51ef4b21-5920-4992-b156-b92c097d8fe7

BTEC NQF Level 2 Music
Online Standardisation 2016

Window 1
Guidance and Standardisation Material
Section C & D: Standard of Learner Work

Unit 4: Introducing Music Composition
Issue 1
August 2016
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1/1/1
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Introduction
Standardisation ensures that centre Lead Internal Verifiers (Lead IVs) understand the
standards and processes which Pearson expects to be maintained in all BTEC centres.
Assessment rules and practices are standardised across BTEC Firsts and Nationals on
the QCF and the NQF. These OSCA materials demonstrate these current rules and
ensure that centres and centres Lead Internal Verifiers (Lead IVs) understand the
standards and processes which Pearson expects to be maintained in all BTEC centres.
You can find further guidance on the assessment rules here.
These standardisation materials are for use in your centre. Use these materials to
support you as Lead IV and sole Assessor, and your Internal Verifier; or you as Lead
IV, your internal verification team and your assessment team understand the National
Standards:
Question papers should be answered independently in the first instance and then
reviewed together.
Once the standardisation session has been completed at your centre, make sure to
visit Edexcel Online and check the box to register that you have completed
standardisation to national standards for the year. Remember, if the box remains
unchecked, your Standards Verifier cannot start sampling to release certification.
LEAD INTERNAL VERIFIER
In preparation for standardisation you should have already:
registered on OSCA as the Lead IV for your Principal Subject Area at the highest
level that your centre offers (please note that only one Lead IV should be
registered to cover all the programme groups within the Principal Subject Area)
read and understood the practice materials for this programme group. Please note
that the format of the NQF standardisation materials has changed this year and is
designed to be used as a test with a published commentary. You can still access
last years standardisation materials but these will be activities to discuss together.
You should visit Edexcel Online and check the box to register that you have
completed standardisation to national standards for the year on your
programme(s). Failure to complete online standardisation will delay the
standards verification process.
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Standardisation Exercise
The standardisation exercise is made up of two units which cover 28 questions in
total. Each unit contains 14 questions split into two sections:
Unit 1 Assignment Brief

Section A: The Assignment Brief (standards & design) (12 questions)
Section B: Internal Verification of Assignment Brief (2 questions)
Unit 2 Learner Work

Section C: Standard of learner work (10 questions)
Section D: Assessor and Internal Verifier activity (4 questions)
You should attempt all questions in both units and discuss your results in your
centre. Once this is completed you can judge your responses against the Senior
Standards Verifier Commentary published alongside the standardisation
documentation. We advise you should attempt the standardisation in the
following way:
Step 1: Select the appropriate standardisation materials for use at

your centre.
It is recommended that you select the standardisation material that is the most
appropriate and helpful for your centre. New this year is the NQF Level 3
standardisation material, and if your centre is delivering this qualification for the first
time, we recommend that you use this material for your assessors. If you would find
the Level 2 still the most useful, please indeed select this for use at your centre. You
may be asked by your SV which material you chose to access and why it was the
most appropriate.
Allow yourself up to 5 hours to complete standardisation, although some people will

take less time. Allow time for assessors to complete the exercise on their own and
build in time to share responses before accessing the commentaries and reflecting on
action points and areas for development. You should discuss these with your SV.
Step 2: Download the standardisation exercise

The standardisation exercise will only be made available once the window has opened
at the advertised date and time. You should download the whole standardisation
exercise at the earliest opportunity to ensure that you complete the exercise ahead of
assessing your learners. It is advisable to print off documents to work with.
Occasionally some exercises may require you to view a video clip or listen to a sound
clip so you should ensure that you have the software to enable you to do this.
DO NOT share the standardisation exercises with colleagues or with Lead IVs
from other centres.
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Step 3: Familiarise yourself with the format of the exercise, the units and
questions being asked
Ensure that you are familiar with the format of the standardisation exercise. The
standardisation exercise is split into two parts. The first part of the exercise focuses
solely on the assignment brief(s) and the internal verification of these briefs. The
second part is made up of learner work with questions based around assessment
decisions and the internal verification of these assessment decisions.
Please also familiarise yourself with the units that the standardisation exercises target
(the learning outcomes, assessment criteria, unit content and assessment guidance).
The relevant unit specification can be found in the appropriate qualification page of
our website and will be signposted on the contents page of the standardisation
exercises.
Next, familiarise yourself with the standardisation exercise thoroughly and attempt
the Questions for Lead IVs. You should then look specifically at the questions being
asked. Some of these require you to answer yes or no, whilst others ask you to
select the best fit statement from a number of options. Space has been included on
the question pages to allow you to make notes as to how you arrived at
your decision.
Step 4: Make your judgements

You are being assessed on your own decisions. You are not being asked simply to find
the judgements recorded by the Assessor or Internal Verifier in the exercise, as these
may or may not be correct. You are also asked to make judgements about how the
centre has conducted assessment and/or internal verification in respect of Pearson
requirements. You should make your judgements as you would within your centre; do
not set unrealistic expectations.
Step 5: Discuss your answers

You may then start to discuss your answers in your team.
You may take as long as you wish within your centre to discuss your findings with
each other over as many sessions as you wish. However, we recommend that you try
to complete the exercise in no more than 2-3 sessions, and avoid taking an
unnecessarily long time on what should be a relatively short task.
Step 6: Compare your answers with SSV Commentaries

