Scheme of assessment
Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers
This specification is designed to be taken over two years.
This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.
A-level exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.
All materials are available in English only.
Our A-level exams in Music include questions that allow students to demonstrate their ability to:
- draw together their knowledge, skills and understanding from across the full course of study
- provide original practical responses
- provide short and extended written responses.
Synoptic assessment of A-level Music should require students to:
- develop a broad understanding of the connections between the knowledge, understanding and skills set out in the specification as a whole
- demonstrate their understanding of the relationships between theory and practice.
Aims and objectives
Courses based on this specification should encourage students to:- engage actively in the process of music study
- develop performing skills to demonstrate an understanding of musical elements, style, sense of continuity, interpretation and expression
- develop composing skills to demonstrate the manipulation of musical ideas and the use of musical devices and conventions
- recognise the interdependence of musical knowledge, understanding and skills, and make links between the integrated activities of performing, composing and appraising underpinned by attentive listening
- broaden musical experience and interests, develop imagination and foster creativity
- develop and extend the knowledge, understanding and skills needed to communicate effectively as musicians
- develop knowledge and understanding of a variety of instruments and styles, and of relevant approaches to both performing and composing
- develop awareness of music technologies and their use in the creation and presentation of music
- appraise contrasting genres, styles and traditions of music, and develop understanding of musical contexts and a coherent awareness of musical chronology
- develop as effective, independent learners and as critical and reflective thinkers with enquiring minds
- reflect critically and make personal judgements on their own and others’ music
- engage with, and extend appreciation of, the diverse heritage of music in order to promote personal, social, intellectual and cultural development.
Assessment components
Component 1: Appraising music (Assessment objectives AO3 and AO4)
Appraising music is an externally marked exam in three sections lasting two hours and thirty minutes. It is marked out of a total of 120 and constitutes 40% of the total marks for the qualification.
Section A: Listening (Assessment objectives AO3 and AO4)
Students will be assessed on their ability to analyse and evaluate the music heard in the exam and demonstrate knowledge and understanding of musical elements and musical language to make critical judgements (Subject content).
Students must answer three sets of questions:
- one set of questions linked to Area of study 1: Western classical tradition 1650–1910, one of which will require aural dictation
- two sets of questions, each linked to an area of study, from a choice of six options covering Areas of study 2–7.
Each set of questions will contain three excerpts of unfamiliar music by the named artists/composers for each area of study.
One question in each set will be an extended answer and require students to use knowledge of appropriate musical elements and musical language to make critical judgements relating to the context of an artist's/composer's work in the area of study.
The paper will instruct the student to spend a suggested amount of time on each section. However, students will be able to access their own excerpts relevant to their options digitally and control how many times they hear each excerpt in order to answer the questions.
Section B: Analysis (assessment objectives AO3 and AO4)
Students will be required to answer two sets of linked questions, including short answers and extended writing, on two extracts of the set works from the two selected strands in Area of study 1. The question paper will include scores of the extracts.
Students will be able to access the excerpts relevant to their options digitally on an individual basis and control how many times they hear each excerpt in order to answer the question.
Students will be assessed on their ability to analyse and evaluate the music heard and demonstrate knowledge and understanding of musical elements and musical language to make critical judgements. See Subject content.
Section C: Essay (Assessment objective AO4)
Students will be required to answer one essay question on one area of study from a choice of Areas of study 2–7.
Students will be assessed on their critical understanding across the genres, styles and traditions studied and their ability to show sophisticated connections between the music and its context. Students will need to demonstrate their knowledge and understanding of three of the named artists/composers and at least two published or recorded works. See Subject content.
Component 2: Performance (Assessment objective AO1)
Performance is externally marked by AQA out of 50 and constitutes 35% of the total marks for the qualification.
Each student must select, following discussion with their teacher, the piece or pieces that the student will perform during the assessment. The performance must meet the specified duration of ten minutes.
