning aims Summary f unit Cntent Explanatin The number is in a sequence in the sectr. Numbers may nt be sequential fr an individual qualificatin. This is the frmal title that we always use and it appears n certificates. All units are at Level 3 n the natinal framewrk. This shws if the unit is internal r external nly. See structure infrmatin in Sectin 2 fr full details. Units may have a GLH value f 120, 90 r 60 GLH. This indicates the numbers f hurs f teaching, directed activity and assessment expected. It als shws the weighting f the unit in the final qualificatin grade. A brief frmal statement n the cntent f the unit that is helpful in understanding its rle in the qualificatin. Yu can use this in summary dcuments, brchures etc. This is designed with learners in mind. It indicates why the unit is imprtant, hw learning is structured, and hw learning might be applied when prgressing t emplyment r higher educatin. These help t define the scpe, style and depth f learning f the unit. Yu can see where learners shuld be learning standard requirements ( understand ) r where they shuld be actively researching ( investigate ). Yu can find ut mre abut the verbs we use in learning aims in Appendix 2. This new sectin helps teachers t see at a glance the main cntent areas against the learning aims and the structure f the assessment. The cntent areas and structure f assessment are required. The frms f evidence given are suitable t fulfil the requirements. This sectin sets ut the required teaching cntent f the unit. Cntent is cmpulsry except when shwn as e.g.. Learners shuld be asked t cmplete summative assessment nly after the teaching cntent fr the unit r learning aim(s) has been cvered. 12 August 2015 Pearsn Educatin Limited 2015
Sectin Assessment criteria Essential infrmatin fr assignments Further infrmatin fr teachers and assessrs Resurce requirements Essential infrmatin fr assessment decisins Links t ther units Emplyer invlvement Explanatin Each learning aim has Pass and Merit criteria. Each assignment has at least ne Distinctin criterin. A full glssary f terms used is given in Appendix 2. All assessrs need t understand ur expectatins f the terms used. Distinctin criteria represent utstanding perfrmance in the unit. Sme criteria require learners t draw tgether learning frm acrss the learning aims. This shws the maximum number f assignments that may be used fr the unit t allw fr effective summative assessment, and hw the assessment criteria shuld be used t assess perfrmance. The sectin gives yu infrmatin t supprt the implementatin f assessment. It is imprtant that this is used carefully alngside the assessment criteria. Any specific resurces that yu need t be able t teach and assess are listed in this sectin. Fr infrmatin n supprt resurces see Sectin 10. This infrmatin gives guidance fr each learning aim r assignment f the expectatins fr Pass, Merit and Distinctin standard. This sectin cntains examples and essential clarificatin. This sectin shws yu the main relatinship amng units. This sectin can help yu t structure yur prgramme and make best use f materials and resurces. This sectin gives yu infrmatin n the units that can be used t give learners invlvement with emplyers. It will help yu t identify the kind f invlvement that is likely t be successful. August 2015 Pearsn Educatin Limited 2015 13
External units Sectin Unit number Unit title Level Unit type GLH Unit in brief Unit intrductin Summary f assessment Assessment utcmes Essential cntent Grade descriptrs Key terms typically used in assessment Resurces Links t ther units Emplyer invlvement Explanatin The number is in a sequence in the sectr. Numbers may nt be sequential fr an individual qualificatin. This is the frmal title that we always use and it appears n certificates. All units are at Level 3 n the natinal framewrk. This shws if the unit is internal r external nly. See structure infrmatin in Sectin 2 fr full details. Units may have a GLH value f 120, 90 r 60 GLH. This indicates the numbers f hurs f teaching, directed activity and assessment expected. It als shws the weighting f the unit in the final qualificatin grade. A brief frmal statement n the cntent f the unit. This is designed with learners in mind. It indicates why the unit is imprtant, hw learning is structured, and hw learning might be applied when prgressing t emplyment r higher educatin. This sets ut the type f external assessment used and the way in which it is used t assess achievement. These shw the hierarchy f knwledge, understanding, skills and behaviurs that are assessed. Includes infrmatin n hw this hierarchy relates t cmmand terms in sample assessment materials (SAMs). Fr external units all the cntent is bligatry, the