MUSIC GCSE (9-1) Specification - OCR
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Qualification
Accredited
Oxford Cambridge and RSA
GCSE (9-1)
Specification
MUSIC
J536
For first assessment in 2018
Version 1.4 (January 2020) ocr.org.uk/gcsemusicDisclaimer Specifications are updated over time. Whilst every effort is made to check all
documents, there may be contradictions between published resources and the
specification, therefore please use the information on the latest specification at
all times. Where changes are made to specifications these will be indicated within
the document, there will be a new version number indicated, and a summary
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Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in
England. Registered company number 3484466.Contents
Support and Guidance ii
Assessment Preparation and Analysis Service iii
1 Why choose an OCR GCSE (9–1) in Music?1
1a. Why choose an OCR qualification? 1
1b. Why choose an OCR GCSE (9–1) in Music? 2
1c. What are the key features of this specification? 3
1d. How do I find out more information? 3
2 The specification overview 4
2a. OCR’s GCSE (9–1) in Music (J536) 4
2b. Content of OCR GCSE (9–1) in Music (J536) 5
2c. Content of Integrated portfolio (01 repository or 02 postal) 13
2d. Content of Practical component (03 repository or 04 postal) 14
2e. Content of Listening and appraising (05) 15
2f. Prior knowledge, learning and progression 17
3 Assessment of OCR GCSE (9–1) in Music18
3a. Forms of assessment 18
3b. Assessment objectives (AO) 20
3c. AO weightings in OCR GCSE (9–1) Music 20
3d. Assessment availability 20
3e. Retaking the qualification 21
3f. Assessment of extended response 21
3g. Non-exam assessment 22
3h. Sequencing criteria 34
3i. Synoptic assessment 36
3j. Calculating qualification results 36
4 Admin: what you need to know37
4a. Pre-assessment 37
4b. Special consideration 38
4c. External assessment arrangements 38
4d. Admin of non-exam assessment 39
4e. Results and certificates 42
4f. Post-results services 42
4g. Malpractice 42
5 Appendices43
5a. Grade descriptors 43
5b. Overlap with other qualifications 44
5c. Accessibility 44
5d. Suggested repertoire 45
5e. Language for learning 46
5f. Difficulty Mark Criteria for Groups of Instruments 50
Summary of updates 65
© OCR 2021
GCSE (9–1) in Music iSupport and Guidance
Introducing a new specification brings challenges for will grow throughout the lifetime of the specification,
implementation and teaching, but it also opens up new they include:
opportunities. Our aim is to help you at every stage.
We are working hard with teachers and other experts • Delivery Guides
to bring you a package of practical support, resources • Transition Guides
and training. • Topic Exploration Packs
• Lesson Elements.
Subject Advisors We also work with a number of leading publishers who
OCR Subject Advisors provide information and publish textbooks and resources for our specifications.
support to centres including specification and non- For more information on our publishing partners
exam assessment advice, updates on resource and their resources visit: https://ocr.org.uk/
developments and a range of training opportunities. qualifications/resource-finder/publishing-partners/
Our Subject Advisors work with subject communities Professional development
through a range of networks to ensure the sharing of
Our improved Professional Development
ideas and expertise supporting teachers and students
Programme fulfils a range of needs through
alike. They work with developers to help produce our
course selection, preparation for teaching,
specifications and the resources needed to support
delivery and assessment. Whether you want
these qualifications during their development.
to look at our new digital training or search for
You can contact our Music Subject Advisors for specialist training materials, you can find what you’re
advice, guidance and support: looking for all in one place at the CPD Hub:
cpdhub.ocr.org.uk
01223 553998
music@ocr.org.uk
An introduction to new specifications
@OCR_PerformArts
We run training events throughout the academic year
Teaching and learning resources that are designed to help prepare you for first teaching
and support every stage of your delivery of the new
Our resources are designed to provide you with a qualifications.
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you to select the best activity, approach or context To receive the latest information about the training
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students. The resources are a body of knowledge that updates at: ocr.org.uk/updates
© OCR 2021
ii GCSE (9–1) in MusicAssessment Preparation and Analysis Service
Along with subject-specific resources and tools, you’ll focus on skills development, professional guidance for
also have access to a selection of generic resources that teachers and results data analysis.
Subject Advisor Support
Our Subject Advisors provide you with access to specifications, high-quality teaching resources and
assessment materials.
Skills Guides
These guides cover topics that could be relevant to a range of qualifications, for example
communication, legislation and research. Download the guides at ocr.org.uk/skillsguides
Active Results
Our free online results analysis service helps you review the performance of individual students or your
whole cohort. For more details, please refer to ocr.org.uk/activeresults
Practice Papers
Assess students’ progress under formal examination conditions with question papers downloaded from
a secure location, well-presented, easy to interpret mark schemes and commentary on marking and
sample answers.
© OCR 2021
GCSE (9–1) in Music iii© OCR 2021 iv GCSE (9–1) in Music
1 Why choose an OCR GCSE (9–1) in Music?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance that the delivery of the course to suit your needs. We aim
you’re working with one of the UK’s leading exam to encourage students to become responsible for
boards. Our new OCR GCSE (9–1) in Music course their own learning, confident in discussing ideas, 1
has been developed in consultation with teachers, innovative and engaged.
employers and Higher Education to provide learners
with a qualification that’s relevant to them and meets We provide a range of support services designed to
their needs. help you at every stage, from preparation through
to the delivery of our specifications. This includes:
We’re part of the Cambridge Assessment Group,
Europe’s largest assessment agency and a • A wide range of high-quality creative resources
department of the University of Cambridge. including:
Cambridge Assessment plays a leading role in Delivery Guides
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developing and delivering assessments throughout Transition Guides
⃝
the world, operating in over 150 countries. Topic Exploration Packs
⃝
Lesson Elements
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We work with a range of education providers, . . . and much more.
