GCSE Music Specimen Assessment Materials

GCSE Music Specimen Assessment Materials
For first teaching from September 2009 For first award in Summer 2011 Subject Code: 7010

Foreword
The awarding bodies have prepared new specifications to comply with revised GCSE criteria. The specimen assessment material accompanying new specifications are provided to give centres guidance on the structure and character of the planned assessments in advance of the first assessment. It is intended that the specimen assessment materials contained in this booklet will help teachers and students to understand, as fully as possible, the markers’ expectations of candidates’ responses to the types of tasks and questions set at GCSE level. These specimen assessment materials should be used in conjunction
The mark schemes provide markers with an indication of the nature and range of candidates’ responses likely to be worthy of credit. They also set out the criteria which they should apply in allocating marks to candidates’ responses. The mark schemes should be read in conjunction with the general marking instructions. Assessment Objectives The following are the objectives for GCSE music. Candidates must demonstrate aural perception, musical skills, knowledge and understanding and communication through a series of interrelated assessment objectives. All candidates must develop the following skills: • performing skills: performing/realising with technical control, expression and interpretation (AO1); • composing skills: composing/creating and developing musical ideas with technical control and coherence (AO2); and • listening and appraising skills: analysing and evaluating music using musical terminology (AO3). Quality of candidates’ responses In marking the examination papers, examiners should be looking for a quality response reflecting the level of maturity which may reasonably be expected of a 16-year-old which is the age at which the majority of candidates sit their GCSE examinations. Flexibility in marking Mark schemes are not intended to be totally prescriptive. No mark scheme can cover all the response which candidates may produce. In the event of anticipated answers, examiners are expected to use their professional judgement to asses the validity of answers. If an answer is particularly problematic, then examiners should seek the guidance of the Supervising Examiners. Positive Marking Examiners are encouraged to be positive in their marking, giving appropriate credit for what candidates know, understand and can do rather than penalising candidates for errors or omissions. Examiners should make use of the whole of the