Qualifications Update: Music Technology (Higher) Qualifications Update: Music Technology (Higher)

Key Messages Provides progression from National 5 Music Technology Develops an increased depth and complexity of knowledge, understanding and skills Offers personalisation and choice Provides flexibility

Course Structure Three units: Music Technology Skills (Higher) Understanding 20th and 21st Century Music (Higher) Music Technology in Context (Higher) Internally assessed by centres Externally verified by SQA Pass/Fail

Course Assessment Assignment, marked by SQA (70 marks) Question paper, marked by SQA (30 marks) Both Assignment and Question Paper contribute to final grade

Use valid and reliable assessments -SQA-produced Unit Assessment Support Packs -Centre devised assessments that have been prior verified -Your own assessments – strongly advise you have these prior verified Marking of assessments -SQA packs are designed on a pass/fail basis -Use Judging Evidence Tables to make assessment judgments against Assessment Standards -Judging Evidence Tables have commentary on how to meet each Assessment Standard -A task/activity can meet most or all of the Unit Outcome and Assessment Standards -Indicate on candidate’s work that Unit Assessment Standards have been met Unit Assessment complementing learning and teaching -Unit Assessment is open and flexible -Assessment should allow you space to prepare for Added Value/Course Assessment Key messages Key messages from Verification (Round 1)

Assessment Support Schedule 2013/14 Sept 13 CfE Update Letter Oct 13 Unit Assessment Support (Package 1) Feb 14 Unit Assessment Support (Package 2) Feb 14 Higher Specimen Question Paper Mar 14 Coursework General Assessment Information Apr 14 Unit Assessment Support (Package 3) May 14 Update Mandatory Documents Jun 14 Update Unit Assessment Support

Music Technology Unit Assessment at Higher

Unit assessment - recap Flexible and open Assessment Standards and Evidence Requirements in Units Greater range of techniques and methodologies for assessment – encouraged through Unit assessment support packages Assessments can be designed to provide evidence across more than one outcome or Unit – combined assessments More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

Unit Assessment Support purpose As at National 5, Assessment Support will be provided which you can use to: assess your candidates adapt for your own assessment programmes help you develop your own assessments

Unit Assessment Support at Higher – key features Valid from August 2014 Complement and support learning and teaching Assess competence against Unit Outcomes and Assessment Standards Designed to encourage professional judgement Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence Show range of approaches to generating assessment evidence Give information on the type of evidence which could be gathered

Unit assessment support packages at Higher - approaches Package 1 (Oct 2013) Portfolio approach – naturally occurring evidence Package 2 (Feb 2014) Unit by Unit approach – discrete assessment tasks for each Unit Package 3 (Apr 2014) Combined approach – groups Outcomes and Assessment Standards from different Units

Assessment Support Package 1 covers all 3 Units “portfolio” approach use of naturally occurring evidence independent work, with support describes appropriate evidence and success criteria for each assessment standard re-assessment by assessment standard is possible

Assessment Support Package 2 currently being developed (for Feb 2014) 1 package per Unit at each level Music Technology Skills Unit: example task briefs Understanding 20 th and 21 st Century Music Unit: outcome 1 briefs, listening tasks, listening log / song plan Music Technology in Context Unit: selection of task briefs in different contexts (3 required)

Assessment Support Package 3 currently being developed (for Apr 2014) 1 package covering all 3 Units task briefs providing evidence for MT Skills and MT in Contexts Units alternative listening tasks for Understanding 20 th and 21 st Century Music Unit Music Note: all 3 assessment support packs include the same judging evidence table – whatever method you choose to assess candidates, it must meet these standards.

Music Technology Higher Course Assessment

Course Assessment at Higher Course Assessment at National 5 and Higher assesses Added Value Courses at Higher are normally assessed by one or two Components Courses at Higher are graded A – D, as at present Controlled Assessment of setting, conducting and marking

Course Assessment for Music Technology For Music Technology, there are 2 Components: Question paper (30 marks = 30% of award) Assignment (70 marks = 70% of award) same structure as N5

Higher Higher Question Paper 30 marks (30% of award); 1 hour listening paper (20/21 century music & audio) marks related to relevant music concepts marks related to technological concepts approx 5 marks multiple choice approx 5 marks short answer approx 20 marks from more challenging questions which may involve extended responses

Higher Higher Assignment 70 marks (70% of award) set by centre following SQA guidelines – apply technical skills from MTS Unit – show musical understanding (2021CM Unit) – understanding of context (MTiC Unit) 5 exemplars provided (each involving 2 contexts) – may be adapted

Higher Higher Assignment The production must involve complex sound design involving a wide range of processes and effects use (and justify) appropriate techniques to capture, manipulate and sequence audio involve multiple parts, at least two of which should involve the use of a microphone apply accurate synchronization and/or sequencing demonstrate (and justify) creative and appropriate use of music from more than one genre or style involve a combination of two or more different contexts be at least 4 minutes in length

Higher Higher Assignment supervised conditions externally marked evidence to be gathered – formal plan – completed audio master – record of progress (diary) – evaluation report designed to differentiate