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including schools, colleges, workplaces and other
institutions in both the public and private sectors. • Access to Subject Advisors to support you
Over 13,000 centres choose our A Levels, GCSEs through the transition and throughout the
and vocational qualifications including Cambridge lifetime of the specifications.
Nationals, Cambridge Technicals and Cambridge
Progression. • CPD/Training for teachers including face-to-face
events to introduce the qualifications and
Our Specifications prepare you for first teaching.
We believe in developing specifications that help you • Active Results – our free results analysis service
bring the subject to life and inspire your students to to help you review the performance of
achieve more. individual learners or whole schools.
We’ve created teacher-friendly specifications based All GCSE (9–1) qualifications offered by OCR are
on extensive research and engagement with the accredited by Ofqual, the Regulator for qualifications
teaching community. They’re designed to be offered in England. The accreditation number for
straightforward and accessible so that you can tailor OCR’s GCSE (9–1) in Music is QN601/8216/7
© OCR 2021
GCSE (9–1) in Music 11b. Why choose an OCR GCSE (9–1) in Music?
OCR’s GCSE (9–1) in Music will provide a Through the various genres, styles and eras contained
contemporary, accessible and creative education in in our Areas of Study they will explore musical
1 Music with an integrated approach to the three main context, musical language, and perfomance and
elements – performing, composing and appraising. composition skills.
Learners are encouraged to be creative and to OCR’s GCSE (9–1) in Music is designed to appeal to,
broaden their musical horizons and understanding and cater for, a wide range of interests, instruments,
with Areas of Study that inspire and challenge. personalities and directions. Learners will have the
opportunity to explore instruments and Areas of
This specification will enable learners to explore Study depending on their personal preference and
performance and composition with a focus on their ability.
own instrument and genre choices and offer
opportunity to explore new instrumental skills.
Aims and learning outcomes
OCR’s GCSE (9–1) in Music will encourage learners to: • develop awareness of a variety of instruments,
styles and approaches to performing and
• engage actively in the process of music study composing
• develop performing skills individually and in • develop awareness of music technologies and
groups to communicate musically with fluency their use in the creation and presentation of
and control of the resources used music
• develop composing skills to organise musical • recognise contrasting genres, styles and
ideas and make use of appropriate resources traditions of music, and develop some
awareness of musical chronology
• recognise links between the integrated
activities of performing, composing and • develop as effective and independent learners
appraising and how this informs the with enquiring minds
development of music
• reflect upon and evaluate their own and others’
• broaden musical experience and interests, music
develop imagination and foster creativity
• engage with and appreciate the diverse
• develop knowledge, understanding and skills heritage of music, in order to promote
needed to communicate effectively as personal, social, intellectual and cultural
musicians development.
© OCR 2021
2 GCSE (9–1) in Music1c. What are the key features of this specification?
The key features of OCR’s GCSE (9–1) in Music for you • an examined listening and appraisal component
and your learners are: sat at the end of the linear course
1
• an integrated performance and composition • the performance and composition components
component with learner choice of instrument will enable learners to pursue their individual
– non-examined assessment completed during preference with a broad range of Areas of
the course Study
• a practical portfolio that includes the board • the three components of OCR’s GCSE (9–1) in
set composition task and an ensemble Music allow an integrated approach to the
performance – non-examined assessment teaching and learning of appraisal, performing
completed during the course and composing.
• the performance and composition components
are internally assessed and externally
moderated by OCR
1d. How do I find out more information?
If you are already using OCR specifications you can Want to find out more?
contact us at: www.ocr.org.uk
Ask a Subject Advisor:
If you are not already a registered OCR centre then
you can find out more information on the benefits of Phone: 01223 553998
becoming one at: www.ocr.org.uk
http://www.ocr.org.uk/qualifications/by-subject/
If you are not yet an approved centre and would like music-related/meet-the-team/
to become one go to: www.ocr.org.uk
Email: music@ocr.org.uk
Teacher support: http://www.ocr.org.uk/
qualifications/by-subject/music/
News: twitter: @OCR_PerformArts
© OCR 2021
GCSE (9–1) in Music 32 The specification overview
2a. OCR’s GCSE (9–1) in Music (J536)
Learners take components: 01 OR 02, 03 OR 04, and 05.
There are two submission options, postal submission or electronic upload via the OCR Repository.
Repository option: Learners must take (01), (03) and (05).
Postal option: Learners must take (02), (04) and (05).
2
Content Overview Assessment Overview
Performance on the learner’s chosen instrument.
Integrated portfolio
(01 or 02)
30%
Composition to a brief set by the learner. 60 Marks of total
Non-exam assessment GCSE
Practical component
(03 or 04)
30%
Ensemble performance.
Composition to an OCR set brief. 60 Marks of total
Non-exam assessment GCSE
Listening and
Listening and appraising.
appraising (05) 40%
A written paper, with CD.
Aural recognition and context unheard/unfamiliar
80 Marks of total
music from within the Areas of Study 2, 3, 4 & 5.
1 hour and 30 minutes
written paper
GCSE
The total length of performance required in component 1 or 2 and component 3 or 4 combined is a minimum
four minutes with at least one minute as part of an ensemble. Learners can perform several short pieces for
either or both components.