depth f cntent is indicated in the assessment utcmes and sample assessment materials (SAMs). The cntent will be sampled thrugh the external assessment ver time, using the variety f questins r tasks shwn. We use grading descriptrs when making judgements n grade bundaries. Yu can use them t understand what we expect t see frm learners at particular grades. These definitins will help yu analyse requirements and prepare learners fr assessment. Any specific resurces that yu need t be able t teach and assess are listed in this sectin. Fr infrmatin n supprt resurces see Sectin 10. This sectin shws the main relatinship amng units. This sectin can help yu t structure yur prgramme and make best use f materials and resurces. This sectin gives yu infrmatin n the units that can be used t give learners invlvement with emplyers. It will help yu t identify the kind f invlvement that is likely t be successful. 14 August 2015 Pearsn Educatin Limited 2015
Index f units This sectin cntains all the units develped fr this qualificatin. Please refer t page 9 t check which units are available in all qualificatins in the Music sectr. August 2015 Pearsn Educatin Limited 2015 15
Unit 1: Music Perfrmance Brief Level: 3 Unit type: Internal Guided learning hurs: 90 Unit in brief Learners plan, prepare and deliver a musical perfrmance frm start t finish. Unit intrductin N matter what rle yu chse in a music career, it is very likely that at sme pint yu will be invlved in a live music perfrmance. Every cncert, gig and shw takes a large amunt f planning and preparatin and is usually a cllabrative enterprise. The success f each perfrmance is dwn t the artistic creative visin and persnal effrt f the individuals wh cntribute t the final prduct. In this unit, yu will develp the skills needed t respnd t a music perfrmance brief and put n a shw. In ding this yu will mst likely wrk with thers and yu will chse tw specific rles: ne frm perfrmer/cmpser/arranger, and ne frm technician/rganiser/administratr. Yu will explre hw the prductin prcess wrks and hw the different rles interrelate, befre planning and putting n a live music perfrmance. Attentin t detail and prfessinal rigur will cntribute greatly t prducing a high quality perfrmance event. In this unit, yu will develp a valuable set f skills in areas such as wrking with thers t set gals, putting n a perfrmance, research, prductin techniques and reflective practice. This will enable yu t wrk effectively n a curse in higher educatin r in the music industry. Learning aims In this unit yu will: A Explre prductin planning fr a music perfrmance B Carry ut a music perfrmance C Reflect n effectiveness f the perfrmance in meeting the prductin plan. 16 August 2015 Pearsn Educatin Limited 2015
Summary f unit Learning aim Key cntent areas Recmmended assessment apprach A Explre prductin planning fr a music perfrmance B Carry ut a music perfrmance C Reflect n effectiveness f the perfrmance in meeting the prductin plan A1 Researching different music perfrmances and prductin requirements A2 Respnding t briefs A3 Planning a music perfrmance A4 Being prfessinal B1 Rles and respnsibilities required fr music perfrmances B2 Carrying ut the perfrmance C1 Evidence cllatin fr evaluatin purpses C2 Evaluating hw far perfrmance met the riginal plan and hw individual rles cntributed Suggested respnses t varius briefs in different frmats. A prductin plan in respnse t the music perfrmance brief. Individual evidence f participatin in prcesses: planning, minutes, explanatin f rle chice. Evidence f implementing rles such as witness statements, rehearsals linking in with brief, evidence f prfessinal behaviurs and recrded ftage f perfrmance. Evaluative accunt f perfrmance and rles submitted in prtfli. August 2015 Pearsn Educatin Limited 2015 17
Cntent Learning aim A: Explre prductin planning fr a music perfrmance A1 Types f perfrmance and prductin requirements Give examples f different music perfrmances such as pp music turs, small gigs, theatre cmpany and cncert hall perfrmances, cmmunity arts prjects, recitals, sprting events, charity balls, festivals, wedding, pub band, summer festival, cllege prm. Identify the audience and the utcme required in relatin t the chsen music perfrmance. Research planning acrss the industry genres, styles, size, purpse. Cnsider the prductin requirements fr a range f perfrmance types, e.g. small gigs, theatre cmpany and cncert hall perfrmances, cmmunity arts prjects, recitals, sprting events, charity balls, festivals, wedding, pub band perfrmance with supprting act, established band album launch, small summer festival, cllege prm night. Explre different appraches t planning fr different music perfrmance briefs. A2 Respnding