If the student’s performance does not meet the required duration a penalty is applied to the mark (the size of the penalty depends on the severity of the timing infringement). It may also result in schools or colleges being investigated for maladministration. Teachers must check the final performance for assessment of each student's work to ensure it meets the minimum duration requirement.
There is no maximum duration for performance.
The student can perform through one of the following, or through a combination:
- instrumental/vocal solo and/or in an ensemble
- production via technology.
Teachers are responsible for ensuring the following requirements are met in administering the performances for assessment:
- performances should take place in a suitable venue
- performances should be recorded using good quality audio equipment
- performances must be under the supervision of a teacher for authentication purposes
- recordings of performances and production must be submitted complete and without post-performance editing or augmentation
- performances must take place between 1 March and the NEA deadline date given at aqa.org.uk/keydates
- where available a copy for assessment of either the score(s) or lead sheet(s)must be submitted with the performance assessment. Where a written score or lead sheet does not exist other means of showing the performance intention should be submitted. For example annotation(s), guide recording(s) or written evidence (production via technology) must be submitted with the performance for assessment.
Assessment evidence
Audio recordings and performance documentation must be submitted as evidence as well as a signed Candidate record form (CRF).
Assessment evidence for this component will be marked using the Component 2: Performance assessment grids .
Audio recording of performance
Performances should be saved digitally and must be produced in accordance with the AQA Guidance for recording of music performance AS and A-level at aqa.org.uk
Recordings of performances must be submitted without post-performance editing.
Each student's recording of the performance for assessment must be kept under secure conditions until it is sent to AQA by the specified date given at aqa.org.uk/keydates
Performance documentation
The performance documentation is referred to by examiners when marking the audio recording of the performance. Students must submit one or a combination of the following, as appropriate, for each of the pieces performed for assessment.
Evidence type | Requirement |
---|---|
Notated score |
Providing full performance information through musical notation. |
Lead sheet |
Providing a detailed framework giving structure and musical substance from which a performance can be produced that meets the composer’s intentions. |
Guide recording (If no score or lead sheet available) |
If students have based their own performance on a recording of another performance of the same piece, this must be submitted digitally so that the file can be easily accessed by the examiner. |
Annotation (Production only) |
Including details of the processes, devices and techniques used, showing how the areas detailed in the criteria contributed to the final performance. Students must provide details of the hardware and software used. |
Component 3: Composition (Assessment objective AO2)
Composition is externally marked by AQA out of 50 and constitutes 25% of the total marks for the qualification.
Each student must compose two pieces. One composition must be in response to an externally set brief and the other composition is freely composed by the student.
Composition 1: Composition to a brief
The composition must be in response to one brief from a choice of seven externally set briefs. The briefs will be released on or as near as possible to 15 September of the year of certification. Students must be given the externally set briefs in their entirety; they must not be edited, changed or abridged in any way.
The briefs may include different stimuli, such as:
- a poem or a piece of text
- photographs, images or film
- notation.
Composition 2: Free composition
Free compositions need not reference areas of study or a given brief.
Compositions 1 and 2
Together, the compositions must last a combined minimum time of four and a half minutes.
If the student’s combined compositions do not meet the required duration a penalty is applied to the mark (the size of the penalty depends on the severity of the timing infringement). It may also result in schools or colleges being investigated for maladministration.
There is no maximum duration for composition.
For each student, teachers are responsible for ensuring the following requirements are met in administering the final compositions for assessment:
- the final compositions for assessment of each student's work meet the minimum duration requirement
- the audio recordings of the final compositions must be recorded from start to finish
- the student is not required to perform the composition but may do so if they wish
- the student’s composition that is being assessed must be identified by name and candidate number at the start of the recording.
Supervising students
Students must have sufficient direct supervision to ensure that the work submitted can be confidently authenticated as their own.
You may provide guidance and support to students so that they are clear about the requirements of the tasks they need to undertake and the marking criteria on which the work will be assessed.
You should encourage students to reflect upon and evaluate their own music, including considering the success of meeting the brief/intent, during their composition process.