The total length of Composing required in component 1 or 2 and component 3 or 4 combined is a minimum of
three minutes.
© OCR 2021
4 GCSE (9–1) in Music2b. Content of OCR GCSE (9–1) in Music (J536)
The OCR GCSE (9–1) in Music requires learners to The OCR GCSE (9–1) in Music requires learners to
practically apply knowledge and understanding, demonstrate knowledge and understanding of the
including musical vocabulary and notation as musical elements, musical contexts and musical
appropriate to the context, through the skills of: language listed below, and allow learners, where
appropriate, to apply these to their own work when
2
• performing performing and composing.
• composing
• appraising.
Musical elements • Organisation of pitch (melodically and harmonically) including simple chord
progressions e.g. perfect and imperfect cadences, and basic melodic devices
e.g. sequence.
• Tonality including major, minor and basic modulation e.g. tonic – dominant.
• Structure; organisation of musical material including simple structure e.g.
verse and chorus, call and response, binary and theme and variations.
• Sonority including recognition of a range of instrumental and vocal timbres
and articulation e.g. legato and staccato.
• Texture; how musical lines (parts) fit together including simple textural
combinations e.g. unison, chordal and solo.
• Tempo, metre and rhythm including pulse, simple time, compound time, and
basic rhythmic devices e.g. dotted rhythms.
• Dynamics; basic dynamic devices e.g. crescendo and diminuendo.
Musical contexts • The effect of purpose and intention (e.g. of the composer, performer,
commissioner) on how music is created, developed and performed in
different historical, social and cultural contexts.
• The effect of audience, time and place (e.g. venue, occasion) on how music is
created, developed and performed in different historical, social and cultural
contexts.
Musical language • Reading and writing of staff notation including treble-clef and bass-clef note
names, rhythmic notation in simple time, key signatures to four sharps and
four flats.
• Major and minor chords and associated chord symbols including traditional
and contemporary notation as appropriate e.g. IV or G7.
• Recognising and accurately using appropriate musical vocabulary and
terminology related to the Areas of Study e.g. slide, repeats and stepwise.
Perform • Make use of musical elements, techniques and resources to interpret and
communicate musical ideas with technical control and expression. This must
be achieved by one or more of the following means: playing or singing music,
improvising, or realising music using music technology.
• Perform music with control, making expressive use of phrasing and dynamics
appropriate to the style and mood of the music.
© OCR 2021
GCSE (9–1) in Music 5Compose • Make use of musical elements, techniques and resources to create and
develop musical ideas with technical control and coherence; freely as the
composer chooses, and responding to a brief or commission supplied by
others.
1 • Compose music that develops musical ideas, uses conventions, and explores
the potential of musical structures and resources.
Appraise • Analyse and evaluate music in aural and/or written form, using knowledge
2 and understanding of musical elements, musical contexts and musical
language to make critical judgements about repertoire within the Areas of
Study.
• Use knowledge and understanding of musical elements, musical contexts and
musical language to analyse unfamiliar music (i.e. individual pieces of music
that have not been stipulated within the specification).
• Make critical judgements about music, using appropriate musical vocabulary.
• Formulate critical judgements, which will be achieved by attentive listening
(rather than just hearing) and aural perception.
© OCR 2021
6 GCSE (9–1) in MusicAreas of Study
Learners will study five Areas of Study. and other world cultures. The Areas of Study also
provide opportunities for learners to further their
Through the investigation and in-depth study of the understanding of musical styles of their own
large variety of music contained in the five Areas of choosing.
Study set for GCSE (9–1) in Music, learners will further
develop their knowledge and understanding of: The specification contains five Areas of Study, which
define the subject content, through which learners 2
• the musical elements and their develop their knowledge and understanding of:
interdependence
• musical contexts • the use of musical elements, devices, tonalities
• musical language. and structures
• the use of resources, conventions, processes,
The Areas of Study are intended to be approached music technology and relevant notations,
in a way that allows learners to explore music in including staff notation
an integrated fashion – providing performance, • the contextual influences that affect the way
composition and appraisal opportunities. music is created, performed and heard
including the effect of different intentions,
Across the Areas of Study, learners will study music uses, venues, occasions, available resources
from the past and present, from the western tradition and the cultural environment.
© OCR 2021
GCSE (9–1) in Music 7Area of Study 1: My Music
Outline Learners should study their instrument, which can be any of the following:
• any instrument
• voice – this can include styles such as rapping or beatboxing
• DJ-ing
• sequencing – realisation using ICT.
2 Focus for Learners should study the capabilities and limitations of their instrument, voice or
learning technology including:
• its range and characteristic timbre
• the techniques required to play it and any techniques that are specific to it
• how it might be used in different genres
• what type of ensembles it might be used in
• how its use is influenced by context and culture.
Learners will practise and learn to perform one or more piece(s) for their instrument of
an appropriate level of difficulty.
The piece(s) should reflect the learner’s ability and allow them to demonstrate enough
skill and technique to access the marking criteria.
The part played by the learner should not generally be doubled by any other part. The
piece can be a sequenced recording where the learner has programmed all the parts.
The performance can be one of the following:
• the learner performing alone
• the learner accompanied by a live or pre-recorded part
• a piece for a group in which the learner plays a significant part
• a multi-tracked recording in which the learner performs at least one part
• a sequenced recording where the learner programs all parts.
Learners will compose a piece of their choice. This can be:
• instrument(s)/voice/technology of their choice
• an unaccompanied solo piece
• an accompanied solo piece
• an ensemble piece
• in a genre of the learner’s choosing.