t music perfrmance brief Clarificatin f purpse including: details f a perfrmance, clarificatin f brief, cmmunicate with team t agree cmmn understanding, identify rles needed, identify specific technical requirements and cnstraints such as huse/venue limitatins capacity, health and safety, accessibility, perfrmance, budget size and impact f perfrmance number f perfrmers, capacity f audience, range, style and type f perfrmance analyse infrmatin abut audience and any market research data. A3 Prductin planning fr the perfrmance Prductin plan fr the delivery f a specific event Resurces, including timing, finances, human, venue, allcatin f resurces fr perfrmance, wrking ut realistic deadlines, allcating rles t include perfrmance, management, prductin, arranger, cmpser, technician. Marketing and prmtin f event. Health and safety, legal cnsideratins such as insurance and cntracts. Plan timelines with cnsideratin f time cnstraints/deadlines by rganising what has t be dne at a practical level. A4 Being prfessinal thrughut the prductin Imprtance f being prfessinal during a prductin: prfessinal behaviurs in prductin, including effective timekeeping, reliability and punctuality, accuntability, trubleshting issues, target setting and schedules, wrking with thers bth n and utside the prductin team, practice, preparatin and rehearsal techniques, participating fully in rles allcated, carrying ut allcated tasks t deadline, being respnsible recgnising impact f nn-prfessinal behaviur, such as letting thers dwn, hlding up prgress, affecting the perfrmance, disrupting timing, preventing the shw frm happening, nt infrming thers f what t d. Learning aim B: Carry ut a music perfrmance B1 Identify specific rles required Systematic identificatin f individual strengths which can be cntributed t each jb rle required. Knw the cnventins f each jb rle and cllabrative respnsibilities. Clarify all rles and explre pprtunities fr leadership. 18 August 2015 Pearsn Educatin Limited 2015
Individual develpment planning frm specific rle perspectives - understand hw each rle develps first stage plans. Perfrmer: initial cncept, a plan, set list (rehearsal/practice/repertire) rehearsal ntes reflectin n quality f rehearsals (t be cnsidered in learning aim D) individual respnsibilities - being cnfident when perfrming, set-up, preparatin, test check/warm-up, fluent musical presence, cmmunicatin and interactin with ther perfrmers, stagecraft perfrmance techniques (accentuating eye cntact, imprtance f physical presence, pise, psture), standard f musical perfrmance. Cmpser/arranger: initial cncept, a plan (draft ideas, dem, final cmpsitin) cmpser ntes, draft ideas reflectin n cmpsitins individual respnsibilities - prduce materials fr delivery f perfrmance (scres and parts), prduct realisatin f cmputer-generated perfrmance, cnducting/directing, prgramme ntes. Technician: initial cncept, a plan (technical cncept, survey f resurces, technical specificatin) technical ideas (ntes, plans, drawings) reflectin n technical decisins individual respnsibilities - sund and lighting delivery, effective set up, cntrl and mnitring, pack dwn. Manager/rganiser: initial cncept, a plan (cncept, visin, survey f resurces, viability) lgistics (running rder, plans, minutes) reflectin n lgistics individual respnsibilities - executin f planning, mnitring f rles, cntributins, deadlines, frnt f huse, finances, linking everything tgether. B2 Carrying ut the perfrmance Music perfrmance activities and requirements: marketing and prmtin timing, resurces and executin frnt f huse, ticketing, audience management, refreshments prvide prepared music resurces manage and rganise sund and equipment check, PAs well-rehearsed perfrmances stage management, flr management, lighting and/r effects financial management health and safety prtcls managing allcated rles effectively. August 2015 Pearsn Educatin Limited 2015 19
Learning aim C: Reflect n effectiveness f the perfrmance in meeting the prductin plan C1 Evidence cllatin fr evaluatin purpses Hw t evaluate effectively what is successful? Subjective/bjective using critical evidence fr evaluatin: gathering evidence t use fr evaluatin, such as - ticket sales, incme, questinnaires, nline vting, fcus grups, strybards, interviews, scial media, dcumenting bservatins, published reviews, self-evaluatin and peer evaluatin data C2 Evaluating the success f the riginal perfrmance plan and the cntributin f individual rles Planning cnsideratin f whether the perfrmance planning stage was realistic and manageable: use lgbk prtfli t prvide a surce f evaluatin data and allw fr assessment f learning, perceptins, ideas, strengths and weaknesses f the planning prcess. Review all stages f the