Teachers are expected to follow the Joint Council for Qualifications (JCQ) instructions regarding the provision of feedback to students.
See also Non-exam assessment administration.
Assessment evidence
Audio recordings and composition documentation must be submitted as evidence for both compositions as well as a signed Candidate record form (CRF).
The audio recordings are marked alongside the composition documentation, to derive an overall mark for the component, using the Component 3: Composition assessment grids
Audio recording of compositions
The student is not required to play on the recording but may do so if they wish.
The audio recordings of the final compositions for assessment must be:
- recorded from start to finish
- saved digitally
- kept under secure conditions until sent to AQA for assessment by the specified date given at aqa.org.uk/keydates
- submitted complete and in their final state as completed by the student without any further editing or augmentation.
Composition documentation
For both compositions, students must be able to present written evidence that details the composition’s structure and musical substance.
Programme note
For both compositions students must provide a Programme note of approximately 150 words that identifies:- the compositional intention, including the intended audience/occasion
- details of the software and hardware used in the compositional process.
For both compositions, students must also be able to present one or more of the following which details the composition’s structure and musical substance.
Evidence type | Requirement |
---|---|
Notated score |
Providing full performance information through musical notation, detailing, for example, dynamics, tempo, and techniques where appropriate. |
Lead sheet |
Providing a detailed framework giving structure and musical substance from which a performance can be produced that meets the composer’s intentions eg a melody line with chord symbols and lyrics. |
Aural guide |
A written account which provides a detailed guide through the aural experience of the piece which will highlight structure and musical ideas, including the ways in which they have been explored. |
Assessment objectives
Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Music specifications and all exam boards.
The assessments will measure how students have achieved the following assessment objectives.
Assessment objective weightings for A-level Music
Assessment objectives | Weighting (approx %) | |
---|---|---|
AO1 | Interpret musical ideas through performing, with technical and expressive control and an understanding of style and context. | 35 |
AO2 | Create, develop and refine musical ideas with technical and expressive control and coherence. | 25 |
AO3 | Demonstrate and apply musical knowledge. | 10 |
AO4 | Use analysis and appraising skills to make evaluative and critical judgements about music. | 30 |
Assessment objectives | Component weightings (approx %) | Overall
weighting (%) |
||
---|---|---|---|---|
Component 1: Appraising music | Component 2: Performance | Component 3: Composition | ||
AO1 | 35 | 35 | ||
AO2 | 25 | 25 | ||
AO3 | 10 | 10 | ||
AO4 | 30 | 30 | ||
Overall weighting of components | 40 | 35 | 25 | 100 |
The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.
Component | Maximum raw mark | Scaling factor | Maximum scaled mark |
---|---|---|---|
Appraising music | 120 | 1 | 120 |
Performance | 50 | 2.1 | 105 |
Composition | 50 | 1.5 | 75 |
Total scaled mark | 300 | ||
Assessment criteria
The assessment criteria below details the mark bands with descriptors for the assessment of students work.
Component 2: Performance assessment grids
The performance evidence will be marked as a whole out a total of 50, with the overall mark comprising four assessment grids.
Mark | Assessment grids |
---|---|
5 | Ambition of project |
15 | Technical control |
15 | Expressive control |
15 | Performance quality |
50 | Total |
Please note: for students performing a combination of instrumental/vocal and production via technology, examiners will assess each performance against the corresponding assessment grid. Examiners will take an average of the two marks to derive the total mark. If students perform using both forms, care should be taken to ensure the duration of each performance is sufficient to ensure adequate coverage of required content and the full range of criteria in the grid.
The assessment grids refer to the individual part performed by the student either as a soloist or as part of an ensemble.
Ambition of project
The following assessment grid shows the comparable levels of demand for all performance types.- Instrumental/vocal grades refer to nationally recognised accredited music grades.
- For non-standard instruments the levels of demand for instrumental/vocal must be applied.