© OCR 2021
8 GCSE (9–1) in MusicArea of Study 2: The Concerto Through Time
Outline Learners should study The Concerto and its development from 1650 to 1910 through:
• the Baroque Solo Concerto
• the Baroque Concerto Grosso
• the Classical Concerto
• the Romantic Concerto.
Focus for Learners should study and develop an understanding of: 2
learning
• what a concerto is and the way it has developed through time
• the instruments that have been used for the solo part in the concerto and how
they have developed through time
• the growth and development of the orchestra through time
• the role of the soloist(s)
• the relationship between the soloist(s) and the orchestral accompaniment
• how the concerto has developed through time in terms of length, complexity and
virtuosity
• the characteristics of Baroque, Classical and Romantic music as reflected in
The Concerto.
Learners should study and understand how composers of concertos use musical
elements and compositional devices in their concertos including:
• instruments and timbre
• pitch and melody
• rhythm and metre
• tempo
• dynamics, expression and articulation
• texture
• structure, phrasing and cadences
• harmony and tonality
• repetition, sequence and imitation
• ornamentation.
Learners should have some knowledge of:
• the names and intentions of composers who wrote concertos in each period
• the historical and social context of the concerto in each period
• the need for a larger venue over time as the genre expanded and developed
• the changing nature of commissioner and audience over time.
Suggested A list of suggested repertoire is provided (see section 5d), but these should not be
repertoire considered as set works.
© OCR 2021
GCSE (9–1) in Music 9Area of Study 3: Rhythms of the World
Outline Learners should study the traditional rhythmic roots from four geographical regions of
the world:
• India and Punjab
• Eastern Mediterranean and Middle East
• Africa
2 • Central and South America.
Learners should study and develop an understanding of the characteristic rhythmic
features of:
• Indian Classical Music and traditional Punjabi Bhangra
• Traditional Eastern Mediterranean and Arabic folk rhythms, with particular focus
on traditional Greek, Palestinian and Israeli music
• Traditional African drumming
• Traditional Calypso and Samba.
Focus for Learners should study and develop an understanding of the following for each
learning geographical region including:
• characteristic rhythms and metres
• the origins and cultural context of the traditional music
• the musical characteristics of the folk music
• the impact of modern technology on traditional music
• the names of performers and groups
• ways in which performers work together.
Learners will study and understand how a range of musical elements is combined in
traditional music, including:
• instruments and timbre
• pitch and melody
• rhythm and metre
• tempo
• dynamics, expression and articulation
• texture
• structure and phrasing
• harmony and tonality
• repetition, ostinato
• ornamentation.
Learners should have some knowledge of:
• techniques of performing traditional drums
• traditional rhythm patterns (including regular and irregular metres, syncopation
and cross rhythms)
• how texture builds with added parts
• improvised melodic lines based on traditional scales (including modal and
microtonal melodic ideas).
Suggested A list of suggested repertoire is provided (see section 5d), but these should not be
repertoire considered as set works.
© OCR 2021
10 GCSE (9–1) in MusicArea of Study 4: Film Music
Outline Learners should study a range of music used for films including:
• music that has been composed specifically for a film
• music from the Western Classical tradition that has been used within a film
• music that has been composed as a soundtrack for a video game.
Focus for
learning
Learners should study how composers create music to support, express, complement
and enhance: 2
• a mood or emotion being conveyed on the screen
• a significant character(s) or place
• specific actions or dramatic effects.
Learners should study and understand how composers use music dramatically and
expressively through a variety of musical elements and compositional devices, including:
• instruments and timbre
• pitch and melody
• rhythm and metre
• tempo
• dynamics, expression and articulation
• texture
• structure and phrasing
• harmony and tonality
• repetition, ostinato, sequence and imitation
• ornamentation
• motif, leitmotif.
Learners should have some knowledge of:
• how music can develop and/or evolve during the course of a film or video game
• the resources that are used to create and perform film and video soundtracks,
including the use of technology
• the names of composers of music for film and/or video games.
Suggested A list of suggested repertoire is provided (see section 5d), but these should not be
repertoire considered as set works.
© OCR 2021
GCSE (9–1) in Music 11Area of Study 5: Conventions of Pop
Outline Learners should study a range of popular music from the 1950s to the present day,
focussing on:
• Rock ‘n’ Roll of the 1950s and 1960s
• Rock Anthems of the 1970s and 1980s
• Pop Ballads of the 1970s, 1980s and 1990s
2 • Solo Artists from 1990 to the present day.
Focus for Learners should study and demonstrate an understanding of:
learning
• vocal and instrumental techniques within popular music
• how voices and instruments interact within popular music
• the development of instruments in popular music over time
• the development and impact of technology over time
• the variety and development of styles within popular music over time
• the origins and cultural context of the named genres of popular music
• the typical musical characteristics, conventions and features of the specified
genres.
Learners should study and understand how composers of popular music use and develop
musical elements and compositional devices, including:
• instruments and timbre (acoustic and electric)
• pitch and melody (including bass lines and riffs)
• rhythm and metre
• tempo
• dynamics, expression and articulation
• texture
• structure and phrasing
• harmony and tonality
• dynamics, expression and articulation
• ornamentation
• repetition, ostinato and sequence
• technology including amplification and recording techniques.
Learners should have some knowledge of:
• names of solo artists and groups who composed and/or performed in each genre
• the changing nature of song structure
• the historical and social context of the named genres of popular music
• the growth of the popular music industry.
Suggested A list of suggested repertoire is provided (see section 5d), but these should not be
repertoire considered as set works.
