Music: GCSE, IB and A level

‘I would teach children music, physics, and philosophy; but most importantly music, for the patterns in music and all the arts are the keys to learning. ’– Plato   

The EDUQAS GCSE in Music at our private independent school, is a wide-ranging and exciting course that provides students with the opportunity to develop a broad range of musical skills, including, understanding of music theory, composition, and performance, as well as enhancing critical listening skills. The course encourages creativity and self-expression through practical work, while also fostering discipline and technical proficiency allowing students to develop important transferable skills such as problem-solving, communication, and emotional intelligence, which are valuable in many areas beyond music.  

Course Content

Component 1: Performing Music (30%)

Pupils record a portfolio of performances that last for between four and six minutes. This must include at least one instrumental or vocal solo ensemble performance (requiring two or more live instruments). Performances using music technology are also possible.

Component 2: Composing Music (30%)

Pupils compose two pieces; one to a brief issued by EDUQAS, and the other a free composition. These may be written in any style and for any combination of voices and/or instruments, and should develop the individual’s interests and skills.

Component 3: Understanding Music (40%)

The assessment for this unit is by examination. Pupils will learn about music from four areas of study and will develop an in-depth knowledge and understanding of musical elements, musical context and musical language.

The Syllabus

Specification: GCSE Music-Specification 

Standard/Higher Level

Aims

The IB Music course at Malvern College allows students to engage actively as performers, composers, and researchers, fostering both creativity through experimentation and refinement of technical skills across diverse styles and traditions. It promotes both independent and collaborative work, encouraging exploration and discovery. While formal musical training is not required, students should be passionate, open-minded, and have experience in instrumental or vocal performance. Designed to support learners of all backgrounds, IB Music at our independent private school offers extensive opportunities to challenge and extend the skills of the most experienced students while nurturing musical growth at every level.  

Course Content

The content of this course is similar at both Higher and Standard levels, however at Higher Level there is an additional internally assessed project. Throughout the course, students embody three roles: the researcher, the creator and the performer. They, along with their teachers, have the freedom to explore different musical styles, genres, and pieces in ways that align with their interests. With no set works or composers, the course allows for a flexible and personalised, yet diverse approach to musical study.  

The exploration of diverse musical material is focused through the lenses of four Areas of Inquiry:   

1. Music for sociocultural and political expression   

Examples may include protest songs, liturgical music, national anthems   

2. Music for listening and performance  

Examples may include, cool jazz, chamber music of the Western art tradition, experimental music   

3. Music for dramatic impact, movement and entertainment   

Examples may include music for film, ballet or musical theatre   

4. Music technology in the electronic and digital age   

Examples may include electronic dance music, technology in popular music production.   

Engagement with these Areas of Inquiry takes place across three contexts:   

• Personal context – music that has significance to the student, and that they are most familiar with. Students consider their immediate cultural context and interests that contribute to their emerging musical identity.  

• Local context – music that has local significance, but that may be unfamiliar to the student. This can be music from within the student’s local, regional or cultural communities, and may include music that the student is not currently engaged with.   

• Global context – unfamiliar music from a variety of places, societies and cultures. This will include music that the student has not yet connected or engaged with. The music may be from a distant global region or even music in closer geographical proximity but more culturally distant that has not been previously accessible to the student.  

Assessment Details

There is no exam at Standard Level or Higher Level – both are 100% coursework, either internally or externally assessed.  

Studying A-level Music at Malvern College offers pupils a unique opportunity to develop their musical skills in a supportive and enriching environment. With access to outstanding facilities, expert tuition, and a vibrant co-curricular music programme, pupils are encouraged to grow as confident performers, thoughtful composers, and analytical listeners. The course is academically rigorous and well-respected, providing a strong foundation for further study or careers in music and the arts, while also fostering transferable skills such as creativity, discipline, and independent thinking. Whether aiming for a conservatoire, university, or simply pursuing a passion for music, A-level Music at Malvern equips pupils with the experience and inspiration to succeed. 

