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BTEC Level 3 Certificate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit Diploma, BTEC Level 3 Diploma and BTEC Level 3 Extended Diploma in For first teaching September 2010 90-credit Diploma – first teaching September 2012 Issue 5

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Page 1: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma,

BTEC Level 3 90-credit Diploma, BTEC Level 3 Diploma and

BTEC Level 3 Extended Diploma in

For fi rst teaching September 201090-credit Diploma – fi rst teaching September 2012

Issue 5

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Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world’s leading learning company, with 40,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

This specification is Issue 5. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Pearson website: www.pearson.com

These qualifications were previously entitled:

Edexcel BTEC Level 3 Certificate in Music (QCF)

Edexcel BTEC Level 3 Subsidiary Diploma in Music (QCF)

Edexcel BTEC Level 3 90-credit Diploma in Music(QCF)

Edexcel BTEC Level 3 Diploma in Music(QCF)

Edexcel BTEC Level 3 Extended Diploma in Music (QCF)

The QNs remain the same.

References to third-party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

ISBN 978 1 446 93425 8

Authorised by Martin Stretton Prepared by Susan Hoxley

All the material in this publication is copyright © Pearson Education Limited 2016

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Contents

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

BTEC qualifi cation titles covered by this specifi cation 1

What are BTEC Level 3 qualifi cations? 2

Total Qualifi cation Time 3

Pearson BTEC Level 3 Certifi cate – 30 credits 4

Pearson BTEC Level 3 Subsidiary Diploma – 60 credits 4

Pearson BTEC Level 3 90-credit Diploma – 90 credits 4

Pearson BTEC Level 3 Diploma – 120 credits 5

Pearson BTEC Level 3 Extended Diploma – 180 credits 5

Key features of these BTEC qualifi cations in Music and Music Technology 5

Rationale for these BTEC qualifi cations in Music and Music Technology 6

National Occupational Standards 6

Rules of combination for Pearson BTEC Level 3 qualifi cations in this specifi cation 7

Pearson BTEC Level 3 Certifi cate in Music (Performing) 10

Pearson BTEC Level 3 Certifi cate in Music (Composing) 11

Pearson BTEC Level 3 Certifi cate in Music Technology (Events Support) 12

Pearson BTEC Level 3 Certifi cate in Music Technology (DJ Technology) 13

Pearson BTEC Level 3 Certifi cate in Music Technology (Production) 14

Pearson BTEC Level 3 Subsidiary Diploma in Music (Performing) 15

Pearson BTEC Level 3 Subsidiary Diploma in Music (Composing) 16

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Events Support) 17

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (DJ Technology) 18

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Production) 19

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Pearson BTEC Level 3 90-credit Diploma in Music 20

Pearson BTEC Level 3 90-credit Diploma in Music Technology 21

Pearson BTEC Level 3 Diploma in Music 22

Pearson BTEC Level 3 Diploma in Music Technology 23

Pearson BTEC Level 3 Extended Diploma in Music 24

Pearson BTEC Level 3 Extended Diploma in Music Technology 25

Assessment and grading 26

Grading domains 26

Calculation of the qualifi cation grade 27

Quality assurance of centres 29

Approval 29

Programme design and delivery 30

Mode of delivery 31

Resources 31

Delivery approach 31

Meeting local needs 32

Additional and specialist learning 32

Functional skills 32

Personal, learning and thinking skills 32

Access and recruitment 33

Restrictions on learner entry 33

Access arrangements for learners with disabilities and specifi c needs 33

Recognition of Prior Learning 34

Unit format 34

Unit title 34

Level 34

Credit value 34

Guided learning hours 35

Aim and purpose 35

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Unit introduction 35

Learning outcomes 35

Unit content 35

Assessment and grading grid 36

Essential guidance for tutors 36

Further information 37

Useful publications 37

How to obtain National Occupational Standards 37

Professional development and training 38

Annexe A 39

The Pearson BTEC qualifi cation framework for the music and music technology sector 39

Annexe B 41

Grading domains: BTEC level 3 generic grading domains 41

Annexe C 43

Personal, learning and thinking skills 43

Personal, learning and thinking skills 45

Annexe D 49

Wider curriculum mapping 49

Annexe E 53

National Occupational Standards 53

Annexe F 67

Unit mapping overview 67

Unit mapping in depth 69

Annexe G 79

Examples of calculation of qualifi cation grade above pass grade 79

Points available for credits achieved at di� erent levels and unit grades 79

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1Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

BTEC qualifi cation titles covered by this specifi cation

Pearson BTEC Level 3 Certifi cate in Music (Performing)

Pearson BTEC Level 3 Certifi cate in Music (Composing)

Pearson BTEC Level 3 Certifi cate in Music and Music Technology (Events Support)

Pearson BTEC Level 3 Certifi cate in Music and Music Technology (DJ Technology)

Pearson BTEC Level 3 Certifi cate in Music and Music Technology (Production)

Pearson BTEC Level 3 Subsidiary Diploma in Music (Performing)

Pearson BTEC Level 3 Subsidiary Diploma in Music (Composing)

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Events Support)

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (DJ Technology)

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Production)

Pearson BTEC Level 3 90-credit Diploma in Music

Pearson BTEC Level 3 90-credit Diploma in Music Technology

Pearson BTEC Level 3 Diploma in Music

Pearson BTEC Level 3 Diploma in Music Technology

Pearson BTEC Level 3 Extended Diploma in Music

Pearson BTEC Level 3 Extended Diploma in Music Technology

These qualifi cations have been accredited to the national framework.

Your centre should use the Qualifi cation Number (QN) when seeking funding for learners.

The Qualifi cation Number (QN) for the qualifi cations in this publication are:

Pearson BTEC Level 3 Certifi cate in Music 500/7718/1

Pearson BTEC Level 3 Certifi cate in Music Technology 500/7870/7

Pearson BTEC Level 3 Subsidiary Diploma in Music 500/7844/6

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology 500/7872/0

Pearson BTEC Level 3 90-credit Diploma in Music 600/6682/9

Pearson BTEC Level 3 90-credit Diploma in Music Technology 600/6683/0

Pearson BTEC Level 3 Diploma in Music 500/7871/9

Pearson BTEC Level 3 Diploma in Music Technology 500/7837/9

Pearson BTEC Level 3 Extended Diploma in Music 500/7717/X

Pearson BTEC Level 3 Extended Diploma in Music Technology 500/7716/8

The appropriate qualifi cation title, QN unit reference number (URN) will appear on each learner’s certifi cate. You should tell your learners this when your centre recruits them and registers them with us.

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

2

What are BTEC Level 3 qualifi cations?

The BTEC qualifi cations in this specifi cation are undertaken in further education, by sixth-form colleges, schools and other training providers, and have been since they were introduced in 1984. Their purpose, approaches to teaching, learning and assessment are established and understood by teaching professionals, employers and learners alike.

The BTEC qualifi cations in this specifi cation are:

● Pearson BTEC Level 3 Certifi cate in Music (Performing)

● Pearson BTEC Level 3 Certifi cate in Music (Composing)

● Pearson BTEC Level 3 Certifi cate in Music and Music Technology (Events Support)

● Pearson BTEC Level 3 Certifi cate in Music and Music Technology (DJ Technology)

● Pearson BTEC Level 3 Certifi cate in Music and Music Technology (Production)

● Pearson BTEC Level 3 Subsidiary Diploma in Music (Performing)

● Pearson BTEC Level 3 Subsidiary Diploma in Music (Composing)

● Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Events Support)

● Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (DJ Technology)

● Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Production)

● Pearson BTEC Level 3 90-credit Diploma in Music

● Pearson BTEC Level 3 90-credit Diploma in Music Technology

● Pearson BTEC Level 3 Diploma in Music

● Pearson BTEC Level 3 Diploma in Music Technology

● Pearson BTEC Level 3 Extended Diploma in Music

● Pearson BTEC Level 3 Extended Diploma in Music Technology

They maintain the same equivalences, benchmarks and other articulations (for example SCAAT points, UCAS Tari� points) as their predecessor qualifi cations. The table below identifi es the titling conventions and variations between the predecessor and new qualifi cations:

Predecessor BTEC Nationals (accredited 2007)

BTEC Level 3 qualifi cations(for delivery from September 2010)

Not applicable Pearson BTEC Level 3 Certifi cateEdexcel Level 3 BTEC National Award Pearson BTEC Level 3 Subsidiary DiplomaNot applicable Pearson BTEC Level 3 90-credit DiplomaEdexcel Level 3 BTEC National Certifi cate Pearson BTEC Level 3 DiplomaEdexcel Level 3 BTEC National Diploma Pearson BTEC Level 3 Extended Diploma

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3Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Total Qualifi cation Time

For all regulated qualifications, Pearson specifies a total number of hours that it is expected the average learner will be required to undertake in order to complete and show achievement for the qualification: This is the Total Qualification Time (TQT).