Use the published commentaries to judge the answers you gave in your centre.
Discuss areas for further development in your teams and keep the commentaries to
refer to through ongoing assessment of learners on the course. You may be asked by
your SV to comment on key action points you identified at standardisation or how you
ensured all assessors were working at a similar level.
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Step 7: Record your standardisation result
Once the session has been completed, make sure to visit Edexcel Online and check
the box to register that you have completed standardisation to national standards for
the year. Remember, if the box remains unchecked, your Standards Verifier cannot
start sampling to release certification.
QUALITY OF MATERIALS
The online standardisation materials are based on genuine practice in BTEC centres.
Amendments have been made to the content of the original documentation for
standardisation purposes, to highlight potential pitfalls or issues. As such, it can be
expected that they should show aspects of both good and bad practice. However, it
should not be assumed that they are the only way of meeting Edexcel requirements
or that they could not be developed further; they simply represent one way in which
a centre could approach the units and it is expected that approaches to assessing
similar units may vary between centres.
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Window 1
Standardisation Material

Issue 1
August 2016
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2 BTEC Level 2 Music Online Standardisation C & D Standard of Learner Work Window 1 August 2016
Contents
You will need to refer to the practice materials for further guidance and the
appropriate unit specification in order to answer the questions for the Lead
Internal Verifier (Lead IV).
The BTEC NQF Level 2 specification for this unit can be found at the end of
this document.
Context 5
Assignment Brief 6
Learner 1 Learner Assessment Submission and Declaration 9
Learner 1 Learner Work 10
Learner 1 Assessment Record - before internal verification 12
Learner 1 Assessment After internal verification 14
Learner 2 Learner Assessment Submission and Declaration 16
Learner 2 Learner Work 17
Learner 2 Assessment Record 23
Internal Verification of the Assessment Decisions 25
Questions for Lead IV 27
Lead Internal Verifier Online Standardisation 28
SECTION C: STANDARD OF LEARNER WORK 28
SECTION D: ASSESSOR AND INTERNAL VERIFICATION ACTIVITY 30
BTEC Level 2 Music Online Standardisation C & D Standard of Learner Work Window 1 August 2016 3
The audio evidence for the learners performance can be viewed by typing
the addresses below into your web browser:
Learner 1 Original Ideas

- Sports Car idea: https://youtu.be/2TzXYkAO-Qs
- Perfume idea: https://youtu.be/RdKX-VlW-8A
- Moonlight idea: https://youtu.be/oeWvGao4AMg
- Running idea: https://youtu.be/n5KjipQxgSU
Learner 1 Development of two ideas

- Development of Sports Car idea: https://youtu.be/IHazsJc0pb0
- Development of Moonlight idea: https://youtu.be/6-rehjILp3s
Learner 1 Final Completed Work

- Moonlight idea complete: https://youtu.be/zc89D2xyg-o
Learner 2 Original Ideas

- Sports Car idea: https://youtu.be/WEshXmhqoaY
- Moonlight idea: https://youtu.be/5Y0q1JNlIyU
- Mens Fragrance idea: https://youtu.be/WteF4Y-Yl7E
- Skater Shoes idea: https://youtu.be/-JR0nAv6RTA
Learner 2 Development of two idea

- Development of Sports Car idea: https://youtu.be/PU61x4nEAOY
- Development of Moonlight idea: https://youtu.be/A13M1lP6qYQ
Learner 2 Final Completed Work

- Sports Car on the Open Road idea complete: https://youtu.be/EhxL7PLiVm8
Context
The centre is Shirevale College.
Learners are studying the BTEC Level 1/Level 2 First Extended Certificate in Music in
one year.
The unit being assessed is Unit 4: Introduction to Music Composing.
The learners are Josh Tree (Learner 1) and Alice Coltrane (Learner 2).
The Assessor is J Douglas.
The Internal Verifier is A Krauss, who is also the Lead Internal Verifier for
NQF Music.
Assignment Brief
Qualification Pearson BTEC Level 1/ Level 2 Extended Certificate in Music
Unit number and title Unit 4: Introducing Music Composition

Learning aim A: explore creative stimuli to meet a brief
Learning aim(s) Learning aim B: develop, extend and shape music for
(For NQF only) performances
Learning aim C: present compositions appropriately.
Assignment title Composing for Commercials
Assessor J Douglas
Issue date 4.1.16
Hand in deadline 24.3.16

You have been asked to create some production music for a music
publisher, which will be made available to companies that create
adveritising commercials to be used on TV, online and in the
cinema. The publisher wants to give potential clients access to
Vocational Scenario sounds clips that could be used for a range of typical products, and
or Context then some more developed pieces that show how these clips could
be developed. Finally, so that the ideas can be made available to
others to play or arrange, you will need to make them presentable
in an appropriate format.
You should create four brief musical ideas that try to capture a
range of moods or atmospheres suitable for an advert for a range of
products. Chose from:
Sporty Car
Womans Perfume
Running Shoes
Task 1
Romantic Holiday for 2
Popular Soft Drink
These ideas can be quite short (under 30 seconds) but should make
use of appropriate textures and timbres and have some melodic
interest.
Four sound clips, clearly labelled with your name and a title,
Checklist of evidence
bounced down as MP3s.
required
Criteria covered by this task:
Unit/Criteria
To achieve the criteria you must show that you are able to:
reference
Create four contrasting musical ideas in response to a compositional brief that
2A.P1 could form the basis for a composition, showing use of at least two different
starting points.
Create four effective and contrasting musical ideas in response to a
2A.M1 compositional brief that could form the basis for a composition, showing the
appropriate application of at least two different starting points.
Create four detailed and contrasting musical ideas in response to a
2A.D1 compositional brief that could form the basis for a composition, showing the
imaginative and appropriate application of least two different starting points.
Select two of your ideas to develop further.
In both you should look to develop them harmonically and

