Curriculum
The Pearson BTEC Tech Award Level 1/2 in Music Practice is an introduction to vocational learning, aiming to develop students’ practical understanding and application of music. It comprises of three components that are practical and coursework-based. It aims to provide a bridge between the core subjects of maths, English and science with musical practice. Students are able to build on theoretical music knowledge with continuous application in music practice, whether it is in exploring musical genres, performing music pieces or composing their own music.
As of 2019, the music industry has contributed £5.2 billion to the UK economy and created a further £3 billion in export revenue. After the Covid-19 pandemic, the UK music industry has returned stronger than ever, with live music generating around £4 billion in direct and indirect income for the UK. It is clear that the music industry is a respected and thriving sector in the UK and it is important that future musicians and performers are nurtured to be the next to take centre stage. The Music BTEC enables students to develop the professional and sector-specific skills needed to take their music practice to the next level.
Students taking the Music BTEC will have multiple opportunities to develop and secure a unique set of skills that will no doubt benefit them currently while they take their other GCSEs, but also enhance their experience and enjoyment of music, as well as develop transferable skills that will benefit their future lives. Skills such as reading music notation, playing an instrument, performing music pieces and creating music are clear music skills that are developed, but also the skills of analysing and describing a range music genres, pattern recognition, hand-eye coordination, leadership and creativity are also developed. Professional skills such as meeting deadlines, balancing priorities, project management, documentation, communication and interpersonal skills are also developed as students take more initiative to build their creative vision.
How is the course structured?
There are three components that make up the Music BTEC:
- Exploring Music Products and Styles (30%)
- Music Skills Development (30%)
- Responding to a Music Brief (40%)
Component 1 (C1) enables learners to explore a range of different musical styles and genres, and develop responses to these genres through practical activities.
Learners will develop their understanding of different types of music products and the techniques used to create them. They will explore how musical elements, technology and other resources are used in the creation, production and performance of music. They will also practically explore the key features of different styles of music and music theory and apply their knowledge and understanding to developing their own creative work.
C1 provides an important foundation for further music exploration, as students acquire an in-depth knowledge of various musical styles and features, before consolidating their understanding through performance and composition of genres.
C1 has the main learning outcomes:
A Demonstrate an understanding of styles of music
A1 – Musical Styles
A2 – Musical elements, stylistic features and characteristics (music theory)
B Apply understanding of the use of techniques to create music
B1 – Music industry products
B2 – Music realisation techniques
Students are assessed on these two main learning outcomes for this component.
Component 2 (C2) gives students the opportunity to develop two musical disciplines through engagement in practical tasks, while documenting their progress and planning for further improvement.
Component 2 enables students to consider the professional side of the musical industry and to envision themselves as performers, producers and creators within the sector. Students practice various skills to develop these strands, as well as being able to package their music and share their music over platforms such as Soundcloud, YouTube and others. Students explore how the music industry has changed thanks to social media and the internet, where musicians can directly connect with their fans and build their fanbase without the machinery of a major music label.
Students also continue to work with music technology, creating music tracks with a digital audio workstation (DAW) and learning how to record audio, work with samples and experiment with audio effects.
C2 affords students not only the opportunities to further develop their music skills, but consider themselves as musicians -in- training, with the idea of the component being preparation for a life as a professional musician.
C2 has the main learning outcomes:
A Demonstrate professional and commercial skills for the music industry
A1 – Professional skills for the music industry
A2 – Planning and communicating music skills development
B Apply development processes for music skills and techniques
B1 – Development of technical music skills and techniques
B2 – Development of music skills and techniques
Students are assessed on these two main learning outcomes for this component.
Students will be given the opportunity to develop and present music in response to a given music brief.
Component 3 (C3) allows students to bring together all the skills and knowledge mastered throughout C1 and C2, and apply these to a given brief where they are able to work to their strengths.
Students begin by exploring the brief and investigating possible responses and ideas to meet the demands of the brief. Using relevant resources, skills and techniques they will then develop and refine musical material before presenting their final response. They will develop and present an original creation based on a piece from a given list and a style from a choice of four. They will then present this as a solo or group performance, an audio recording or a Digital Audio Workstation (DAW) project.
Presenting music for a set brief is a key element of post-16 music qualifications and this component enables students to establish solid foundations to help them progress to further Level 2 or Level 3 courses. They will also develop skills in self-management, communication and presentation, which are vital to any future course of study.
Features explored:
- Performing stylistically accurate cover versions.
- Creating original music using existing stylistic frameworks and traits.
- Stylistic use of a DAW and associated hardware to create an original piece of music from a given starting point.
This component is worth 60 marks and is completed under supervised conditions.
There are four assessment objectives:
AO1 Understand how to respond to a music brief
A1- Features of a music brief
A2 – Planning to meet the demands of the music brief
A3 – Considering constraints and intentions
AO2 Select and apply musical skills in response to a music brief
B1 – Develop and produce a response to a brief
B2 – Refining musical skills for a musical product
B3 – Refining musical material
B4 – Personal management
AO3 Present a final musical product in response to a music brief
C1 – Reviewing work based on client needs
C2 – Quality of outcome
C3 – Presenting own work to a client
C4 – Relation of final product to the brief
AO4 Comment on the creative process and outcome in response to a music brief
D1 – Commentary on the creative process
D2 – Reflect on the outcome of the musical product
Curriculum plan
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 Until 22/3 | Summer 1 | Summer 2 |
Year 10 | Component 1: A1 – Musical Styles A2 – Music theory
Component 2: A2 – Planning and communicating music skills development (practice logs)
| Component 1: A2- Music theory A1- Musical Styles B1 – Music industry products
Component 2: A2 – Planning and communicating music skills development (practice logs)
Assessment: Internal and internally moderated | Component 1: A1 – Musical Styles B2 – Music realisation techniques
Component 2: A1- Professional Skills for the Music Industry
A2 – Planning and communicating music skills development (practice logs)
Assessment: Internally assessed, internally moderated
| Component 1: A1/A2/B1/B2
Reviewing and revisiting sub-components
Component 2:
A1- Professional Skills for the Music Industry
A2 – Planning and communicating music skills development (practice logs)
C1 and C2 set assignment | C1 and C2 set assignment
Completion of coursework and submissions for May/June window.
Internally assessed, externally moderated | Review of C1 and C2
Preparation for C3 |
|
Year 11 |
Component
3: LO1/A1 – Features of a music brief LO1/A2 – Planning to meet the demands of
the music brief LO1/A3 – Considering constraints and
intentions LO4/D1- Commentary on the creative
process |
Component
3: LO2/
B1 – Develop and
produce a response to a brief LO2/
B2 – Refining
musical skills for a musical product LO2/B3 – Refining musical material LO2/B4
– Personal
management LO4/D1- Commentary on the creative
process Assessment:
internally assessed, internally moderated |
Component
3: LO3/C1
– Reviewing
work based on a client needs LO3/C2
– Quality of
outcome LO3/C3 – Presenting
own work to a client LO3/C4 – Relation of final product to the
brief LO4/D1- Commentary on the creative
process Assessment:
internally assessed, internally moderated |
Component 3: LO4/D2 – Reflect on the outcome of the musical product (evaluation) LO1, LO2,
LO3, LO4 Review C3
EXTERNALLY SET ASSIGNMENT |
C3 EXTERNALLY SET ASSIGNMENT Completion of task and coursework for submission for
the May/ June window. |
General Exam period |