Within this, Pearson will also identify the number of Guided Learning Hours (GLH) that we expect a centre delivering the qualification will need to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, such as lessons, tutorials, online instruction, supervised study giving feedback on performance.

In addition to guided learning, other required learning directed by tutors or assessors will include private study, preparation for assessent and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research.

These qualifications also have a credit value, which is equal to one tenth of TQT. Pearson consults with users of these qualifications in assigning TQT and credit values.

This suite of BTEC Level 3 qualifications is available in the following sizes:

Certificate – 300 TQT (30 credits, 180 GLH)

Subsidiary Diploma – 600 TQT (60 credits, 360 GLF)

90-credit Diploma – 900 TQT (90 credits, 540 GLF)

Diploma – 1200 TQT (120 credits, 720 GLH)

Extended Diploma – 1800 TQT (180 credits, 1080 GLH)

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

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Pearson BTEC Level 3 Certifi cate – 30 credits

The 30-credit BTEC Level 3 Certifi cate o� ers a specialist qualifi cation that focuses on particular aspects of employment within the appropriate vocational sector. The BTEC Level 3 Certifi cate is a qualifi cation which can extend a learner’s programme of study and give vocational emphasis. The BTEC Level 3 Certifi cate is broadly equivalent to one GCE AS Level.

The BTEC Level 3 Certifi cate is also suitable for more mature learners, who wish to follow a vocational programme of study as part of their continued professional development or who want to move to a di� erent area of employment.

Pearson BTEC Level 3 Subsidiary Diploma – 60 credits

The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related focus of the BTEC Level 3 Certifi cate qualifi cation and covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC Level 3 Subsidiary Diploma o� ers greater fl exibility and a choice of emphasis through the optional units. It is broadly equivalent to one GCE A Level.

The BTEC Level 3 Subsidiary Diploma o� ers an engaging programme for those who are clear about the area of employment that they wish to enter. These learners may wish to extend their programme through the study of a general qualifi cations such as GCE AS Levels, additional specialist learning (eg through another BTEC qualifi cation) or a complementary NVQ. These learning programmes can be developed to allow learners to study related and complementary qualifi cations without duplicating of content.

For adult learners, the BTEC Level 3 Subsidiary Diploma can extend their experience of work in a particular sector. It may also be a suitable qualifi cation for those wishing to change career or move into a particular area of employment following a career break.

Pearson BTEC Level 3 90-credit Diploma – 90 credits

This qualifi cation broadens and expands the specialist work-related focus of the BTEC Level 3 Subsidiary Diploma and encompasses the essential skills, knowledge and understanding needed to gain confi dence and progression.

There is potential for the qualifi cation to prepare learners for progression within education or into employment in the appropriate vocational sector and it is suitable for those who have decided that they wish to study in detail or work in a particular area of work. It is broadly equivalent to 1.5 GCE A Levels and provides a programme of study manageable in a year so that learners can bank and then build on their achievement. In this way it encourages progression for those learners who wish to undertake a one-year course of study because of individual circumstances.

Some learners may wish to gain the qualifi cation in order to enter a specialist area of employment or to progress to a larger or di� erent level 3 programme. Other learners may want to extend the specialism they studied on the BTEC Level 3 Certifi cate or the BTEC Level 3 Subsidiary Diploma programme. Learners may also be able to use the BTEC Level 3 90-credit Diploma to gain partial achievement and have the requisite skills, knowledge and understanding needed in the sector.

For adult learners the BTEC Level 3 90-credit Diploma can extend their experience of working in a particular sector. It could also be a suitable qualifi cation for those wishing to change career or move into a particular area of employment following a career break.

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5Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Pearson BTEC Level 3 Diploma – 120 credits

The 120-credit BTEC Level 3 Diploma broadens and expands the specialist work-related focus of the BTEC Level 3 Subsidiary Diploma and the BTEC Level 3 90-credit Diploma qualifi cations. There is potential for the qualifi cation to prepare learners for employment in the appropriate vocational sector and it is suitable for those who have decided that they wish to enter a particular area of work. It is broadly equivalent to two GCE A Levels.

Some learners may wish to gain the qualifi cation in order to enter a specialist area of employment or to progress to a level 4 programme. Other learners may want to extend the specialism they studied on the BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma or the BTEC Level 3 90-credit Diploma programme.

Pearson BTEC Level 3 Extended Diploma – 180 credits

The 180-credit BTEC Level 3 Extended Diploma extends and deepens the specialist work-related focus of the BTEC Level 3 90-credit Diploma and the BTEC Level 3 Diploma qualifi cations. There is potential for the qualifi cation to prepare learners for appropriate direct employment in the vocational sector and it is suitable for those who have decided that they clearly wish to enter a particular specialist area of work. It is broadly equivalent to three GCE A Levels.

Some learners may wish to gain the qualifi cation in order to enter a specialist area of employment or to progress to a higher education foundation degree, HND or other professional development programme. Other learners may want to extend the specialist nature of the subjects they studied on the BTEC level 3 Diploma or another programme of study.

Key features of these BTEC qualifi cations in Music and Music Technology

The BTEC qualifi cations in this specifi cation have been developed in the music and music technology sectors to:

● provide education and training for those working in the music and music technology industries

● give those working in the music and music technology industries opportunities to achieve a nationally recognised level 3 vocationally-specifi c qualifi cation

● give full-time learners the opportunity to enter employment in the music and music technology industries or to progress to vocational qualifi cations such as the Pearson BTEC Higher Nationals in Music and Music Technology

● give learners the opportunity to develop a range of skills and techniques, and attributes essential for successful performance in working life.

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

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Rationale for these BTEC qualifi cations in Music and Music Technology

The Pearson BTEC qualifi cations in this specifi cation aim to provide a broad educational base for further training, further education and employment within the music sector. The qualifi cations will develop learners’ abilities through the knowledge and skills gained in di� erent parts of the programmes.

The BTEC qualifi cations in this specifi cation have been designed in consideration of the Sector Qualifi cations Strategy (SQS) for creative and cultural industries. Skills gaps identifi ed in the SQS include professional development and employability skills; the units that address these areas have been revised.

Further information has been added to each of the units in terms of an outline learning plan, a programme of suggested assignments, and also in relation to the delivery and assessment strategies. More detailed information in each of these sections will allow tutors to o� er an informed approach to the implementation of the individual units and therefore also to the whole qualifi cation.

The vocational context of the qualifi cation is key to e� ective delivery and can be provided through assignment briefs that give learners realistic, work-based scenarios and projects. Forging links and relationships with local and national professional practitioners is recommended in order to provide a strong, vocational focus. Learners should be encouraged to take responsibility for their own learning and achievement, taking into account industry standards for behaviour and performance. The assessment approach for BTEC qualifi cations in this specifi cation allows learners to receive feedback on their progress throughout their course as they provide evidence towards the grading criteria.

Having completed a Pearson BTEC Level 3 Diploma or Extended Diploma in Music, learners will be ideally placed to progress to Level 4 or 5 BTEC Higher Nationals in Performing Arts or Music, or to other higher education provision, as they will have received a thorough grounding in the knowledge and skills needed.

National Occupational Standards

These BTEC qualifi cations are designed to provide much of the underpinning knowledge and understanding for the National Occupational Standards (NOS), as well as developing practical skills in preparation for work and possible achievement of NVQs. NOS form the basis of National Vocational Qualifi cations (NVQs). The qualifi cations in this specifi cation do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context.

Each unit in the specifi cation identifi es links to elements of the NOS.

The Pearson BTEC Level 3 Nationals in Music and Music Technology relate to the following NOS:

● Community Arts

● Cultural Venue Operations

● Live Events and Promotion

● Music Business (Record Labels)

● Technical Theatre.

See Annexe E for details of NOS mapping against units.

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7Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Rules of combination for Pearson BTEC Level 3 qualifi cations in this specifi cation

The rules of combination specify the:

● total credit value of the qualifi cation

● the minimum credit to be achieved at, or above, the level of the qualifi cation

● the mandatory unit credit

● the optional unit credit

● the maximum credit that can come from other level 3 BTEC units in this qualifi cation suite.

When combining units for a BTEC qualifi cation, it is the centre’s responsibility to ensure that the following rules of combination are adhered to.