melodically, extending them to keep the mood going.(2B.P2,M2,D2)
For at least one of them you will bring the idea to completion as a
whole free standing piece of music with a suitable structure. (2B.P3,
Task 2
M3 D3)
Write a log that explains and justifies the melodic and harmonic
techniques to develop your two chosen ideas. Add a section that
further explains and justifies the way you have stuctured the
completed composition.
Two sequencer or bounced down MP3 files of your extended

ideas, with your name and a title.
required One further sequencer or MP3 file of your structured piece,
with your name and title.

Unit/Criteria
reference
Use melodic and harmonic techniques to develop two contrasting musical

2B.P2
ideas into more extended compositional drafts.
Use musical structures to develop one compositional draft into a completed

2B.P3
composition.
Select and use melodic and harmonic techniques to develop two contrasting
2B.M2 musical ideas into more extended compositional drafts, showing effective use
of skills and techniques.
Select and use appropriate musical structures effectively to develop one

2B.M3
compositional draft into a completed composition to fulfil a given brief.
Demonstrate skilful selection and effective use of melodic and harmonic

2B.D2 techniques to develop two contrasting musical ideas into more extended
compositional drafts, showing imagination and flair.
Demonstrate skilful selection and use of appropriate structures to effectively

2B.D3 develop one compositional draft into a completed composition, showing
imagination, style and flair as appropriate given the brief.
For a future performer or arranger, present your composition in an
format appropriate to the style or genre such as;
A recording or MIDI file with some further guidance as to how

Task 3 to use.
A standard staff notation score
A tab based score
A lead sheet
A chord chart
Your final recording and a score or other presentation
required materials as appropriate

Unit/Criteria
reference
2C.P4 Present musical ideas in an appropriate format with clarity.
2C.M4 Present musical ideas in an appropriate format with clarity and accuracy.
Present musical ideas in an appropriate format with clarity, accuracy and
2C.D4
attention to detail.
Sources of
information to
N/A
support you with this
Assignment
Other assessment
materials attached to N/A
this Assignment Brief
FOR NQF LEVEL 2 ONLY: If you have not achieved the Level 2 criteria, your work will
be assessed to determine if the following Level 1 criteria have been met.
To achieve the criteria you must show that you are able to: Unit Criterion reference
Create contrasting musical ideas in response to a
compositional brief that could form the basis for a 4 1A.1
composition.
Use limited melodic and harmonic techniques to develop a
4 1B.2
musical idea into a more extended compositional draft.
Develop one compositional draft into a completed
4 1B.3
composition.
Present musical ideas with support and guidance. 4 1C.4
Learner 1 Learner Assessment Submission
and Declaration
Assessor
Learner name: Josh Tree J Douglas
name:
Submission Submitted
Issue date: 4.1.16 24.3.16 24.3.16
date: on:
Programme: L2 BTEC Extended Diploma in Music
Unit: 4: Introducing Music Composition
Assignment reference and

Composing for Commercials
title:
Please list the evidence submitted for each task. Indicate the page numbers where the
evidence can be found or describe the nature of the evidence (e.g. video, illustration).
Page numbers or
Task ref. Evidence submitted
description
4 sound files and my Sports Car, Perfume, Moonlight