Teachers must refer to online exemplification materials which show how marks are awarded for each level of demand across all performance types. Please refer to e-AQA
Both the common level descriptor and additional descriptors, as appropriate to the type of performance, should be used to locate the correct mark.
Mark | Instrumental/vocal | Production |
---|---|---|
5 |
The chosen programme will make high musical and technical demands. |
|
The standard expected will be greater than grade seven or its equivalent and will demonstrate considerable expressive variety across the programme. |
The chosen programme will demonstrate a highly complex texture and considerable expressive variety. |
|
4 |
The chosen programme will make a substantial range of musical and/or technical demands. |
|
The standard expected will equate to grade seven or its equivalent with expressive variety across the programme or greater than grade seven or its equivalent without expressive variety. |
The chosen programme will demonstrate complex texture and expressive variety. |
|
3 |
The chosen programme will make a reasonable range of musical and/or technical demands. |
|
The standard expected will equate to grade six or its equivalent with expressive variety across the programme or equate to grade seven or its equivalent without expressive variety. |
The chosen programme will demonstrate moderately complex texture and some degree of expressive variety. |
|
2 |
The chosen programme will make a range of musical or technical demands. |
|
The standard expected will equate to grade six or its equivalent without expressive variety. |
The chosen programme will feature relatively simple texture and demonstrate little or no expressive variety. |
|
1 |
The chosen programme will make some musical or technical demands upon the student. |
|
The standard expected will equate to grade five or its equivalent with expressive variety across the programme. |
The chosen programme will demonstrate rudimentary texture and basic skills. |
|
0 | No work submitted or not worthy of credit. |
Technical control
Instrumental/vocal: assessment of pitch (including intonation), rhythm and quality of tone, (including breathing and diction, bowing, pedalling etc).
Production: assessment of pitch, rhythm, articulation, phrasing and clarity of capture.
Mark | Instrumental/vocal | Production |
---|---|---|
13–15 |
|
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10–12 |
|
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7–9 |
|
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4–6 |
|
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1–3 |
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0 | No work submitted or worthy of credit. |
Expressive control
Instrumental/vocal: assessment of tempo, dynamics, phrasing and articulation.
Production: assessment of choice of timbres, dynamics, dynamic processing including compression and EQ.
Mark | Instrumental/vocal | Production |
---|---|---|
13–15 |
|
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10–12 |
|
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7–9 |
|
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4–6 |
|
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1–3 |
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0 | No work submitted or worthy of credit. |
Performance quality
Instrumental/vocal: assessment of musical style and communication.
Production: assessment of style, balance, blend, panning and use of effects.
Mark | Instrumental/vocal | Production |
---|---|---|
13–15 |
|
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10–12 |
|
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7–9 |
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4–6 |
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1–3 |
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0 | No work submitted or worthy of credit. |
Component 3: Composition assessment grids
The composition evidence is marked out of a total of 50 marks. Each of the two compositions is out of a maximum of 25.
Mark | Assessment grids |
---|---|
25 | Composition 1: Composition to a brief |
25 | Composition 2: Free composition |
50 | Total |
Composition 1: Composition to a brief
There are five bands of achievement and there are five marks available for each band. The lower mark indicates the lower level of achievement.
Mark | Composition 1: Composition to a brief |
Requirements Brief 1 – Chorales |
Requirements Briefs 2–7 |
---|---|---|---|
21–25 |
an authoritative composition
|
|
|
16–20 |
a confident composition
|
|
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11–15 |
a secure composition
|
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6–10 |
a composition of some limitations
|
|
|
1–5 |
a rudimentary composition
|
|
|
0 | No work submitted or worthy of credit. |
Composition 2: Free composition
Mark | Composition 2: Free composition | Requirements |
---|---|---|
21–25 |
an authoritative composition
|
|
16–20 |
a confident composition
|
|
11–15 |
a secure composition
|
|
6–10 |
a composition of some limitations
|
|
1–5 |
a rudimentary composition
|
|
0 | No work submitted or worthy of credit. |