Pearson BTEC Level 3 Certifi cate in Music (Performing), Music Technology (Events Support), (DJ Technology), (Production)

1 Qualifi cation credit value: a minimum of 30 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 23 credits.

3 Mandatory unit credit: 10 credits.

4 Optional unit credit: 20 credits.

5 This qualifi cation is not designed to include credit from other level 3 BTEC units.

Pearson BTEC Level 3 Certifi cate in Music (Composing)

1 Qualifi cation credit value: a minimum of 30 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 23 credits.

3 Specialist unit credit: a minimum of 10 credits.

4 Optional unit credit: a minimum of 10 credits.

5 This qualifi cation is not designed to include credit from other level 3 BTEC units.

Pearson BTEC Level 3 Subsidiary Diploma in Music (Performing), Music Technology (DJ Technology) and (Production)

1 Qualifi cation credit value: a minimum of 60 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 45 credits.

3 Mandatory unit credit: 10 credits.

4 Specialist unit credit: a minimum of 10 credits.

5 Optional unit credit: a minimum of 30 credits.

6 A maximum of 10 optional credits can come from other level 3 BTEC units to meet local needs.

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Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Events Support)

1 Qualifi cation credit value: a minimum of 60 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 45 credits.

3 Mandatory unit credit: 20 credits.

4 Optional unit credit: 40 credits.

5 A maximum of 10 optional credits can come from other level 3 BTEC units to meet local needs.

Pearson BTEC Level 3 Subsidiary Diploma in Music (Composing)

1 Qualifi cation credit value: a minimum of 60 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 45 credits.

3 Specialist unit credit: a minimum of 20 credits.

4 Optional unit credit: a minimum of 20 credits.

5 A maximum of 10 optional credits can come from other level 3 BTEC units to meet local needs.

Pearson BTEC Level 3 90-credit Diploma in Music

1 Qualifi cation credit value: a minimum of 90 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 60 credits.

3 Mandatory unit credit: 20 credits.

4 Optional unit credit: 60 credits.

5 A maximum of 10 optional credits can come from other level 3 BTEC units to meet local needs.

Pearson BTEC Level 3 90-credit Diploma in Music Technology

1 Qualifi cation credit value: a minimum of 90 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 60 credits.

3 Mandatory unit credit: 30 credits.

4 Optional unit credit: 60 credits.

5 A maximum of 10 optional credits can come from other level 3 BTEC units to meet local needs.

Pearson BTEC Level 3 Diploma in Music

1 Qualifi cation credit value: a minimum of 120 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 90 credits.

3 Mandatory unit credit: 30 credits.

4 Optional unit credit: 90 credits.

5 A maximum of 25 optional credits can come from other level 3 BTEC units to meet local needs for Music.

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9Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Pearson BTEC Level 3 Diploma in Music Technology

1 Qualifi cation credit value: a minimum of 120 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 90 credits.

3 Mandatory unit credit: 40 credits.

4 Optional unit credit: 80 credits.

5 A maximum of 20 optional credits can come from other level 3 BTEC units to meet local needs for Music Technology.

Pearson BTEC Level 3 Extended Diploma in Music

1 Qualifi cation credit value: a minimum of 180 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 135 credits.

3 Mandatory unit credit: 50 credits.

4 Optional unit credit: 130 credits.

5 A maximum of 30 optional credits can come from other level 3 BTEC units to meet local needs.

Pearson BTEC Level 3 Extended Diploma in Music Technology

1 Qualifi cation credit value: a minimum of 180 credits.

2 Minimum credit to be achieved at, or above, the level of the qualifi cation: 135 credits.

3 Mandatory unit credit: 60 credits.

4 Optional unit credit: 120 credits.

5 A maximum of 30 optional credits can come from other level 3 BTEC units to meet local needs.

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Pearson BTEC Level 3 Certifi cate in Music (Performing)

The Pearson BTEC Level 3 Certifi cate in Music (Performing) is 30 credits and has 180 guided learning hours. It consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Certifi cate in Music (Performing)

Unit Mandatory unit Credit Level

23 Music Performance Techniques 10 3Optional units

4 Aural Perception Skills 10 36 Classical Music in Practice 10 37 Composing Music 10 312 Improvising Music 10 313 Improvising Music in a Jazz Style 10 314 Listening Skills for Music Technologists 10 315 Live Music Workshop 10 317 Marketing and Promotion in the Music Industry 10 318 Modern Music in Practice 10 321 Music in the Community 10 322 Music Performance Session Styles 10 324 Music Project 10 328 Musical Theatre Performance 10 330 Pop Music in Practice 10 333 Solo Music Performance Skills 10 336 Studying Music from Around the World 10 338 The Music Freelance World 10 339 The Sound and Music Industry 10 340 Working and Developing as a Musical Ensemble 10 342 Singing Techniques and Performance 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Certifi cate in Music (Composing)

The Pearson BTEC Level 3 Certifi cate in Music (Composing) is 30 credits and has 180 guided learning hours. It consists of at least one specialist unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Certifi cate in Music (Composing)

Unit Specialist units – select at least one unit Credit Level

7 Composing Music 10 334 Contemporary Songwriting Techniques 10 3

Optional units3 Arranging Music 10 34 Aural Perception Skills 10 315 Live Music Workshop 10 320 Music and Sound for the Moving Image 10 324 Music Project 10 327 Music Theory and Harmony 10 332 Sequencing Systems and Techniques 10 336 Studying Music from Around the World 10 337 The Functional Music Keyboard 10 338 The Music Freelance World 10 339 The Sound and Music Industry 10 341 Working with Music Notation Packages 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Certifi cate in Music Technology (Events Support)

The Pearson BTEC Level 3 Certifi cate in Music Technology (Events Support) is 30 credits and has 180 guided learning hours. It consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Certifi cate in Music Technology (Events Support)

Unit Mandatory unit Credit Level

11 Music Events Management 10 3Optional units

2 Audio Engineering Principles 10 35 Backline Technical Management 10 38 Concert Production and Staging 10 39 Delivering a Music Product 10 317 Marketing and Promotion in the Music Industry 10 324 Music Project 10 339 The Sound and Music Industry 10 340 Working and Developing as a Musical Ensemble 10 343 Special Subject Investigation 10 344 Stage Lighting Operations 10 3

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Pearson BTEC Level 3 Certifi cate in Music Technology (DJ Technology)

The Pearson BTEC Level 3 Certifi cate in Music Technology (DJ Technology) is 30 credits and has 180 guided learning hours. It consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Certifi cate in Music Technology (DJ Technology)

Unit Mandatory unit Credit Level

10 DJ Performance Techniques 10 3Optional units

2 Audio Engineering Principles 10 38 Concert Production and Staging 10 39 Delivering a Music Product 10 314 Listening Skills for Music Technologists 10 317 Marketing and Promotion in the Music Industry 10 325 Music Production Techniques 10 326 Music Technology in Performance 10 332 Sequencing Systems and Techniques 10 338 The Music Freelance World 10 339 The Sound and Music Industry 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Certifi cate in Music Technology (Production)

The Pearson BTEC Level 3 Certifi cate in Music Technology (Production) is 30 credits and has 180 guided learning hours. It consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Certifi cate in Music Technology (Production)

Unit Mandatory unit Credit Level

25 Music Production Techniques 10 3Optional units

1 Acoustics for Musicians 10 35 Backline Technical Management 10 39 Delivering a Music Product 10 314 Listening Skills for Music Technologists 10 317 Marketing and Promotion in the Music Industry 10 326 Music Technology in Performance 10 329 Live Sound Techniques 10 332 Sequencing Systems and Techniques 10 335 Sound Creation and Manipulation 10 338 The Music Freelance World 10 339 The Sound and Music Industry 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Subsidiary Diploma in Music (Performing)

The Pearson BTEC Level 3 Subsidiary Diploma in Music (Performing) is 60 credits and has 360 guided learning hours. It consists of one mandatory unit plus at least one specialist unit plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Subsidiary Diploma in Music (Performing)

Unit Mandatory unit Credit Level

23 Music Performance Techniques 10 3Specialist units – select at least one unit

33 Solo Music Performance Skills 10 340 Working and Developing as a Musical Ensemble 10 3

Optional units4 Aural Perception Skills 10 36 Classical Music in Practice 10 37 Composing Music 10 312 Improvising Music 10 313 Improvising Music in a Jazz Style 10 314 Listening Skills for Music Technologists 10 315 Live Music Workshop 10 317 Marketing and Promotion in the Music Industry 10 318 Modern Music in Practice 10 321 Music in the Community 10 322 Music Performance Session Styles 10 324 Music Project 10 328 Musical Theatre Performance 10 330 Pop Music in Practice 10 3

36 Studying Music from Around the World 10 338 The Music Freelance World 10 339 The Sound and Music Industry 10 342 Singing Techniques and Performance 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Subsidiary Diploma in Music (Composing)

The Pearson BTEC Level 3 Subsidiary Diploma in Music (Composing) is 60 credits and has 360 guided learning hours. It consists of at least two specialist units plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Subsidiary Diploma in Music (Composing)

Unit Specialist units – select at least two units Credit Level

3 Arranging Music 10 37 Composing Music 10 332 Sequencing Systems and Techniques 10 334 Contemporary Songwriting Techniques 10 3