© OCR 2021
12 GCSE (9–1) in Music2c. Content of Integrated portfolio (01 repository or 02 postal)
This component covers the content from Area of to perform a piece musically, accurately and with
Study 1: My Music. It is designed to enable learners appropriate interpretation. Their chosen piece(s)
to develop an understanding of performance and should be of a standard commensurate with the
composition through exploration of their own learner’s level of ability.
instrument and styles and genres of their own
2
choosing. Within a composing context, learners should
demonstrate knowledge of composition techniques,
Learners should develop their playing skills and use of musical elements and resources, including
abilities through regular practice in order to be able specific instrumental and technology techniques.
Key Idea Learners should:
Performance • practice a variety of pieces that develop their skills
• perform one or more pieces of music for their instrument/voice/technology under
supervised conditions
• demonstrate an understanding of performing with accuracy and fluency
• demonstrate an understanding of performing with technical control
• demonstrate an understanding of performing musically and with appropriate
expression and interpretation
• understand and be able to perform confidently and stylishly.
Composition • develop their understanding of rhythm, melody, harmony, structure and
compositional devices through a variety of individual composition exercises
throughout the course
• demonstrate an understanding of how to compose appropriately for a range of
instruments/voices/technology
• understand how to extend and manipulate musical ideas and devices in order to
develop a composition
• create a composition that shows an understanding of the techniques and capabilities
of the chosen instrument(s)/voice(s) or technology
• be able to combine and develop various musical elements successfully within the
composition using an appropriate structure to create a coherent piece.
© OCR 2021
GCSE (9–1) in Music 132d. Content of Practical component (03 repository or 04 postal)
This component is designed to enable learners to For performance, the focus of the assessment is on
further develop their skills and understanding of the demands of performing within an ensemble.
performance and composition.
For composition, learners are required to compose a
piece of music in response to a brief set by OCR.
2
Key Idea Learners should be able to:
Ensemble • practice and a variety of pieces that develop their ensemble skills
performance • perform one or more pieces of music under supervised conditions
• demonstrate an understanding of performing with accuracy and fluency
• demonstrate an understanding of performing with technical control
• demonstrate an understanding of performing musically and with appropriate
expression and interpretation
• demonstrate an understanding of interacting with other musicians and/or parts.
• understand and be able to perform confidently and stylishly with awareness of other
performers in the ensemble.
Composition • develop their understanding of rhythm, melody, harmony, structure and
to a set brief compositional devices through a variety of individual composition exercises
throughout the course
• demonstrate an understanding of how to compose appropriately to a defined brief
• understand how to extend and manipulate musical ideas and devices in order to
develop a composition
• be able to combine and develop various musical elements successfully within the
composition using an appropriate structure to create a coherent piece
• compose a composition that shows an understanding of the style, audience and/or
occasion dictated by the OCR set brief.
The choice of set briefs will give learners the firstly choose an Area of Study and then choose a
opportunity to specialise in an area of particular stimulus to use as starting point for their
relevance to their skills and interest. Learners must composition. The stimuli will be as follows:
Stimuli:
A choice of two rhythmic phrases
A choice of two note patterns
A four line stanza of words
A chord sequence
A short story
An image
© OCR 2021
14 GCSE (9–1) in Music2e. Content of Listening and appraising (05)
This component will assess learners’ knowledge and Rhythms of the World, Area of Study 4: Film Music
understanding of the content of Area of Study 2: and Area of Study 5: Conventions of Pop.
The Concerto Through Time, Area of Study 3:
Key Idea
Musical
Learners should be able to:
• identify and describe musical features
2
elements • draw conclusions about a piece/extracts of music
• draw comparisons between extracts of music
• demonstrate aural perception and apply knowledge of musical elements in score-
related questions using standard notation
• appraise audio musical extracts related to the Areas of Study 2–5 and respond
with evaluative and critical judgements which demonstrate knowledge and
understanding of:
o rhythm
o metre
o tempo
o pitch
o melody
o mode/scale
o timbre
o instruments
o dynamics
o articulation
o texture
o chords
o tonality.
Musical • appraise and make evaluative and critical judgements which demonstrate knowledge
contexts and understanding of repertoire within the Areas of Study 2–5 in terms of:
o how music is created, developed and performed in different historical, social and
cultural contexts
o the effect of purpose and intention (eg. of the composer or performer)
o the effect of audience, time and place (eg. venue, occasion)
o performing conventions
o stylistic detail
o origins and cultural context of traditional music
o ways in which styles and genres evolve and develop
o the impact of modern technology
o the names of performers and groups
• demonstrate and apply knowledge and understanding of contextual influences that
affect the way music is created, performed and heard:
o recognising contrasting genres, styles and traditions
o defining characteristics of genres, styles and traditions
o demonstrating awareness of musical chronology and stylistic features.
© OCR 2021
GCSE (9–1) in Music 15Musical • appraise audio musical extracts and make evaluative and critical judgements which
language demonstrate knowledge and understanding of the Areas of Study 2–5 in terms of:
o instruments and voices
o form and structure
o compositional devices
o expressive devices
o ensemble
2
o harmony
o tonality and modulation
o musical characteristics
o how mood is created
o phrasing
o sonority
o texture
o ornamentation
• demonstrate and apply knowledge of musical language, involving:
o reading and writing of staff notation
o identifying compositional devices
o recognising and using appropriate musical vocabulary and terminology related
to each Area of Study
o awareness of genre
o comparing contrasting musical extracts
o awareness of how performers work together.