1
commentary Evening, Running.
Sports Car and Running

3 sound files and my
2 developments.
commentary.
Sports Car complete composition
3 My Score as a Pdf
Additional comments to the Assessor:
I included a loop from freeloops.com in my running piece.
Learner declaration
I certify that the evidence submitted for this assignment is my own. I have clearly
referenced any sources used in the work. I understand that false declaration is a form of
malpractice.
Learner signature: Josh Tree Date: 24.3.16
Learner 1 Learner Work
Learner 1 Josh Tree
Score for Task 3
Learner Commentary:
Josh Tree Commentary
Track 1 This is my idea for a new sports car advert. The music sounds like what you get on racing car games when
you are driving along. I think the beat gives it a modern feel.
Track 2 This is my perfume advert that is quite simple and a bit dramatic with the crescendo I put in the middle
and the diminuendo at the end. This is how perfume adverts normally are, on tv you can never tell it is a perfume
advert until the very end which makes it difficult to write for one.
Track 3 This is my initial idea for a moonlight evening because it is like you are going out for a walk to enjoy
yourself. You are strolling along a beach wanting something interesting to happen.
Track 4 This is my idea for a running advert, you are all happy and enjoying exercise which is why there is a major
key used. The piece is quite lively ad upbeat because it is about exercise.
Track 5 This is my first idea taken further, I have looped my ideas and extended them as well, altering the temp in
the track by speeding up in places. This represents when a car might move faster or going around a corner.
Track 6 This is my third idea taken a on a bit, it starts the same but I have extended it by adding in a counter
melody in the guitar parts and extending the melody line on the piano.
Track 7 This is my finished version of a moonlight night. I see the moonlight as a happy experience which is why I
have composed this piece this way. I have used a ternary form for this, but I have tried to add in counter melodies
along the way to ensure there is added interest and something new to hear. I think this represents people enjoying
a moonlight evening with friends, maybe by having a party on a beach.
Learner 1 Assessment Record - before internal verification
ASSESSMENT RECORD SHEET
Programme Extended Certificate in Music Learner name Josh Tree
Assignment title Commercial Composition Brief Assessor name A Krauss
Targeted learning
2A.P1, 2A.M1, 2A.D1, 2B.P2, 2B.M2, 2B.D2,
Unit no. & title Unit 4: Introducing Music Composition aims/assessment
2B.P3, 2B.M3, 2B.D3, 2C.P4, 2C.M4, 2C.D4
criteria
First Submission
Deadline 24.3.16 Date submitted 24.3.16
Criteria
Targeted
achieved? Assessment comments
criteria
(Yes / No)
2A.P1 Yes Four ideas have been submitted that contrast, make use of harmony and rhythm, and respond to the brief.
The use of harmony and rhythm is sufficiently effectively handled, and the accompanying notes show
2A.M1 Yes
appropriate attention to the brief.
The ideas lack the level of detail and imagination, especially when considering the brief, to achieve the top
2A.D1 No
grade.
2B.P2 Yes The two extended ideas make use of some melodic and harmonic techniques.
The melodic development in piece 6 is effective and the harmonic ideas in piece 1 are effective even though
2B.M2 Yes
not well executed
2B.D2 No The level of skill and flair deployed melodically and harmonically is not sufficient for the top grade.
2B.P3 Yes The final full piece has used an appropriate structure to complete the composition.
The structure is effective; well balanced, retaining a sense of unity, effective linking passages. The
2B.M3 Yes
commentary supports fulfillment of the brief.
2B.D3 No The level of imagination and flair is not sufficient for the top grade.
2C.P4 Yes A chord sheet has been provided that gives basic information.
2C.M4 No It is not completely clear what each person should play.
2C.D4 - -
General comments
You have created some nice ideas and you have developed two of them quite well, and finished one, with a good overall structure. You
have provided a chord sheet but this doesnt provide enough information for a merit.
I certify that the evidence submitted for this assignment is the learners own. The learner has clearly referenced
Assessor declaration
any sources used in the work. I understand that false declaration is a form of malpractice.
Assessor signature J Douglas Date 1.04.16

Date of feedback
to learner
Resubmission authorisation
Date
by Lead Internal Verifier*
* All resubmissions must be authorised by the Lead Internal Verifier. Only one resubmission is possible per assignment, providing:
The learner has met initial deadlines set in the assignment, or has met an agreed deadline extension.
The tutor considers that the learner will be able to provide improved evidence without further guidance.
Evidence submitted for assessment has been authenticated and accompanied by a signed and dated declaration of authenticity by the learner.
**Any resubmission evidence must be submitted within 15 working days of receipt of results of assessment.

Learner comments
Learner signature Date
Learner 1 Assessment After internal verification
Programme Extended Certificate in Music Learner name Josh Tree
Targeted learning 2A.P1, 2A.M1, 2A.D1, 2B.P2, 2B.M2,
Unit no. & title Unit 4: Introducing Music Composition aims/assessment 2B.D2, 2B.P3, 2B.M3, 2B.D3, 2C.P4,
criteria 2C.M4, 2C.D4
First Submission
Criteria
Targeted
criteria
(Yes / No)
Four ideas have been submitted that contrast, make use of harmony and rhythm, and respond to the
2A.P1 Yes
brief.
The use of harmony and rhythm is sufficiently effectively handled, and the accompanying notes show
2A.M1 Yes
appropriate attention to the brief.
The ideas lack the level of detail and imagination, especially when considering the brief, to achieve the
2A.D1 No
top grade.
2B.P2 Yes The two extended ideas make use of some melodic and harmonic techniques.
The melodic development in piece 6 is effective and the harmonic ideas in piece 1 are effective even
2B.M2 Yes
though not well executed
2B.D2 No The level of skill and flair deployed melodically and harmonically is not sufficient for the top grade.
2B.P3 Yes The final full piece has used an appropriate structure to complete the composition.
The structure is effective; well balanced, retaining a sense of unity, effective linking passages. The
2B.M3 Yes
commentary supports fulfillment of the brief.
2B.D3 No The level of imagination and flair is not sufficient for the top grade.
2C.P4 Yes You have provided a chord sheet which could be used to perform or arrange your music.
The chord sheet, with added guidance, together with the recording are sufficiently clear and accurate for
2C.M4 Yes
the merit.
2C.D4 No There is insufficient evidence of clarity, accuracy and attention to detail in your chord sheet.
General comments
You have created some nice ideas and you have developed two of them quite well, and finished one, with a good overall structure. You
have presented your work well. Well done, Josh, your compositional skills have developed well during this unit.
I certify that the evidence submitted for this assignment is the learners own. The learner has clearly
referenced any sources used in the work. I understand that false declaration is a form of malpractice.