Optional units4 Aural Perception Skills 10 315 Live Music Workshop 10 320 Music and Sound for the Moving Image 10 324 Music Project 10 327 Music Theory and Harmony 10 336 Studying Music from Around the World 10 337 The Functional Music Keyboard 10 338 The Music Freelance World 10 339 The Sound and Music Industry 10 341 Working with Music Notation Packages 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Events Support)

The Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Events Support) is 60 credits and has 360 guided learning hours. It consists of two mandatory units plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Events Support)

Unit Mandatory units Credit Level

5 Backline Technical Management 10 311 Music Events Management 10 3

Optional units2 Audio Engineering Principles 10 38 Concert Production and Staging 10 39 Delivering a Music Product 10 314 Listening Skills for Music Technologists 10 317 Marketing and Promotion in the Music Industry 10 324 Music Project 10 329 Live Sound Techniques 10 339 The Sound and Music Industry 10 340 Working and Developing as a Musical Ensemble 10 343 Special Subject Investigation 10 344 Stage Lighting Operations 10 3

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Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (DJ Technology)

The Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (DJ Technology) is 60 credits and has 360 guided learning hours. It consists of one mandatory unit plus at least one specialist unit plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (DJ Technology)

Unit Mandatory unit Credit Level

10 DJ Performance Techniques 10 3Specialist units – select at least one unit

26 Music Technology in Performance 10 332 Sequencing Systems and Techniques 10 3

Optional units2 Audio Engineering Principles 10 33 Arranging Music 10 38 Concert Production and Staging 10 39 Delivering a Music Product 10 314 Listening Skills for Music Technologists 10 317 Marketing and Promotion in the Music Industry 10 325 Music Production Techniques 10 338 The Music Freelance World 10 339 The Sound and Music Industry 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Production)

The Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Production) is 60 credits and has 360 guided learning hours. It consists of one mandatory unit plus at least one specialist unit plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Subsidiary Diploma in Music Technology (Production)

Unit Mandatory unit Credit Level

25 Music Production Techniques 10 3Specialist units – select at least one unit

32 Sequencing Systems and Techniques 10 335 Sound Creation and Manipulation 10 3

Optional units1 Acoustics for Musicians 10 32 Audio Engineering Principles 10 35 Backline Technical Management 10 39 Delivering a Music Product 10 314 Listening Skills for Music Technologists 10 3

17 Marketing and Promotion in the Music Industry 10 326 Music Technology in Performance 10 329 Live Sound Techniques 10 338 The Music Freelance World 10 339 The Sound and Music Industry 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 90-credit Diploma in Music

The Pearson BTEC Level 3 90-credit Diploma in Music is 90 credits and has 540 guided earning hours. It consists of two mandatory units plus optional units that provide for a combined total of 90 credits (where at least 60 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 90-credit Diploma in Music

Unit Mandatory units Credit Level

23 Music Performance Techniques 10 339 The Sound and Music Industry 10 3

Optional units 3 Arranging Music 10 3

4 Aural Perception Skills 10 36 Classical Music in Practice 10 37 Composing Music 10 38 Concert Production and Staging 10 311 Music Events Management 10 312 Improvising Music 10 313 Improvising Music in a Jazz Style 10 314 Listening Skills for Music Technologists 10 315 Live Music Workshop 10 316 Major Music Project 20 317 Marketing and Promotion in the Music Industry 10 318 Modern Music in Practice 10 319 Music and Society 10 320 Music and Sound for the Moving Image 10 321 Music in the Community 10 322 Music Performance Session Styles 10 325 Music Production Techniques 10 327 Music Theory and Harmony 10 328 Musical Theatre Performance 10 330 Pop Music in Practice 10 332 Sequencing Systems and Techniques 10 333 Solo Music Performance Skills 10 334 Contemporary Songwriting Techniques 10 336 Studying Music from Around the World 10 337 The Functional Music Keyboard 10 338 The Music Freelance World 10 340 Working and Developing as a Musical Ensemble 10 341 Working with Music Notation Packages 10 342 Singing Techniques and Performance 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 90-credit Diploma in Music Technology

The Pearson BTEC Level 3 90-credit Diploma in Music Technology is 90 credits and has 540 guided learning hours. It consists of two mandatory units plus optional units that provide for a combined total of 90 credits (where at least 60 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 90-credit Diploma in Music Technology

Unit Mandatory units Credit Level

25 Music Production Techniques 10 339 The Sound and Music Industry 10 3

Optional units 1 Acoustics for Musicians 10 32 Audio Engineering Principles 10 33 Arranging Music 10 35 Backline Technical Management 10 37 Composing Music 10 38 Concert Production and Staging 10 310 DJ Performance Techniques 10 311 Music Events Management 10 314 Listening Skills for Music Technologists 10 317 Marketing and Promotion in the Music Industry 10 318 Modern Music in Practice 10 319 Music and Society 10 320 Music and Sound for the Moving Image 10 321 Music in the Community 10 322 Music Performance Session Styles 10 323 Music Performance Techniques 10 324 Music Project 10 326 Music Technology in Performance 10 327 Music Theory and Harmony 10 329 Live Sound Techniques 10 330 Pop Music in Practice 10 331 Planning and Delivering a Music Product 20 332 Sequencing Systems and Techniques 10 335 Sound Creation and Manipulation 10 336 Studying Music from Around the World 10 337 The Functional Music Keyboard 10 338 The Music Freelance World 10 340 Working and Developing as a Musical Ensemble 10 341 Working with Music Notation Packages 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Diploma in Music

The Pearson BTEC Level 3 Diploma in Music is 120 credits and has 720 guided learning hours. It consists of three mandatory units plus optional units that provide for a combined total of 120 credits (where at least 90 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Diploma in Music

Unit Mandatory units Credit Level

19 Music and Society 10 324 Music Project 10 339 The Sound and Music Industry 10 3

Optional units 3 Arranging Music 10 3

4 Aural Perception Skills 10 36 Classical Music in Practice 10 37 Composing Music 10 38 Concert Production and Staging 10 311 Music Events Management 10 312 Improvising Music 10 313 Improvising Music in a Jazz Style 10 314 Listening Skills for Music Technologists 10 315 Live Music Workshop 10 317 Marketing and Promotion in the Music Industry 10 318 Modern Music in Practice 10 320 Music and Sound for the Moving Image 10 321 Music in the Community 10 322 Music Performance Session Styles 10 323 Music Performance Techniques 10 325 Music Production Techniques 10 327 Music Theory and Harmony 10 328 Musical Theatre Performance 10 330 Pop Music in Practice 10 332 Sequencing Systems and Techniques 10 333 Solo Music Performance Skills 10 334 Contemporary Songwriting Techniques 10 336 Studying Music from Around the World 10 337 The Functional Music Keyboard 10 338 The Music Freelance World 10 340 Working and Developing as a Musical Ensemble 10 341 Working with Music Notation Packages 10 342 Singing Techniques and Performance 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Diploma in Music Technology

The Pearson BTEC Level 3 Diploma in Music Technology is 120 credits and has 720 guided learning hours. It consists of four mandatory units plus optional units that provide for a combined total of 120 credits (where at least 90 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Diploma in Music Technology

Unit Mandatory units Credit Level

9 Delivering a Music Product 10 314 Listening Skills for Music Technologists 10 325 Music Production Techniques 10 339 The Sound and Music Industry 10 3

Optional units 1 Acoustics for Musicians 10 32 Audio Engineering Principles 10 33 Arranging Music 10 35 Backline Technical Management 10 37 Composing Music 10 38 Concert Production and Staging 10 310 DJ Performance Techniques 10 311 Music Events Management 10 317 Marketing and Promotion in the Music Industry 10 319 Music and Society 10 320 Music and Sound for the Moving Image 10 324 Music Project 10 326 Music Technology in Performance 10 329 Live Sound Techniques 10 332 Sequencing Systems and Techniques 10 335 Sound Creation and Manipulation 10 337 The Functional Music Keyboard 10 338 The Music Freelance World 10 340 Working and Developing as a Musical Ensemble 10 341 Working with Music Notation Packages 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Extended Diploma in Music

The Pearson BTEC Level 3 Extended Diploma in Music is 180 credits and has 1080 guided learning hours. It consists of four mandatory units plus optional units that provide for a combined total of 180 credits (where at least 135 credits must be at level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Extended Diploma in Music

Unit Mandatory units Credit Level

4 Aural Perception Skills 10 316 Major Music Project 20 319 Music and Society 10 339 The Sound and Music Industry 10 3

Optional units 3 Arranging Music 10 36 Classical Music in Practice 10 37 Composing Music 10 38 Concert Production and Staging 10 311 Music Events Management 10 312 Improvising Music 10 313 Improvising Music in a Jazz Style 10 314 Listening Skills for Music Technologists 10 315 Live Music Workshop 10 317 Marketing and Promotion in the Music Industry 10 318 Modern Music in Practice 10 320 Music and Sound for the Moving Image 10 321 Music in the Community 10 322 Music Performance Session Styles 10 323 Music Performance Techniques 10 325 Music Production Techniques 10 327 Music Theory and Harmony 10 328 Musical Theatre Performance 10 330 Pop Music in Practice 10 332 Sequencing Systems and Techniques 10 333 Solo Music Performance Skills 10 334 Contemporary Songwriting Techniques 10 336 Studying Music from Around the World 10 337 The Functional Music Keyboard 10 338 The Music Freelance World 10 340 Working and Developing as a Musical Ensemble 10 341 Working with Music Notation Packages 10 342 Singing Techniques and Performance 10 343 Special Subject Investigation 10 3

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Pearson BTEC Level 3 Extended Diploma in Music Technology

The Pearson BTEC Level 3 Extended Diploma in Music Technology is 180 credits and has 1080 guided learning hours. It consists of fi ve mandatory units plus optional units that provide for a combined total of 180 credits (where at least 135 credits must be at Level 3 or above).