© OCR 2021
16 GCSE (9–1) in Music2f. Prior knowledge, learning and progression
No prior knowledge or learning of the subject is Progression to further study from GCSE will depend
required. A background in music, for example, upon the number and nature of the grades achieved.
learning to play an instrument in an extra-curricular Broadly, learners who are awarded mainly grades 3–1
capacity would be beneficial. at GCSE could either strengthen their base through
further study of qualifications at Level 1 within the
2
Learners entering this course should have achieved National Qualifications Framework or could proceed
a general educational level equivalent to at least to Level 2. Learners who are awarded mainly grades
National Curriculum Level 3, or a Distinction at Entry 9–4 at GCSE would be well prepared for study at Level
Level within the National Qualifications Framework. 3 within the National Qualifications Framework.
GCSE qualifications are general qualifications which There are a number of Music specifications at OCR.
enable learners to progress either directly to Find out more at www.ocr.org.uk
employment, or to proceed to further qualifications.
© OCR 2021
GCSE (9–1) in Music 173 Assessment of OCR GCSE (9–1) in Music
3a. Forms of assessment
The OCR GCSE (9–1) in Music consists of two the centre and externally moderated by OCR and
components (the Integrated portfolio and one component (Listening and appraising) that is
Practical component) that are assessed by externally assessed.
Integrated portfolio (01 or 02)
This component is worth 60 marks and represents must be assessed by the centre and submitted to OCR
30% of the marks for GCSE. This component is for moderation.
internally assessed by the centre and externally
3 moderated by OCR, assessing Assessment The performance must be completed in the academic
year in which the qualification is awarded. The
Objective 1 – perform with technical control,
expression and interpretation, and Assessment composition may be completed at any time during
Objective 2 – compose and develop musical ideas the course.
with technical control and coherence. The performance repertoire should be selected by
the learner following discussion with the centre. The
Learners’ understanding will be assessed through: performance should normally be a commercially
available piece and a copy of the score or lead sheet
• a performance should be supplied.
• a composition to a learner determined brief.
In Composing, the learner should prepare a
The learner should prepare and record a performance composition of their own choice. This is to be assessed
and a composition to a self-determined brief. This by the centre and submitted to OCR for moderation.
Practical component (03 or 04)
This component is worth 60 marks and represents The performance repertoire should be selected
30% of the marks for GCSE. This component is by the learner following discussion with the centre.
internally assessed by the centre and externally The performance should normally be a commercially
moderated by OCR, assessing Assessment Objective 1 available piece and a copy of the score or lead sheet
and Assessment Objective 2. should be supplied.
Learners’ understanding will be assessed through: In Composing, learners are required to compose a
piece of music in response to a brief set by OCR.
• an ensemble performance Within this composition Learners are expected to
• a composition to a brief set by OCR. use and develop their knowledge and understanding
of rhythm, melody, harmony and compositional
The learner should prepare and record an ensemble techniques.
performance and a composition to a brief set by OCR.
This must be assessed by the centre and submitted to There will be choice of set briefs based on the Areas
OCR for moderation. of Study that will give learners some opportunity to
specialise in an area of particular relevance to their
The performance and composition must be skills and interest. The set briefs will be available to
completed in the academic year in which the Centres on September 1st of the academic year in
qualification is awarded. which Learners are to undertake their assessment.
These will be available on the OCR website.
© OCR 2021
18 GCSE (9–1) in MusicListening and appraising (05)
This component will be externally assessed and • multiple choice questions
contribute 40% of the overall qualification, assessing • single word or short answer questions
Assessment Objective 3 and Assessment Objective 3. • questions that require extended response.
For Assessment Objective 3, learners will The examination will be one hour and 30 minutes.
demonstrate and apply knowledge of: Learners will be given 2 minutes reading time at
the start of the exam. Musical vocabulary used
• musical elements and/or features in the questions and expected in the learners’
• musical contexts responses will be taken from the Language for
• musical language. Learning (see appendix 5e). Learners will also be
able to use non-technical language to communicate
3
For Assessment Objective 4, learners will use responses.
appraising skills to make evaluative and critical
judgements which demonstrate their knowledge The purpose of the examination is to assess aural
and understanding of: perception and understanding of the content of
the Areas of Study 2–5. A contrasting selection of
• musical elements musical extracts from the Areas of Study will be used.
• musical contexts These extracts will be taken from both within and
• musical language. outside the suggested repertoire. Detailed specific
knowledge of music in the suggested repertoire will
Learners will be expected to answer questions based not be expected.
on extracts of music played during the examination.
The following types of question will be asked:
© OCR 2021
GCSE (9–1) in Music 193b. Assessment objectives (AO)
There are four Assessment Objectives in OCR’s GCSE Learners are expected to demonstrate their
(9–1) in Music. These are detailed in the table below. ability to:
Assessment Objective
AO1 perform with technical control, expression and interpretation
AO2 compose and develop musical ideas with technical control and coherence
3
AO3 demonstrate and apply musical knowledge
AO4 use appraising skills to make evaluative and critical judgements about music.
3c. AO weightings in OCR GCSE (9–1) Music
The relationship between the Assessment Objectives
and the components are shown in the following table:
% of overall GCSE (9–1) in Music (J536)
Component
AO1 AO2 AO3 AO4
Integrated portfolio (J536/01 OR J536/02) 15 15 0 0
Practical component (J536/03 OR
15 15 0 0
J536/04)
Listening and appraising (J536/05) 0 0 20 20
Total 30 30 20 20
3d. Assessment availability
There will be one examination series available each This specification will be certificated from the June
year in May/June to all learners. 2018 examination series onwards.
The examined component must be taken in the
examination series at the end of the course.