Date of feedback
to learner
7.04.16
Resubmission
authorisation
n/a Date
by Lead Internal
Verifier*
Learner 2 Learner Assessment Submission
and Declaration
Assessor
Learner name: Alice Coltrane J Douglas
name:
Submission Submitted
Issue date: 4.1.16 24.3.16 24.3.16
date: on:
Programme: L2 BTEC Extended Diploma in Music
Unit: Introducing Music Composition
Assignment reference and

Composing for Commercials
title:
Please list the evidence submitted for each task. Indicate the page numbers where
the evidence can be found or describe the nature of the evidence (e.g. video,
illustration).
Task ref. Evidence submitted Page numbers or description
1 4 sound files
2 3 sound files
3 Score and recording
Additional comments to the Assessor:
Learner declaration
I certify that the evidence submitted for this assignment is my own. I have clearly
referenced any sources used in the work. I understand that false declaration is a form of
malpractice.
Learner signature: Alice Coltrane Date: 24.3.16
Learner 2 Learner Work
Learner 2 Alice Coltrane
Score for task 3
Learner 2 Assessment Record
Programme Extended Certificate in Music Learner name Alice Coltrane
Targeted learning 2A.P1, 2A.M1, 2A.D1, 2B.P2, 2B.M2,
Unit no. & title Unit 4: Introducing Music Composition aims/assessment 2B.D2, 2B.P3, 2B.M3, 2B.D3, 2C.P4,
criteria 2C.M4, 2C.D4
First Submission
Criteria
Targeted
criteria
(Yes / No)
2A.P1 Y There is just about sufficient contrast, and use of harmonic and rhythmic starting points, for a Pass.
There is not enough evidence in the musical ideas that these have been an effective response to the brief,
2A.M1 N
and no supporting written evidence is provided.
2A.D1 N
There is some melodic content in one piece and some harmonic ostinato development in the second piece,
2B.P2 N
but you havent submitted any written work as required by Task 2.
2B.M2 N The melodic and harmonic ideas are handled sufficiently effectively for the Merit.
2B.D2 N
The final piece has a satisfactory ternary form and there is some development of texture, including new
2B.P3 N melodic ideas, giving the middle section an effective contrast, but you havent submitted any written work
explaining what you did, as required by Task 2.
There is no further reference to the brief and no evidence that this has been taken into account in
2B.M3 N
developing this piece to completion.
2B.D3 N
2C.P4 Y A recording has been submitted along with a printed score.
2C.M4 N The score needed to have been tidied up to make it clear and easily understandable by others.
2C.D4 N
General comments
There is fair composing here Alice, but to pass the unit you will need to have another go at Task 4 and you must do a write-up to
explain how you developed your two ideas for Task 2, and how you then turned one of these in to a completed composition. You have
been authorised to do a resubmission. Instead of just printing off the score you will need to ensure that it is clear to a potential user
before resubmission.
I certify that the evidence submitted for this assignment is the learners own. The learner has clearly
referenced any sources used in the work. I understand that false declaration is a form of malpractice.

Date of feedback
to learner
07.04.16
Resubmission
authorisation
A Krauss Date 07.04.16
by Lead Internal
Verifier*
Internal Verification of the Assessment Decisions
INTERNAL VERIFICATION ASSESSMENT DECISIONS
Programme title BTEC Level 2 Extended Certificate in Music
Assessor J Douglas Internal Verifier A Krause
Unit(s) 4: Introducing Music Composition
Assignment title Composing for commercials
List which assessment List the

Name of Learner Submission Assessme
and grading criteria assessment and
(If a larger sample Type nt State why the assessment
the Assessor has grading criteria
is required please (First, Decision decision is inaccurate.
awarded. Please state where inaccurate
add rows or use Resubmission, Accurate
specific criteria and decisions have
additional sheets) Retake) (Y/N)
not an overall grade been made
The chord sheet and recording combined
provides sufficient information to
2A.P1, 2B.P2, 2B.P3, 2C.P4
Josh Tree First 2A.M1, 2B.M2, 2B.M3
N 2C.P4 recreate the music. The chord sheet
includes sufficiently clear guidance to a
performer for the Merit.
2A.P1, 2B.P2, 2B.P3

Alice Coltrane First (1C.4 fall back)
Y N/A N/A
INTERNAL VERIFIER CHECKLIST Please give reasons for responses including evidence of judgements and good
practice.
Has every learner and the
Assessor confirmed the Y Learner authentication form signed and Assessor has signed the feedback.
authenticity of the evidence?
The Assessor has signed that the work is the learners own and the compositions were
Is there evidence of collusion or completed in class and are original.
N
plagiarism?
Feedback is against each criterion and reasons given for why.
Does the assessment feedback to
Yes, your feedback is fine not too much guidance but you pointed out that Alice hasnt
each learner: Y
Link to relevant assessment criteria? completed Task 2.
Justify each assessment criterion awarded?
Any actions required must be reviewed across the whole cohort.
Target Date for
Action Required
Completion
1. Please amend the 2C.P4 grade for Josh Tree to 2C.M4.
6.04.16
2. For this unit please review all other grades awarded for 2C.4.
3. As Alice has not passed and handed in all work on time she should have a resubmission.
I confirm that any action points have been addressed and completed in respect of the whole cohort.
Internal Verifier signature A Krauss Date 06.04.16
Lead Internal Verifier
Date
signature (if appropriate)
Window 1
Questions for Lead IV

Issue 1
August 2016
W53593A
1/1/1
Lead Internal Verifier Online Standardisation
Level: 2
Unit Number: 4
Unit Name: Introducing Music Composition
SECTION C: STANDARD OF LEARNER WORK
Ref Question Your Decision Your Notes
Has Learner 1 presented

C1 sufficient evidence for the Y N
award of criterion 2A.M1?
Does Learner 1s evidence

C2 provide full and robust Y N
coverage of 2B.P2 and 2B.M2?