The units for the BTEC qualifi cations in this specifi cation are available on our website (www.pearson.com).

Pearson BTEC Level 3 Extended Diploma in Music Technology

Unit Mandatory units Credit Level

14 Listening Skills for Music Technologists 10 325 Music Production Techniques 10 331 Planning and Delivering a Music Product 20 332 Sequencing Systems and Techniques 10 339 The Sound and Music Industry 10 3

Optional units 1 Acoustics for Musicians 10 32 Audio Engineering Principles 10 33 Arranging Music 10 35 Backline Technical Management 10 37 Composing Music 10 38 Concert Production and Staging 10 310 DJ Performance Techniques 10 311 Music Events Management 10 317 Marketing and Promotion in the Music Industry 10 318 Modern Music in Practice 10 319 Music and Society 10 320 Music and Sound for the Moving Image 10 323 Music Performance Techniques 10 324 Music Project 10 326 Music Technology in Performance 10 327 Music Theory and Harmony 10 329 Live Sound Techniques 10 330 Pop Music in Practice 10 335 Sound Creation and Manipulation 10 336 Studying Music From Around the World 10 337 The Functional Music Keyboard 10 338 The Music Freelance World 10 340 Working and Developing As a Musical Ensemble 10 341 Working with Music Notation Packages 10 343 Special Subject Investigation 10 3

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Assessment and grading

All units are internally assessed in the BTEC qualifi cations in this specifi cation.

All assessment for the BTEC qualifi cations in this specifi cation is criterion referenced, based on the achievement of specifi ed learning outcomes. Each unit within the qualifi cation has specifi ed assessment and grading criteria which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction:

● to achieve a ‘pass’ a learner must have satisfi ed all the pass assessment criteria

● to achieve a ‘merit’ a learner must additionally have satisfi ed all the merit grading criteria

● to achieve a ‘distinction’ a learner must additionally have satisfi ed all the distinction grading criteria.

Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassifi ed’.

Grading domains

The grading criteria are developed in relation to grading domains which are exemplifi ed by a number of indicative characteristics at the level of the qualifi cation.

There are four BTEC grading domains:

● application of knowledge and understanding

● development of practical and technical skills

● personal development for occupational roles

● application of generic skills.

Please refer to Annexe B which shows the merit and distinction indicative characteristics.

Guidance

The purpose of assessment is to ensure that e� ective learning has taken place to give learners the opportunity to:

● meet the assessment and grading criteria and

● achieve the learning outcomes within the units.

All the assignments created by centres should be reliable and fi t for purpose, and should build on the assessment and grading criteria. Assessment tasks and activities should enable learners to produce valid, su� cient and reliable evidence that relates directly to the specifi ed criteria. Centres should enable learners to produce evidence in a variety of di� erent forms and including, written reports, graphs and posters, along with projects, performance observation and time-constrained assessments.

Centres are encouraged to emphasise the practical application of the assessment and grading criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities and work experience. The creation of assignments that are fi t for purpose is vital to achievement and their importance cannot be over-emphasised.

The assessment and grading criteria must be clearly indicated in the fi t-for-purpose assignments. This gives learners focus and helps with internal verifi cation and standardisation processes. It will also help to ensure that learner feedback is specifi c to the assessment and grading criteria.

When looking at the assessment and grading grids and designing assignments, centres are encouraged to identify common topics and themes.

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The units include guidance on appropriate assessment methodology. A central feature of vocational assessment is that it allows for assessment to be:

● current, ie to refl ect the most recent developments and issues

● local, ie to refl ect the employment context of the delivering centre

● fl exible to refl ect learner needs, ie at a time and in a way that matches the learner’s requirements so that they can demonstrate achievement.

Calculation of the qualifi cation grade

Pass qualifi cation grade

Learners who achieve the minimum eligible credit value specifi ed by the rule of combination will achieve the qualifi cation at pass grade (see Rules of combination for Pearson BTEC Level 3 qualifi cations in this specifi cation).

Qualifi cation grades above pass grade

Learners will be awarded a merit or distinction or distinction* qualifi cation grade (or combination of these grades appropriate to the qualifi cation) by the aggregation of points gained through the successful achievement of individual units. The number of points available is dependent on the unit level and grade achieved, and the credit size of the unit (as shown in the points available for credits achieved at di� erent levels and unit grades below).

Points available for credits achieved at di� erent Levels and unit grades

The table below shows the number of points scored per credit at the unit level and grade.

Unit level Points per credit

Pass Merit Distinction

Level 2 5 6 7Level 3 7 8 9

Level 4 9 10 11

Learners who achieve the correct number of points within the ranges shown in the ‘qualifi cation grade’ table will achieve the qualifi cation merit or distinction or distinction* grade (or combinations of these grades appropriate to the qualifi cation).

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Qualifi cation grade

BTEC Level 3 Certifi cate

Points range above pass grade Grade

230-249 Merit M250-259 Distinction D260 and above Distinction* D*

BTEC Level 3 Subsidiary Diploma

Points range above pass grade Grade

460-499 Merit M500-519 Distinction D520 and above Distinction* D*

BTEC Level 3 90-credit Diploma

Points range above pass grade Grade

660-689 MP690–719 MM720-749 DM750–769 DD770-789 D*D790 and above D*D*

BTEC Level 3 Diploma

Points range above pass grade Grade

880-919 MP920-959 MM960-999 DM1000-1029 DD1030-1059 D*D1060 and above D*D*

BTEC Level 3 Extended Diploma

Points range above pass grade Grade

1300-1339 MPP1340-1379 MMP1380-1419 MMM1420-1459 DMM

1460-1499 DDM1500-1529 DDD1530-1559 D*DD1560-1589 D*D*D1590 and above D*D*D*

Please refer to Annexe G for examples of calculation of qualifi cation grade above pass grade.

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Quality assurance of centres

Pearson’s qualifi cation specifi cations set out the standard to be achieved by each learner in order for them to gain the qualifi cation. This is done throughout the learning outcomes, and assessment and grading criteria in each unit. Further guidance on delivery and assessment is given in the Essential guidance for tutors section in each unit. This section is designed to provide guidance related to the unit to support tutors, deliverers and assessors and to provide coherence of understanding and consistency of delivery and assessment.

Approval

Centres that have not previously o� ered BTEC qualifi cations will fi rst need to apply for, and be granted, centre approval before they can apply for approval to o� er the programme.

When a centre applies for approval to o� er a BTEC qualifi cation they are required to enter into an approvals agreement.

The approvals agreement is a formal commitment by the head or principal of a centre to meet all the requirements of the specifi cation and any linked codes or regulations. Sanctions and tari� s may be applied if centres do not comply with the agreement. Ultimately, this could result in the suspension of certifi cation or withdrawal of approval.

Centres will be allowed ‘accelerated approval’ for a new programme where the centre already has approval for a programme that is being replaced by the new programme.

The key principles of quality assurance are that:

● a centre delivering BTEC programmes must be an approved centre and must have approval for programmes, or groups of programmes, that it is operating

● the centre agrees, as part of gaining approval, to abide by specifi c terms and conditions around the e� ective delivery and quality assurance of assessment; it must abide by these conditions throughout the period of delivery

● Pearson makes available to approved centres a range of materials and opportunities intended to exemplify the processes required for e� ective assessment and examples of e� ective standards. Approved centres must use the materials and services to ensure that all sta� delivering BTEC qualifi cations keep up to date with the guidance on assessment

● an approved centre must follow agreed protocols for standardisation of assessors and verifi ers; planning, monitoring and recording of assessment processes; and for dealing with special circumstances, appeals and malpractice.

The approach of quality assured assessment is made through a partnership between an approved centre and Pearson. Pearson is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. Therefore, the specifi c arrangements for working with centres will vary. Pearson seeks to ensure that the quality assurance processes that it uses do not place undue bureaucratic processes on centres and works to support centres in providing robust quality assurance processes.