© OCR 2021
20 GCSE (9–1) in Music3e. Retaking the qualification Learners can retake the qualification as many times as or both of the non-exam assessment (NEA) they wish. Learners must retake all examined components or carry forward (re-use) their most components but they can choose to either retake one recent result(s) (see Section 4a). 3f. Assessment of extended response The assessment materials for this qualification responses are integrated into the marking criteria. provide learners with the opportunity to demonstrate Extended response will be assessed in Listening and their ability to construct and develop a sustained and appraising (05). 3 coherent line of reasoning and marks for extended © OCR 2021 GCSE (9–1) in Music 21
3g. Non-exam assessment
Centres will assess all the work of their learners in the Dates and deadlines for preparatory work, must be
non-examined assessment components. set by centres in order to facilitate the completion of
marking and internal standardisation by the OCR-set
OCR will moderate these marks in accordance with deadline.
standard policy relating to the standardisation and
sampling of work. Guidance should be given to learners about
availability and choice of materials, health and
Work submitted for the GCSE level components safety, avoidance of plagiarism and completion of
should reflect the standard expected for a learner work in accordance with specification requirements
3 after a full GCSE level course of study. and procedures.
NB: the total length of performance required in both
The amount of time given to learners for the
the Integrated portfolio and the Practical component
preparation period should be determined by centres.
must have a combined duration of at least four minutes
All work must be completed by the designated
(with the ensemble performance lasting a minimum of
finishing time set by the centre.
one minute). A penalty will be applied by OCR where
the minimum duration is not met.
The performance and composition for all components
must be completed under supervised conditions NB: the total length of composition required in both
within the centre to ensure the authenticity of the the Integrated portfolio and the Practical component
learner’s submission and completed in the academic must have a combined duration of at least three
year in which the learner expects to be awarded the minutes. Students may not be able to access the full
qualification. Cover sheets will be provided to centres range of marks if they do not reach the minimum
to be submitted with the learner’s work to the duration requirements.
moderator.
For further guidance please also see section 4d –
Admin of non-exam assessment.
Use of “best fit” approach for marking criteria
The assessment task(s) for each component should band descriptor, teachers should use the following
be marked by teachers according to the given guidance:
marking criteria within the relevant component using
a ‘best fit’ approach. For each of the marking criteria, • where the learner’s work convincingly meets the
teachers select one of the band descriptors provided statement, the highest mark should be awarded
in the marking grid that most closely describes the • where the learner’s work adequately meets
quality of the work being marked. the statement, the most appropriate mark
in the middle range should be awarded
Marking should be positive, rewarding achievement • where the learner’s work just meets the
rather than penalising failure or omissions. The award statement, the lowest mark should be awarded.
of marks must be directly related to the marking
criteria. Teachers use their professional judgement in Teachers should use the full range of marks available
selecting the band descriptor that best describes the to them and award full marks in any band for work
work of the learner. which fully meets that descriptor. This is work which
is ‘the best one could expect from learners working
To select the most appropriate mark within the at that level’.
© OCR 2021
22 GCSE (9–1) in MusicWhere there are only two marks within a band the For wider mark bands the marks on either side of the
choice will be between work which, in most respects, middle mark(s) for ‘adequately met’ should be used
meets the statement and work which just meets where the standard is lower or higher than ‘adequate’
the statement. but not the highest or lowest mark in the band.
Integrated portfolio (01 or 02)
Performance Requirements
The repertoire should be selected by the learner The performance should not be the learners’
following discussion with the centre. The performance
should normally be a commercially available piece and
composition; however for instruments where the
style of performance is largely improvisatory, such as 3
a copy of the score or lead sheet should be supplied. beatboxing, rapping and DJ-ing, substantial amounts
Where a written score or lead sheet is unavailable of improvisation will be acceptable as performance.
– because it does not exist – other means of
referencing the performance intentions can be The total length of performance required in the
permitted. However, where a written score or lead Integrated portfolio (01 or 02) and the Practical
sheet is available, it should still be used. component (03 or 04) combined is a minimum of
four minutes with at least one minute as part of an
Alternative material will only be accepted where a ensemble. Learners can perform several short pieces
written score or lead sheet is unavailable because it for either or both components.
does not exist, and the only other types of evidence
permissible are: The performance can be one of the following:
• the chord pattern used • the learner performing alone
• the note pattern/raga used • the learner accompanied by a live or pre-
• a recording of the piece by the original recorded part
commercial performer • a piece for a group in which the learner plays a
• a recording by a commercial artist in the style significant part
of the learner’s performance. • a multi-tracked recording in which the learner
performs at least one part
Candidates are awarded marks for the quality of the • a sequenced recording where the learner
performance only. The score, lead sheet (or programs all parts.
alternative reference material) is not awarded any
marks.
© OCR 2021
GCSE (9–1) in Music 23Composition Requirements
The total length of the Integrated portfolio (01 or 02) The composition must be completed under
and the Practical component (03 or 04) combined is a supervised conditions within the centre to ensure
minimum of three minutes. the authenticity of the learner’s submission.
In Composing, learners are required to compose a It is not necessary for the learner to perform their
piece of music in response to a brief they have own composition. Where others have taken part in
2 determined themselves. Within this composition the performance of a learner’s composition, this must
Learners are expected to use and develop their be performed from a score that has been prepared by
knowledge and understanding of rhythm, melody, the learner. The performer should not add any
3
harmony and compositional techniques. stylistic enhancement to the written score.