award of criterion 2B.D3?
Which statement best

describes Learner 1s work in
respect of Learning aim C?
A. The evidence provided is

not sufficient but at the
required level of the A
qualification overall
C4 B. The evidence provided is B

clear and sufficient but not
at the required level of the
C
C. The evidence provided is

clear and sufficient and at
the required level of the

award of criterion 2A.M1?
award of criterion 2B.P2?
Does Learner 2s evidence

provide full and robust A
coverage of
C7 A. 2B.P3 only? B
B. 2B.P3 and 2B.M3 only?
C
C. 2B.P3, 2B.M3 and 2B.D3?

award of criterion 2C.P1?
Has Learner 2 provided

evidence that they have used
C9
the vocational scenario within
Y N
their work?
Has Learner 1s work been

C10 fully and correctly Y N
authenticated?
SECTION D: ASSESSOR AND INTERNAL VERIFICATION ACTIVITY
Ref Question Your Decision Your Notes
Is the feedback from the

D1 Assessor to Learner 1 Y N
appropriately supportive?
Does the internal verification

documentation for Learner 1
D2
provide a robust audit trail of
Y N
verification?
For Learner 2 which statement

best describes the Internal
Verifier's decision in respect of
2B.P3, 2B.M3, 2B.D3 by the
Assessor?
A. The assessment decision is

inaccurate and has been A
incorrectly verified by the
Internal Verifier
D3 B
B. The assessment decision is
inaccurate and has been
correctly rejected by the
C
Internal Verifier
C. The assessment decision is

accurate and has been
correctly verified by the
Internal Verifier
For Learner 1, does the feedback

related to the internal verification
D4 of the assessment decisions Y N
provide sufficient guidance to the
Assessor?
BLANK PAGE
All the material in this publication is copyright.
Pearson Education Limited 2016
Pearson Education Limited, 80 Strand, London WC2R 0RL. Registered in England 872828
UNIT 4: INTRODUCING MUSIC COMPOSITION
Level: 1 and 2
Unit type: Optional specialist
Guided learning hours: 30
Assessment type: Internal
Unit introduction
Have you ever wondered who writes the music that surrounds us? Music is
everywhere, written every day to be used in TV, film and advertising, as well as
for pleasure and for profit. Being a composer in the 21st century is about being able
to respond quickly and appropriately to briefs and in a market place of intense
competition, coming up with an appropriate composition on a short timescale is vital.
This unit will require you to develop a portfolio of ideas, some of which will be
developed, and one of which will be completed. You will discover a range of
compositional techniques and produce contrasting musical ideas to develop your
compositional expertise. An idea might take the form of a short melodic motif, a
chord progression or a rhythmic idea. Ideas can be short or long you will consider
the different ways in which these ideas could form the basis for a complete piece of
music.
You will be introduced to ways to extend, develop and shape music that suits
different situations. Briefs will be used to present you with real-life compositional
challenges that may require the composition of a very short piece, e.g. for a
20 second TV advert, or a more extended composition, e.g. for a film scene.
Above all, this unit is about the creation of music in the here and now. You will be
encouraged to find your own creative routes through the compositional process and
ultimately begin to develop your own creative voice.
Learning aims
In this unit you will:
A explore creative stimuli to meet a brief
B develop, extend and shape music for performances
C present compositions appropriately.
Pearson BTEC Level 1/Level 2 First Extended Certificate and Diploma in Music 79
Issue 1 August 2013 Pearson Education Limited 2013
Learning aims and unit content
What needs to be learnt
Learning aim A: Explore creative stimuli to meet a brief
This unit is about the creation of music in the here and now. Learners will be introduced
to a range of compositional concepts and techniques both past and present and will use
these in the context of a client-driven music industry.
Learners will be provided with a brief as a starting point for their compositional work.
Suitable briefs could include:
film, e.g. horror, comedy, animation, thriller, action etc
advertising, e.g. TV, radio, consumer products, corporate etc
TV, e.g. documentary, theme music, stabs, idents, branding
computer gaming
music for a school concert.
Learners will need to explore musical ideas and should take inspiration from at least
two different starting points, for example:
melodic ideas and fragments
rhythmic patterns
chords and chord progressions
harmonic systems
textures
riffs and hooks
sound palettes
improvisation and experimentation
non-musical starting points such as themes, texts and images.
A variety of software tools should be considered for use when exploring starting
points, e.g. loop-based composition packages, notation software or sequencers.
Learners should, through their exploration of the starting points, create four
contrasting musical ideas.
80 Pearson BTEC Level 1/Level 2 First Extended Certificate and Diploma in Music
Learning aim B: Develop, extend and shape music for performances
Learners should take ideas further than experimentation and exploration, extending
and developing two of their musical ideas showing use of compositional techniques.
Learners should use compositional techniques such as:
melodic and harmonic ideas
repetition
sequence
decoration
variation
modulation
changing tonality
transposition
use of contrast
transformations, e.g. inversion, retrograde, retrograde inversion
cut and paste techniques
processes, e.g. canon, phasing, addition, subtraction, augmentation, diminution,
displacement
instrumentation
textures, e.g. polyphonic, homophonic, unison, octaves, counterpoint
chord voicings/inversions.
One of the extended musical ideas should be developed into a fully completed
composition.
When completing their composition learners should consider techniques commonly used
to shape musical ideas into full compositions:
shaping musical ideas
block structures (binary, ternary, rondo, arch, ground bass)
style
introductions
codas
song structures (12-bar blues and other templates, verse-chorus constructions)
effective use of repetition and contrast
pace, e.g. maintaining momentum
contrasts
balancing repetition and change.
Learning aim C: Present compositions appropriately
Compositions should be presented using an appropriate format to ensure clarity and