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Pearson monitors and supports centres in the e� ective operation of assessment and quality assurance. Pearson monitors and supports centres in the e� ective operation of assessment and quality assurance. The methods which it uses to do this for these BTEC programmes include:

● ensuring that all centres have completed appropriate declarations at the time of approval, undertaking approval visits to centres where necessary

● requiring all centres to appoint a Lead Internal Verifi er for designated groups of programmes and to ensure that this person is trained and supported in carrying out that role

● requiring that the Lead Internal Verifi er completes compulsory online standardisation related to assessment and verifi cation decisions for the designated programme

● assessment sampling and verifi cation, through requested samples of assessments, completed assessed learner work and associated documentation

● overarching review and assessment of a centre’s strategy for assessing and quality assuring its BTEC programmes.

Pearson Quality Assurance Handbook

Centres should refer to the UK BTEC Quality Assurance Handbook, issued annually, for detailed guidance.

An approved centre must make certifi cation claims only when authorised by Pearson and strictly in accordance with requirements for reporting.

Centres that do not fully address and maintain rigorous approaches to quality assurance will be prevented from seeking certifi cation for individual programmes or for all BTEC programmes. Centres that do not comply with remedial action plans may have their approval to deliver qualifi cations removed.

Programme design and delivery

The BTEC qualifi cations in this specifi cation consist of mandatory units and optional units. Optional units are designed to provide a focus to the qualifi cation and more specialist opportunities in the sector.

In BTEC qualifi cations each unit has a number of guided learning hours and centres are advised to take this into account when planning the programme of study associated with this specifi cation.

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Mode of delivery

Pearson does not defi ne the mode of study for the BTEC qualifi cations in this specifi cation. Centres are free to o� er the qualifi cations using any mode of delivery (such as full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identifi ed in the specifi cation and to the subject specialists delivering the units. This is particularly important for learners studying for the qualifi cation through open or distance learning.

Learners studying for the qualifi cation on a part-time basis bring with them a wealth of experience that should be utilised to maximum e� ect by tutors and assessors. The use of assessment evidence drawn from learners’ work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the qualifi cation by:

● liaising with employers to ensure a course relevant to learners’ specifi c needs

● accessing and using non-confi dential data and documents from learners’ workplaces

● including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

● linking with company-based/workplace training programmes

● making full use of the variety of experience of work and life that learners bring to the programme.

Resources

The BTEC qualifi cations in this specifi cation are designed to prepare learners for employment in specifi c occupational sectors. Physical resources need to support the delivery of the programme and the proper assessment of the learning outcomes and should, therefore, normally be of industry standard. Sta� delivering programmes and conducting the assessments should be familiar with current practice and standards in the sector concerned. Centres will need to meet any specifi c resource requirements to gain approval from Pearson.

Where specifi c resources are required these have been indicated in individual units in the Essential resources sections.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports the specialist vocational nature of BTEC qualifi cations and the mode of delivery. Specifi cations give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of the learner’s experience.

An outline learning plan is included in every unit as guidance to demonstrate one way of planning the delivery and assessment of the unit. The outline learning plan can be used in conjunction with the programme of suggested assignments.

Where the qualifi cation has been designated and approved as a Technical Certifi cate and forms part of an Apprenticeship scheme, particular care needs to be taken to build strong links between the learning and assessment for the BTEC qualifi cation and the related NVQs and Functional Skills that also contribute to the scheme.

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Meeting local needs

Centres should note that the qualifi cations set out in this specifi cation have been developed in consultation with centres and employers and the Sector Skills Councils or the Standards Setting Bodies for the relevant sector. Centres should make maximum use of the choice available to them within the optional units to meet the needs of their learners, and local skills and training needs.

In certain circumstances, units in this specifi cation might not allow centres to meet a local need. In this situation, Pearson will ensure that the rule of combination allows centres to make use of units from other BTEC specifi cations in this suite. Centres are required to ensure that the coherence and purpose of the qualifi cation is retained and to ensure that the vocational focus is not diluted.

For information about limitations on variations from standard specifi cations, see Rules of combination for Pearson BTEC Level 3 qualifi cations in this specifi cation.

These units cannot be used at the expense of the mandatory units in any qualifi cation.

Additional and specialist learning

Additional and specialist learning (ASL) consists of accredited qualifi cations. The ASL may include BTEC qualifi cations which are also available to learners not following a Diploma course of study.

Qualifi cations that are valid against di� erent lines of principal learning can be identifi ed on the Register of Regulated Qualifi cations.

Functional skills

The BTEC qualifi cations in this specifi cation give learners opportunities to develop and apply Functional Skills.

Functional Skills are o� ered as stand-alone qualifi cations at level 2. See individual units for opportunities to cover ICT, Mathematics and English Functional Skills.

Personal, learning and thinking skills

Opportunities are available to develop personal, learning and thinking skills (PLTS) within sector-related context. PLTS are identifi ed in brackets after the unit pass criteria to which they are associated and they are also mapped in Annexe C. Further opportunities for learners to demonstrate these skills may arise as learners progress throughout their learning.

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Access and recruitment

Pearson’s policy regarding access to its qualifi cations is that:

● they should be available to everyone who is capable of reaching the required standards

● they should be free from any barriers that restrict access and progression

● there should be equal opportunities for all wishing to access the qualifi cations.

Centres are required to recruit learners to BTEC qualifi cations with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifi cation and that the qualifi cation will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualifi cation. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specifi c support that might be necessary to allow the learner to access the assessment for the qualifi cation. Centres should consult Pearson’s policy on learners with particular requirements.

Centres will need to review the entry profi le of qualifi cations and/or experience held by applicants, considering whether this profi le shows an ability to progress to a level 3 qualifi cation. For learners who have recently been in education, the profi le is likely to include one of the following:

● a BTEC level 2 qualifi cation in Music or a related vocational area

● a standard of literacy and numeracy supported by a general education equivalent to four GCSEs at grade A*-C

● other related level 2 qualifi cations

● related work experience.

More mature learners may present a more varied profi le of achievement that is likely to include experience of paid and/or unpaid employment.

Restrictions on learner entry

Most BTEC qualifi cations are for learners aged 16 years and over.

In particular sectors the restrictions on learner entry might also relate to any physical or legal barriers, for example, people working in health, care or education are likely to be subject to Criminal Records Bureau (CRB) checks.

Access arrangements for learners with disabilities and specifi c needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires that all learners should have equal opportunity to access our qualifi cations and assessments, and that our qualifi cations should be awarded in a way that is fair to every learner.

We are committed to ensuring that:

● learners with a protected characteristic (as defi ned by the Equality Act 2010) are not, when they are undertaking one of our qualifi cations, disadvantaged in comparison to learners who do not share that characteristic

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● all learners achieve the recognition they deserve from undertaking a qualifi cation and that this achievement can be fairly compared to the achievement of their peers.

Details on how to make adjustments for learners with protected characteristics are given in the policy document Reasonable Adjustment and Special Considerations for BTEC and Pearson NVQ Qualifi cations, which can be found on the Pearson website.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences whether at work, home or at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualifi cation have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualifi cation. Evidence of learning must be valid and reliable.

Unit format

All units in BTEC level 3 qualifi cations have a standard format. The unit format is designed to give guidance on the requirements of the qualifi cation for learners, tutors, assessors and those responsible for monitoring national standards.

Each unit has the following sections.

Unit title

The unit title will appear on the learner’s Notifi cation of Performance (NOP).

Level

All units and qualifi cations have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the level descriptors and, where appropriate, the National Occupational Standards (NOS) and/or other sector/professional benchmarks.

Credit value

Each unit in BTEC qualifi cations has a credit value; learners will be awarded credits for the successful completion of whole units.

A credit value specifi es the number of credits that will be awarded to a learner who has met all the learning outcomes of the unit.

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Guided learning hours

Guided learning hours for the unit as defi ned on page 3.

Aim and purpose

The aim is a succinct statement that summarises the learning outcomes of the unit.

Unit introduction

The unit introduction gives the reader an appreciation of the unit in the vocational setting of the qualifi cation, as well as highlighting the focus of the unit. It gives the reader a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector.

Learning outcomes

Learning outcomes state exactly what a learner should ‘know, understand or be able to do’ as a result of completing the unit.

Unit content

The unit content identifi es the breadth of knowledge, skills and understanding needed to design and deliver a programme of learning to achieve each of the learning outcomes. This is informed by the underpinning knowledge and understanding requirements of the related NOS. The content provides the range of subject material for the programme of learning and specifi es the skills, knowledge and understanding required for achievement of the pass, merit and distinction grading criteria.

Each learning outcome is stated in full and then the key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics.