The composition should be submitted in a recorded The composition can also be recorded and assessed
form and accompanied by a score, lead sheet or as a playback from an ICT software sequencing or
written account of the composition which has been notation package. Details of the software used should
produced by the learner. be supplied, and the use of any pre-recorded samples
and loops declared.
Performance Marking Criteria
The learner’s performance in the recital as a whole is • where the learner’s work adequately meets
assessed and a mark given under each of the three the statement, the most appropriate mark in
headings: Technical control and fluency, expression the middle range should be awarded
and interpretation, and difficulty. • where the learner’s work just meets the
statement, the lowest mark should be awarded.
Three separate marks should be awarded and this
will give the learners a total mark out of 30 for Technical control and fluency
performance.
Learners are assessed on their use of a range of
GCSE performances should demonstrate control, appropriate techniques as they apply to the learner’s
expressive use of phrasing and dynamics which are instrument/voice (e.g. coordination and balance of
appropriate to the style and mood of the music RH/LH, bow/fingers, tongue/fingers; intonation;
breath control; diction; pedalling; registration, use
Where pieces do not have a consistent level of of appropriate tempi).
demand, the “difficulty” mark applicable to the piece
with the lowest level of demand is to be awarded. Where the learner presents a performance using
music technology to realise music, their ability to use
To select the most appropriate mark within the band appropriate technique (e.g. appropriate software
descriptor, teachers should use the following functions; production techniques; balance) is
guidance: assessed.
• where the learner’s work convincingly meets the If the difficulty mark does not exceed 2 then the top
statement, the highest mark should be awarded band of marks (10–12) is not accessible.
© OCR 2021
24 GCSE (9–1) in Music10–12 The performance is confident, accurate and fluent with good technical control appropriate to the
marks demand of the music. There may be minor blemishes but they do not significantly affect the
overall performance. Intonation (where relevant) and tone production are good.
7–9 The performance is predominantly fluent, with technical control adequate to the demand of the
marks music. There could be some errors but these do not disrupt the overall flow of the music.
Intonation (where relevant) and tone production are generally secure.
4–6 The performance has some fluency with mostly correct rhythms and pitches. Hesitance and technical
marks errors may sometimes disturb the flow of the music. Intonation (where relevant) is partially secure.
1–3 The performance has very limited accuracy and fluency. Intonation (where relevant) may be poor.
marks
0 marks There is nothing worthy of credit. 3
Expression and interpretation dynamics, appropriate to the style and mood
of the music.
Learners are assessed on their musical
communication, expression and interpretation, If the difficulty mark does not exceed 2 then the top
including expressive use of phrase and band of marks (10–12) is not accessible.
10–12 The performance is communicated musically and stylishly using conventions that are appropriate
marks to the genre. A high level of musical detail is evident.
7–9 The performance communicates some appropriate dynamics and articulation and there is an
marks attempt to shape the music.
4–6 The performance has limited attention to dynamics and articulation, although there may be some
marks sense of direction.
1–3 The performance attempts to communicate the piece in a simple way but there is little success.
marks
0 marks There is nothing worthy of credit.
Difficulty
Where pieces do not have a consistent level of
demand the mark applicable to the piece with
the lowest level of demand is to be awarded.
5–6 A more complex piece involving sustained control with more intricate technical demands in terms
marks of an extended range and control of tempo, dynamics, articulation and phrasing.
3–4 A piece which requires a range of rhythmic and/or melodic change with some technical demands
marks in terms of phrasing, dynamics, articulation and key.
1–2 A simple piece which uses a limited rhythmic and/or melodic range with easy movement between
marks notes and where relevant, in an easy key.
0 marks There is nothing worthy of credit.
© OCR 2021
GCSE (9–1) in Music 25Composition Marking Criteria
Each composition is awarded a mark out of 30 using • where the learner’s work convincingly meets
the core criteria. The core criteria take into account the statement, the highest mark should be
the quality of ideas, the way that they are awarded
manipulated, and the structure. The overarching • where the learner’s work adequately meets the
outcome statement should be used to define the statement, the most appropriate mark in the
band of marks into which the composition is placed. middle range should be awarded
A mark should then be selected within the band to • where the learner’s work just meets the
reflect the degree to which the piece meets the rest statement, the lowest mark should be
of the criteria. awarded.
3 To select the most appropriate mark within the band
Core criteria
Learners are assessed on their ability to develop
descriptor, teachers should use the following musical ideas, use conventions and techniques,
guidance: explore the potential of musical structures and
resources, use of musical elements.
26–30 The composers intentions are wholly clear throughout the piece.
marks A highly musical, stylish and effective piece.
There is a wide variety and/or advanced use of musical elements which demonstrate a high level
of musical understanding.
Excellent development of ideas using compositional techniques applied in an entirely appropriate
way.
The piece demonstrates excellent understanding of stylistic and structural conventions.
21–25 The composer’s intentions are clear.
marks Musically successful piece with a strong sense of style.
There is a variety of musical elements that show a good level of musical understanding.
There is development of ideas appropriate to the style showing understanding of several
compositional techniques.
The piece demonstrates good understanding of stylistic and structural conventions.
16–20 The composer’s intentions are mostly clear.
marks Musically coherent with a sense of style.
There is a range of musical elements which show musical understanding.
There is development using a range of appropriate compositional techniques.
The structure is well defined and appropriate to the musical style.
11–15 The composer’s intentions are clear in places.
marks A mostly successful piece with some coherence and some sense of style.
There is some success in the use and combination of a range of musical elements.
There is some development using mostly appropriate compositional techniques.
The piece is extended within a defined structure mostly appropriate to the style.
© OCR 2021
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