perfrmance prcess, all techniques, prductin rles and appraches: assess impact f individual specific rles assess breadth and depth f research and hw it supprted initial ideas and realisatin f brief. Review selectin f techniques used in specified rle: creative intentin. Prvide a prfessinal and critical review f the perfrmance event. Reflect n wn wrking methdlgy and identify specific areas fr develpment during the creative prcess. Identify areas fr imprvement and identify what yu wuld d differently next time. Review hw initial ideas were explred, develped and refined. Identify ther events that infrmed yur understanding and prcess. Discuss reactin t unexpected events, prblems and accidents, e.g. technical failure r perfrmer illness. Evidence fr prfessinal behaviurs demnstrated generally and in specific rles in line with music industry expectatins. Individual rles. Perfrmance: reflectin n the quality f perfrmance critical review f ptential imprvements t perfrmance. Cmpsing/arranging: reflectin n the quality f cmpsitin/arrangements, critical review f ptential imprvements t cmpsitin/arrangements. Technician: reflectin n the quality f technical input, critical review f ptential imprvements in technical supprt. Manager/rganiser: reflectin n the quality f rganisatin, critical review f ptential imprvements t management cnduct a prfessinal and critical review f the verall perfrmance and interactin f individual rles review the different stages and hw activities interrelated discuss pints fr imprvement understand the audience experience and the impact f the rles reflect n the imprtance f behaviurs in a team t prduce cnsistent and cherent results justify yur ideas in relatin t the audience 20 August 2015 Pearsn Educatin Limited 2015
explre the verall effectiveness f the perfrmance, link it t the verall impact f the individual rles and whether the perfrmance met the brief learners evaluate the prject frm the perspective f their rles and as an verall perfrmance learners intrduced t reflective practice as a technique t adpt thrughut their perfrmance career. August 2015 Pearsn Educatin Limited 2015 21
Assessment criteria Pass Merit Distinctin Learning aim A: Explre prductin planning fr a music perfrmance A.P1 Explain hw planning cntributes t a perfrmance. A.P2 Explain ways t respnd t a brief fr a specified perfrmance. A.P3 Demnstrate prductin planning skills fr a specific music perfrmance. A.M1 Cmpare planning appraches, analysing hw they cntribute t a prductin plan fr a music perfrmance. A.M2 Demnstrate relevant and realistic planning skills fr a specific music perfrmance. Learning aim B: Carry ut a music perfrmance B.P4 Perfrm rles that cntribute t the verall music perfrmance. B.P5 Demnstrate prfessinal behaviurs in delivering a music perfrmance. B.M3 Perfrm rles cnfidently and prfessinally within the live music perfrmance Learning aim C: Reflect n effectiveness f the perfrmance in meeting the prductin plan C.P6 Explain hw wn rles cntributed twards the perfrmance and meeting the prductin plan. C.P7 Describe ways persnal cntributins t music perfrmances can be further develped. C.M4 Analyse effectiveness f rles carried ut in delivering the music perfrmance and in meeting the brief, making recmmendatins fr further develpment. A.D1 B.D2 C.D3 Justify and cmpare prductin appraches prpsed fr a music perfrmance, shwing hw they meet requirements f the brief, planning skills, initiative and innvatin. Perfrm rles in a music perfrmance with flair, cmpetence and cnfidence, demnstrating respnsible and prfessinal behaviur. Evaluate the extent t which the music perfrmance matched the prductin plan and hw the planning prcesses and executin f yur rles cntributed, making recmmendatins fr further develpment. 22 August 2015 Pearsn Educatin Limited 2015
Essential infrmatin fr assignments The recmmended structure f assessment is shwn in the unit summary alng with suitable frms f evidence. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. There is a maximum number f summative tw assignments fr this unit. The relatinship f the learning aims and criteria is: Learning aim: A (A.P1, A.P2, A.P3, A.M1, A.M2, A.D1) Learning aims: B and C (B.P4, B.P5, C.P6, C.P7, B.M3, B.M4, C.M5, B.D2, C.D3) August 2015 Pearsn Educatin Limited 2015 23