Relationship between content and assessment criteria

The learner must have the opportunity within delivery of the unit to cover all the unit content.

It is not a requirement of the unit specifi cation that all content is assessed. However, the indicative content will need to be covered in a programme of learning in order for learners to be able to meet the standard determined in the assessment and grading criteria. The merit and distinction grading criteria enable the learner to achieve higher levels of performance in acquisition of knowledge, understanding and skills.

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Content structure and terminology

The information below shows how unit content is structured and gives the terminology used to explain the di� erent components within the content.

● Learning outcome: this is given in bold at the beginning of each section of content.

● Italicised sub-heading: it contains a key phrase or concept. This is content which must be covered in the delivery of the unit. Colons mark the end of an italicised sub-heading.

● Elements of content: the elements are in plain text and amplify the sub-heading. The elements must also be covered in the delivery of the unit. Semi-colons mark the end of an element.

● Brackets contain amplifi cation of elements of content which must be covered in the delivery of the unit.

● ‘eg’ is a list of examples used for indicative amplifi cation of an element (that is, the content specifi ed in this amplifi cation that could be covered or that could be replaced by other, similar material).

Assessment and grading grid

Each grading grid gives the assessment and grading criteria used to determine the evidence that each learner must produce in order to receive a pass, merit or distinction grade. It is important to note that the merit and distinction grading criteria require a qualitative improvement in a learner’s evidence and not simply the production of more evidence at the same level.

Essential guidance for tutors

This section gives tutors additional guidance and amplifi cation to aid understanding and a consistent level of delivery and assessment. It is divided into the following sections.

● Delivery – explains the content’s relationship with the learning outcomes and o� ers guidance about possible approaches to delivery. This section is based on the more usual delivery modes but is not intended to rule out alternative approaches.

● Outline learning plan – the outline learning plan has been included in every unit as guidance and demonstrates one way in planning the delivery and assessment of a unit. The outline learning plan can be used in conjunction with the programme of suggested assignments.

● Assessment – gives amplifi cation about the nature and type of evidence that learners need to produce in order to pass the unit or achieve the higher grades. This section should be read in conjunction with the grading criteria.

● Suggested programme of assignments – the table shows how the suggested assignments match and cover the assessment grading criteria.

● Links to National Occupational Standards, other BTEC units, other BTEC qualifi cations and other relevant units and qualifi cations – sets out links with other units within the qualifi cation. These links can be used to ensure that learners make connections between units, resulting in a coherent programme of learning. The links show opportunities for integration of learning, delivery and assessment.

● Essential resources – identifi es any specialist resources needed to allow learners to generate the evidence required for each unit. The centre will be asked to ensure that any requirements are in place when it seeks approval from Pearson to o� er the qualifi cation.

● Employer engagement and vocational contexts – provides a short list of agencies, networks and other useful contacts for employer engagement and for sources of vocational contexts.

● Indicative reading for learners – gives a list of resource materials for learners that benchmark the level of study.

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Further information

For further information please call Customer Services on 020 7010 2188 (calls may be recorded for training purposes) or email [email protected].

Useful publications

Further copies of this document and related publications can be obtained by contacting us:

Telephone: 0845 172 0205Email: [email protected]

Related information and publications include:

● Functional Skills publications – specifi cations, tutor support materials and question papers

● the current publications catalogue and update catalogue.

Pearson publications concerning the Quality Assurance System and the internal and external verifi cation of vocationally related programmes can be found on the Pearson website and in the publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

How to obtain National Occupational Standards

Please contact:

Creative and Cultural SkillsLafone HouseThe LeathermarketWeston StreetLondon SE1 3HN

Telephone: 020 7015 1800Fax: 020 7015 1847Email: [email protected]

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Professional development and training

Pearson supports UK and international customers with training related to BTEC qualifi cations. This support is available through a choice of training options o� ered in our published training directory or through customised training at your centre.

The support we o� er focuses on a range of issues including:

● planning for the delivery of a new programme

● planning for assessment and grading

● developing e� ective assignments

● building your team and teamwork skills

● developing student-centred learning and teaching approaches

● building Functional Skills into your programme

● building in e� ective and e� cient quality assurance systems.

The national programme of training we o� er can be viewed on our website (www.pearson.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Pearson UK to discuss your training needs.

The training we provide:

● is active – ideas are developed and applied

● is designed to be supportive and thought provoking

● builds on best practice.

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Annexe B

Grading domains: BTEC level 3 generic grading domains

Grading domain 1 Indicative characteristics – merit Indicative characteristics – distinction

Application of knowledge and understanding

(Learning outcome stem understand or know)

• Shows depth of knowledge and development of understanding in familiar and unfamiliar situations (for example explain why, makes judgements based on analysis).

• Applies and/or selects concepts showing comprehension of often complex theories.

• Applies knowledge in often familiar and unfamiliar contexts.

• Applies knowledge to non-routine contexts (eg assessor selection).

• Makes reasoned analytical judgements.

• Shows relationships between pass criteria.

• Synthesises knowledge and understanding across pass and merit criteria.

• Evaluates complex concepts/ideas/actions and makes reasoned and confi dent judgements.

• Uses analysis, research and evaluation to make recommendations and infl uence proposals.

• Analyses implications of application of knowledge/understanding.

• Accesses and evaluates knowledge and understanding to advance complex activities/contexts.

• Shows relationships with pass and merit criteria.

• Responds positively to evaluation.

Grading domain 2 Indicative characteristics – merit Indicative characteristics – distinction

Development of practical and technical skills

(Learning outcome stem be able to)

• Deploys appropriate advanced techniques/processes/skills.

• Applies technical skill to advance non-routine activities.

• Advances practical activities within resource constraints.

• Produces varied solutions (including non-routine).

• Modifi es techniques/processes to situations.

• Shows relationship between pass criteria.

• Demonstrates creativity/originality/own ideas.

• Applies skill(s) to achieve higher order outcome.

• Selects and uses successfully from a range of advanced techniques/processes/skills.

• Refl ects on skill acquisition and application.

• Justifi es application of skills/methods.

• Makes judgements about risks and limitations of techniques/processes.

• Innovates or generates new techniques/processes for new situations.

• Shows relationship with pass and merit criteria.

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Grading domain 3 Indicative characteristics – merit Indicative characteristics – distinction

Personal development for occupational roles

(Any learning outcome stem)

• Takes responsibility in planning and undertaking activities.

• Reviews own development needs.

• Finds and uses relevant information sources.

• Acts within a given work-related context showing understanding of responsibilities.

• Identifi es responsibilities of employers to the community and the environment.

• Applies qualities related to the vocational sector.

• Internalises skills/attributes (creating confi dence).

• Manages self to achieve outcomes successfully.

• Plans for own learning and development through the activities.

• Analyses and manipulates information to draw conclusions.

• Applies initiative appropriately.

• Assesses how di� erent work-related contexts or constraints would change performance.

• Reacts positively to changing work-related contexts

• Operates ethically in work-related environments.

• Takes decisions related to work contexts.

• Applies divergent and lateral thinking in work-related contexts.

• Understands interdependence.

Grading domain 4 Indicative characteristics – merit Indicative characteristics – distinction

Application of generic skills

(Any learning outcome stem)

• Communicates e� ectively using appropriate behavioural and language registers.

• Communicates with clarity and infl uence.

• Makes judgements in contexts with explanations.

• Explains how to contribute within a team.

• Demonstrates positive contribution to team(s).

• Makes adjustments to meet the needs/expectations of others (negotiation skills).

• Selects and justifi es solutions for specifi ed problems.

• Presents self and communicates information to meet the needs of a variety of audience.

• Identifi es strategies for communication.

• Shows innovative approaches to dealing with individuals and groups.

• Takes decisions in contexts with justifi cations.

• Produces outputs subject to time/resource constraints.

• Refl ects on own contribution to working within a team.

• Generates new or alternative solutions to specifi ed problems.

• Explores entrepreneurial attributes.

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Annexe C

Personal, learning and thinking skills

A FRAMEWORK OF PERSONAL, LEARNING AND THINKING SKILLS 11–19 IN ENGLAND

Source – QCDA

The framework comprises six groups of skills that, together with the Functional Skills of English, Mathematics and ICT, are essential to success in learning, life and work. In essence the framework captures the essential skills of: managing self; managing relationships with others; and managing own learning, performance and work. It is these skills that will enable young people to enter work and adult life confi dent and capable.

The titles of the six groups of skills are set out below.

For each group there is a focus statement that sums up the range of skills. This is followed by a set of outcome statements that are indicative of the skills, behaviours and personal qualities associated with each group.

Each group is distinctive and coherent. The groups are also inter-connected. Young people are likely to encounter skills from several groups in any one learning experience. For example an independent enquirer would set goals for their research with clear success criteria (refl ective learner) and organise and manage their time and resources e� ectively to achieve these (self-manager). In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking responsibility and perseverance, learners will need to apply skills from all six groups in a wide range of learning contexts 11-19.