support communication of musical ideas to others.
Presenting musical ideas
Learners should be aware of and use as appropriate any of the following:
conventions of particular styles, genres (recordings, MIDI and audio files)
standard notation, e.g. scores, parts
tab, e.g. guitar, drum, bass etc
graphic notation
lead sheet
chord chart
accepted graphic notations
technological solutions such as online and apps.
Assessment criteria
Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction
Learning aim A: Explore creative stimuli to meet a brief
1A.1 Create contrasting 2A.P1 Create four contrasting 2A.M1 Create four effective and 2A.D1 Create four detailed and
musical ideas in musical ideas in contrasting musical ideas contrasting musical ideas
response to a response to a in response to a in response to a
compositional brief that compositional brief that compositional brief that compositional brief that
could form the basis for could form the basis for could form the basis for could form the basis for
a composition. a composition, showing a composition, showing a composition, showing
use of at least two the appropriate the imaginative and
different starting points. application of at least appropriate application
two different starting of least two different
points. starting points.
Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction
Learning aim B: Develop, extend and shape music for performances
1B.2 Use limited melodic and 2B.P2 Use melodic and 2B.M2 Select and use melodic 2B.D2 Demonstrate skilful
harmonic techniques to harmonic techniques to and harmonic techniques selection and effective
develop a musical idea develop two contrasting to develop two use of melodic and
into a more extended musical ideas into more contrasting musical ideas harmonic techniques to
compositional draft. extended compositional into more extended develop two contrasting
drafts. compositional drafts, musical ideas into more
showing effective use of extended compositional
skills and techniques. drafts, showing
imagination and flair.
1B.3 Develop one 2B.P3 Use musical structures 2B.M3 Select and use 2B.D3 Demonstrate skilful
compositional draft to develop one appropriate musical selection and use of
into a completed compositional draft into structures effectively to appropriate structures to
composition. a completed develop one effectively develop one
composition. compositional draft into compositional draft into
a completed composition a completed
to fulfil a given brief. composition, showing
imagination, style and
flair as appropriate given
the brief.
Learning aim C: Present compositions appropriately
1C.4 Present musical ideas 2C.P4 Present musical ideas in 2C.M4 Present musical ideas 2C.D4 Present musical ideas in
with support and an appropriate format in an appropriate format an appropriate format
guidance. with clarity. with clarity and with clarity, accuracy
accuracy. and attention to detail.
*Opportunity to assess mathematical skills

#Opportunity to assess English skills
See Annexe J for definitions of words used in the assessment criteria grid.
Teacher guidance
Resources
The special resources required for this unit are access to suitable music notation
packages.
Assessment guidance
This unit is assessed internally by the centre and externally verified by Pearson.
Please read this guidance in conjunction with Section 8 Internal assessment.
Learning aim A requires learners to develop musical ideas using a range of stimuli
and sources of inspiration. Learners should prepare a portfolio of ideas relating to the
musical starting points of which at least four are required to gain a pass.
Learning aim B requires learners to apply the skills they have explored and acquired
in order to develop two of the musical ideas from learning aim A. These more lengthy
draft compositions should show how ideas are developed, extended and shaped to fit
the brief. One of these should then be developed into a complete composition.
Learning aim C requires learners to present their musical ideas in an appropriate
format with accuracy and clarity. This could be by using notation packages such as
Sibelius or Print Music, although other formats such as graphic notation, tab or
handwritten scores are acceptable.
Assessment Level 2
2A.P1 Learners will create four musical ideas that show the potential for development
into larger pieces using at least two of the starting points listed in the content. While
an attempt is made to respond to the given compositional brief, the ideas may not all
be fully appropriate.
2B.P2 Learners will develop two of their musical ideas into more substantial drafts.
For example, if the musical idea was a chord sequence for a song, it would be
appropriate to develop this into a complete verse, cycle or section.
2B.P3 Learners will develop one of these drafts into a completed composition. For
example, if the musical draft was a song verse, it would be appropriate to develop this
into a complete song including verses, chorus, contrasting middle 8, intro and outro.
2C.P4 Learners will present their work in an appropriate format for the composition
they have written. The completed work will be generally easy to read and use.
2A.M1 Learners should show that their four ideas are appropriate for the given brief.
There will be evidence that the musical ideas are selected and handled in a more
effective way to achieve the requirements of the brief.
2B.M2 Learners should show that they can extend their ideas, handling melodic,
harmonic and structural techniques effectively, to achieve intended outcomes. For
example, this might be evidenced by the deployment of suitable chords and motifs to
suit a scene from a horror film.
2B.M3 Learners will have a completed composition that demonstrates a sense of
style appropriate to the brief. For example, if a brief asks for a piece for a
commercial, the learner should show that they understand the target audience and
the nature of the product and produce music that satisfies that requirement.
2C.M4 Learners work will show both clarity and accuracy. This will be reflected in
notation that is free from errors and is easily understandable by others.
2A.D1 Learners will show that the four musical ideas fulfil the brief, showing
imagination and attention to detail. Learners will select and use the most appropriate
techniques to clearly and convincingly respond to the requirements of the brief.
2B.D2 Learners will show an imaginative approach to extending their work. They will
develop their compositional ideas with flair, meeting the brief in a clear and
unambiguous manner. For example, a TV theme tune should create a mood, set the
scene and entice the viewer. It will achieve this through the imaginative use of the
musical material and deploy technical tools with flair.
2B.D3 Learners will complete a composition that shows imaginative and stylistic
handling of musical form. For example, music for an animated movie should use
variation and motivic development for the different characters involved.
2C.D4 Learners work will show clarity and accuracy. This will be reflected in notation
that is free from errors and is easy for others to understand. There will be attention
to detail that conveys intent as relevant to the brief. This should include phrasing,
dynamics and articulation on all parts, and reflect the idiom of the instruments used.
Assessment Level 1
1A.1 Learners will create musical ideas that could grow into a composition. They may
fall short of the four ideas required for a pass at level 2, and they may not use
different starting points. Learners should, however, make an attempt (albeit limited)
to satisfy a given brief, but this may not be convincing.
1B.2 Learners should develop their musical ideas into a more extended draft. They
may fall short of the two extended drafts required for a pass at level 2, or fail to
supply sufficiently contrasting examples, or show limited harmonic or melodic
understanding.
1B.3 Learners will produce a composition that shows limited use of musical structures
and will therefore not be successful.
1C.4 Learners should present their musical ideas in an appropriate format, but not
necessarily with the clarity required for a pass at level 2. The work may be untidy
and include errors that may not allow a successful performance of the piece.
Suggested assignment outlines