Further infrmatin fr teachers and assessrs Resurce requirements Fr this unit, learners must have access t: adequate practice and rehearsal facilities, including instruments and equipment f suitable quality (perfrmers, especially slists, may prvide their wn instruments) larger instruments such as pians and drum kits, where apprpriate amplificatin equipment and PAs sufficient equipment, facilities and sftware (fr cmpsers t create and prduce scres and/r recrdings f their wrk, if cmpsing fr the perfrmance) adequate technical facilities t allw the technician t plan and prduce sund, staging, lighting and effects t supprt the perfrmance brief access t a perfrmance space suitable fr hlding music events a sund system suitable fr music, lighting, musical instruments vide recrding equipment (fr recrding rehearsals and perfrmances fr bth review and assessment purpses) Where facilities d nt exist within the institutin, arrangements will need t be made with external rganisatins such as theatres and recrding studis in rder t prvide a suitable range f perfrmance situatins. Essential infrmatin fr assessment decisins Learning aim A Learners will lk at different ways f prducing a perfrmance and a prductin plan fr their wn perfrmance. Fr distinctin standard, learners will demnstrate the ability t prduce a plan, wrking with thers in a cnfident, assured and innvative way. Their prpsal will shw that cmparative research f different examples has taken place as well as cnsideratin f the ptential audience. Learners will explain hw ideas cntribute twards the creatin f a prductin prpsal and will cmmunicate strategically and cnvincingly in rder t realise a cherent and effective quality perfrmance. They will demnstrate hw using ther examples has infrmed their wn prpsal and will justify their chices as relevant and apprpriate t the requirements f the perfrmance. Rles will be clearly defined, with apprpriate respnsibilities and activities identified. Learners will justify the different appraches used t d this with case studies r examples, cmparing hw a range f industry specialists realise a perfrmance in different ways. Fr merit standard, learners will demnstrate the ability t review different appraches t perfrmance prductin. Learners prpsals will shw cnsideratin f different appraches and hw this is factred int their wn wrk. They will explain hw ideas cntribute twards planning a quality perfrmance and they will shw successful cmmunicatin, with creative ideas and clear identificatin f rles. Fr pass standard, learners will demnstrate the ability t research prductin appraches, using examples t prduce a prpsal in a cmpetent way, with an effective utline f requirements and cntributins frm everyne invlved. Learners wrk will describe hw ideas will be realised fr a specified perfrmance, with the different rles identified. Learning aims B and C Fr distinctin standard, learners will carry ut their rles autnmusly in executing the planning fr a music perfrmance. They will be a driving frce in bringing the prject t fruitin, managing prcesses and demnstrating prfessinal behaviurs, shwing initiative and innvatin. Learners will cntribute t the live event, either as a perfrmer r in anther creative rle, shwing a high standard f perfrmance and prfessinalism. Learners wrk will critically evaluate the effect f the prductin planning prcess, cnstantly cmparing it with the impact f the rles in 24 August 2015 Pearsn Educatin Limited 2015
the perfrmance. Learners wrk will prvide substantiated evaluative judgements and recmmendatins fr the verall perfrmance and future practice. Fr merit standard, learners will carry ut their rle independently and they will play a significant part in bringing the prject t cmpletin, demnstrating prfessinal behaviurs and shwing initiative. Learners will cntribute t the live event, either as a perfrmer r in anther creative rle, shwing a cmpetent and cnfident standard f perfrmance and prfessinalism. Their wrk will cmpare the effectiveness f the planning prcess with the delivery f their rles in meeting the brief. They will cnsistently reflect upn the prgress f their wn rles in rder t imprve the quality f the perfrmance. Fr pass standard, learners will wrk as part f a team, executing and fulfilling the requirements f their rles in bringing the music perfrmance t cmpletin and demnstrating sme prfessinal behaviurs. Learners will be cmpetent in cntributing t the live event, either as a perfrmer r in anther creative rle, with a gd standard f perfrmance and sme prfessinalism. Learners will reflect n their wn prgress in rder t mnitr and develp the quality f their impact upn the perfrmance. Links t ther units This unit links t: Unit 2: Music Skills Develpment Unit 3: Creating a Music Prduct Unit 5: Prfessinal Practice in the Music Industry Unit 9: Cmpsing Music Unit 18: Music Ensembles Unit 20: Vcal Develpment Unit 17: Sl Perfrmance Unit 13: Music Prmtin Unit 14: Live Music Events. Emplyer invlvement This unit wuld benefit frm emplyer invlvement in the frm f: guest speakers participatin in audience assessment f the perfrmance supprt frm lcal theatre staff as mentrs. August 2015 Pearsn Educatin Limited 2015 25