Course Content

Component 1: Performing 

This component focuses on developing technical skill, musical expression, and stylistic understanding. Students prepare for an externally assessed recital where they should present pieces that demonstrate their ability to interpret music with both technical accuracy and expressive control. 

Component 2: Composing 

This component allows students to develop musical ideas and compose music that demonstrates technical control in the use of appropriate musical elements and how they are combined to make sense as a whole. Compositions may either be traditional with a notated score and recording or may be produced entirely using music technology with an appropriate annotation.  

Component 3 – Appraising Music 

The purpose of this component is to allow students to appraise, develop and demonstrate an in-depth knowledge and understanding of musical elements, musical contexts and musical language. This examination will assess knowledge and understanding of music through three areas of study.  

The Western Classical Tradition  

Pupils study the development of the symphony from its emergence in the early classical period to the close of the romantic period, 1750 to 1900. Learners will gain an understanding of how the symphonic genre developed using a number of examples from different composers and different periods and analyse in depth the two set works: Symphony No. 104 in D Major ‘London’ by Haydn and Symphony No. 4 in A major, ‘Italian’: Mendelssohn 

Either Rock and Pop or Musical Theatre or Jazz 

For Rock and Pop pupils study five genres between 1960 and 2000: Pop, Rock (including progressive rock, heavy metal, folk-rock and punk rock), Soul, Funk (and disco), Folk (and country). For Musical Theatre, the focus is on six musical theatre composers: Richard Rogers, Leonard Bernstein, Stephen Sondheim, Claude-Michel Schönberg, Andrew Lloyd Webber and Stephen Schwartz. In the jazz module, pupils study genres between 1920 and 1960: Ragtime, Dixieland, Early Jazz, Big Band, Be-bop and Cool Jazz. 

Into the Twentieth Century 

Pupils study the works of European composers from the period 1895-1935 as a basis for understanding how music is created, developed and performed for different audiences in the late nineteenth and early twentieth centuries. The development of music in this period is categorised into successive but overlapping ‘schools’ of composition: Impressionism, Expressionism (including Serialism), Neo-classicism. Pupils will also study and analyse the two prescribed set works: Trio for Oboe, Bassoon and Piano, mvt 2 by Poulenc and Number 1 “Nuages” from 3 Nocturnes by Debussy 

Assessment Details

For components 1 and 2, pupils have the option to weight their submissions according to their strengths as either a performer or composer. 

Component 1: Performing: The performance recital is externally assessed by a WJEC visiting examiner. 

Option A: 35% of qualification pupils perform for between 10 and 12 minutes, presenting a minimum of 3 pieces that reflect at least two different areas of study in the music course.  

Option B: 25% of qualification pupils perform for between 6 and 8 minutes, presenting a minimum of 2 pieces where one piece reflects the musical characteristics of one of the areas of study. 

Component 2: Composing: This coursework component is externally assessed by WJEC. 

For Option A: 25% of qualification pupils prepare a portfolio of two compositions. One composition must reflect the musical techniques and conventions associated with the Western Classical Tradition and be in response to an externally set brief and the other is a free composition for which learners set their own brief. 

For Option B: 35% of qualification pupils prepare a portfolio of three compositions, one of which must reflect the musical techniques and conventions associated with the Western Classical Tradition in response to an externally set brief. The other two are free compositions for which learners set their own brief, one of which should reflect the musical techniques and conventions of a different area of study. 

Component 3 – Appraising Music (40%)  

2h 15m Examination in 3 sections 

• Listening questions on an option topic – Rock and Pop, Musical Theatre or Jazz 

• An analysis question on the set work either by Debussy or Poulenc and listening questions on twentieth century music. 

• A pitch and rhythm dictation exercise, an analysis of Haydn’s Symphony and an essay on ‘The Development of the Symphony’  

The Syllabus 

WJEC Eduqas GCE A Level in Music (A660QS)