The table below shows a programme of suggested assignment outlines that cover the assessment criteria. This is guidance and it is
recommended that centres either write their own assignments or adapt any assignments we provide to meet local needs and resources.
Criteria covered Assignment Scenario Assessment evidence

1A.1, 2A.P1, 2A.M1, Quick! Compose You have a job interview for the position of Portfolio of four short ideas, notated in
2A.D1 Something! composer for a TV advertising company. The an appropriate format.
interview is only a short time away and you need
to create four original ideas, lasting between
10 and 20 seconds that show different styles.
You know that the advertising company
specialise in car adverts and cosmetics (both
male and female). Your four ideas should each
have a different product in mind, to show off
your flexibility.
1B.2, 2B.P2, 2B.M2, Take it Further You have been given the job! The advertising Recordings of the two extended ideas.
2B.D2, 1C.4, 2C.P4, company now need you to show how two of your Recording of the completed
2C.M4, 2C.D4 ideas could be developed further.
composition.
1B.3, 2B.P3, 2B.M3, Again, it is important to show that you can
2B.D3 Completed composition, notated in a
compose in different styles, so you should
format appropriate to the genre.
1C.4, 2C.P4, 2C.M4, choose two ideas that are different in character
2C.D4 to develop further.
Once these extended ideas have been
composed, the advertising company will ask you
to take your best idea forward and complete it
so it is suitable for a car or cosmetics advert.
Your work should have a complete structure,
and be notated in an appropriate format with
clarity.

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BTEC NQF Level 2 Music

Online Standardisation 2016

Guidance and Standardisation Material

Section C & D: Standard of Learner Work

You can find further guidance on the assessment rules here.

LEAD INTERNAL VERIFIER

In preparation for standardisation you should have already:

Unit 1 Assignment Brief

Unit 2 Learner Work

Step 1: Select the appropriate standardisation materials for use at

Allow yourself up to 5 hours to complete standardisation, although some people will

Step 2: Download the standardisation exercise

Step 4: Make your judgements

Step 5: Discuss your answers

Step 6: Compare your answers with SSV Commentaries

Section C & D: Standard of Learner Work

Learner 1 Original Ideas

Learner 1 Development of two ideas

Learner 1 Final Completed Work

Learner 2 Original Ideas

Learner 2 Development of two idea

Learner 2 Final Completed Work

The unit being assessed is Unit 4: Introduction to Music Composing.

The Assessor is J Douglas.

Qualification Pearson BTEC Level 1/ Level 2 Extended Certificate in Music

Unit number and title Unit 4: Introducing Music Composition

Issue date 4.1.16

Hand in deadline 24.3.16

Criteria covered by this task:

In both you should look to develop them harmonically and

Two sequencer or bounced down MP3 files of your extended

Criteria covered by this task:

Use melodic and harmonic techniques to develop two contrasting musical

Use musical structures to develop one compositional draft into a completed

Select and use appropriate musical structures effectively to develop one

Demonstrate skilful selection and effective use of melodic and harmonic

Demonstrate skilful selection and use of appropriate structures to effectively

A recording or MIDI file with some further guidance as to how

Criteria covered by this task:

Programme: L2 BTEC Extended Diploma in Music

Unit: 4: Introducing Music Composition

Assignment reference and

4 sound files and my Sports Car, Perfume, Moonlight

Sports Car and Running

Additional comments to the Assessor:

I included a loop from freeloops.com in my running piece.

Learner signature: Josh Tree Date: 24.3.16

Josh Tree Commentary

2C.M4 No It is not completely clear what each person should play.

Assessor signature J Douglas Date 1.04.16

Assessor signature J Douglas Date 1.04.16

Learner signature Date

Assessor signature J Douglas Date 6.04.16

Programme: L2 BTEC Extended Diploma in Music

Unit: Introducing Music Composition

Assignment reference and

Task ref. Evidence submitted Page numbers or description

3 Score and recording

Additional comments to the Assessor:

Learner signature: Alice Coltrane Date: 24.3.16

Assessor signature J Douglas Date 1.04.16

List which assessment List the

2A.P1, 2B.P2, 2B.P3

Section C & D: Standard of Learner Work