Team workers Self-managers

Independent enquirers

Refl ective learners

E� ective participators

Creative thinkers

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The Skills

Independent enquirersFocus:Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have di� erent beliefs and attitudes.

Young people: • identify questions to answer and problems to resolve • plan and carry out research, appreciating the consequences of decisions • explore issues, events or problems from di� erent perspectives • analyse and evaluate information, judging its relevance and value • consider the infl uence of circumstances, beliefs and feelings on decisions and events • support conclusions, using reasoned arguments and evidence.

Creative thinkersFocus:Young people think creatively by generating and exploring ideas, making original connections. They try di� erent ways to tackle a problem, working with others to fi nd imaginative solutions and outcomes that are of value.

Young people: • generate ideas and explore possibilities • ask questions to extend their thinking • connect their own and others’ ideas and experiences in inventive ways • question their own and others’ assumptions • try out alternatives or new solutions and follow ideas through • adapt ideas as circumstances change.

Refl ective learnersFocus:Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.

Young people: • assess themselves and others, identifying opportunities and achievements • set goals with success criteria for their development and work • review progress, acting on the outcomes • invite feedback and deal positively with praise, setbacks and criticism • evaluate experiences and learning to inform future progress • communicate their learning in relevant ways for di� erent audiences.

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Personal, learning and thinking skills

A FRAMEWORK OF PERSONAL, LEARNING AND THINKING SKILLS 11–19 IN ENGLAND

The framework comprises six groups of skills that, together with the Functional Skills of English, Mathematics and ICT, are essential to success in learning, life and work. In essence the framework captures the essential skills of: managing self; managing relationships with others; and managing own learning, performance and work. It is these skills that will enable young people to enter work and adult life confi dent and capable.

The titles of the six groups of skills are set out below.

For each group there is a focus statement that sums up the range of skills. This is followed by a set of outcome statements that are indicative of the skills, behaviours and personal qualities associated with each group.

Each group is distinctive and coherent. The groups are also inter-connected. Young people are likely to encounter skills from several groups in any one learning experience. For example an independent enquirer would set goals for their research with clear success criteria (refl ective learner) and organise and manage their time and resources e� ectively to achieve these (self-manager). In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking responsibility and perseverance, learners will need to apply skills from all six groups in a wide range of learning contexts 11-19.

Team workersFocus:Young people work confi dently with others, adapting to di� erent contexts and taking responsibility for their own part. They listen to and take account of di� erent views. They form collaborative relationships, resolving issues to reach agreed outcomes.

Young people: • collaborate with others to work towards common goals • reach agreements, managing discussions to achieve results • adapt behaviour to suit di� erent roles and situations, including leadership role • show fairness and consideration to others • take responsibility, showing confi dence in themselves and their contribution • provide constructive support and feedback to others.

Self-managersFocus:Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.

Young people: • seek out challenges or new responsibilities and show fl exibility when priorities change • work towards goals, showing initiative, commitment and perseverance • organise time and resources, prioritising actions • anticipate, take and manage risks • deal with competing pressures, including personal and work-related demands • respond positively to change, seeking advice and support when needed.

E� ective participatorsFocus:Young people actively engage with issues that a� ect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.

Young people: • discuss issues of concern, seeking resolution where needed • present a persuasive case for action • propose practical ways forward, breaking these down into manageable steps • identify improvements that would benefi t others as well as themselves • try to infl uence others, negotiating and balancing diverse views to reach workable solutions • act as an advocate for views and beliefs that may di� er from their own.

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

46

PLTS performance indicator (suggested recording sheet)

Name: Date:

Level of success 1 = low, 5 = high

Independent enquirers

Identify questions to answer and problems to resolve 1 2 3 4 5Plan and carry out research, appreciating the consequences of decisions 1 2 3 4 5Explore issues, events or problems from di� erent perspectives 1 2 3 4 5Analyse and evaluate information, judging its relevance and value 1 2 3 4 5Consider the infl uence of circumstances, beliefs and feelings on decisions and events

1 2 3 4 5

Support conclusions, using reasoned arguments and evidence 1 2 3 4 5Creative thinkersGenerate ideas and explore possibilities 1 2 3 4 5Ask questions to extend their thinking 1 2 3 4 5Connect their own and others’ ideas and experiences in inventive ways 1 2 3 4 5Question their own and others’ assumptions 1 2 3 4 5Try out alternatives or new solutions and follow ideas through 1 2 3 4 5Adapt ideas as circumstances change 1 2 3 4 5Refl ective learnersAssess themselves and others, identifying opportunities and achievements 1 2 3 4 5Set goals with success criteria for their development and work 1 2 3 4 5Review progress, acting on the outcomes 1 2 3 4 5Invite feedback and deal positively with praise, setbacks and criticism 1 2 3 4 5Evaluate experiences and learning to inform future progress 1 2 3 4 5Communicate their learning in relevant ways for di� erent audiences 1 2 3 4 5

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47Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Team workers

Collaborate with others to work towards common goals 1 2 3 4 5Reach agreements, managing discussions to achieve results 1 2 3 4 5Adapt behaviour to suit di� erent roles and situations, including leadership roles 1 2 3 4 5Show fairness and consideration to others 1 2 3 4 5Take responsibility, showing confi dence in themselves and their contribution 1 2 3 4 5Provide constructive support and feedback to others 1 2 3 4 5Self-managersSeek out challenges or new responsibilities and show fl exibility when priorities change

1 2 3 4 5

Work towards goals, showing initiative, commitment and perseverance 1 2 3 4 5

Organise time and resources, prioritising actions 1 2 3 4 5Anticipate, take and manage risks 1 2 3 4 5Deal with competing pressures, including personal and work-related demands 1 2 3 4 5Respond positively to change, seeking advice and support when needed 1 2 3 4 5E� ective participatorsDiscuss issues of concern, seeking resolution where needed 1 2 3 4 5Present a persuasive case for action 1 2 3 4 5Propose practical ways forward, breaking these down into manageable steps 1 2 3 4 5Identify improvements that would benefi t others as well as themselves 1 2 3 4 5Try to infl uence others, negotiating and balancing diverse views to reach workable solutions

1 2 3 4 5

Act as an advocate for views and beliefs that may di� er from their own 1 2 3 4 5

Note to learner: The circled number represents an indication of your PLTS performance so far.

Note to tutor: Indicate the level of success by circling the appropriate number during your feedback with the learner.

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

48

Sum

mar

y of

the

PLT

S c

over

age

thro

ugho

ut t

he p

rogr

amm

e

This

tabl

e sh

ows

whe

re u

nits

sup

port

the

deve

lopm

ent o

f per

sona

l, lea

rnin

g an

d th

inki

ng s

kills

.

Key

ü i

ndic

ates

opp

ortu

nitie

s fo

r de

velo

pmen

t

a

blan

k sp

ace

indi

cate

s no

opp

ortu

nitie

s fo

r de

velo

pmen

t

Pers

onal

, lea

rnin

g an

d th

inki

ng

skill

sU

nit

12

34

56

78

910

1112

1314

1516

1718

1920

2122

Inde

pend

ent

enqu

irers

üü

üü

üü

üü

üü

üü

üü

üü

üü

üü

Cre

ativ

e th

inke

rsü

üü

üü

üü

üü

üü

üü

ü

Refl e

ctiv

e le

arne

rsü

üü

üü

üü

üü

üü

üü

üü

üü

ü

Team

wor

kers

üü

üü

üü

üü

üü

üü

Self-

man

ager

üü

üü

üü

üü

üü

üü

üü

E� e

ctiv

e pa

rtic

ipat

ors

üü

üü

üü

üü

üü

üü

üü

ü –

opp

ortu

nitie

s fo

r de

velo

pmen

t

Pers

onal

, lea

rnin

g an

d th

inki

ng

skill

sU

nit

2324

2526

2728

2930

3132

3334

3536

3738

3940

4142

43

Inde

pend

ent

enqu

irers

üü

üü

üü

üü

üü

üü

üü

üü

üü

ü

Cre

ativ

e th

inke

rsü

üü

üü

üü

üü

üü

ü

Refl e

ctiv

e le

arne

rsü

üü

üü

üü

üü

üü

üü

ü

Team

wor

kers

üü

üü

üü

ü

Self-

man

ager

üü

üü

üü

üü

üü

üü

üü

üü

ü

E� e

ctiv

e pa

rtic

ipat

ors

üü

üü

üü

üü

üü

ü –

opp

ortu

nitie

s fo

r de

velo

pmen

t

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49Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Annexe D

Wider curriculum mapping

The qualifi cations in this specifi cation give learners opportunities to develop an understanding of spiritual, moral, ethical, social and cultural issues, as well as an awareness of citizenship, environmental issues, European developments, health and safety considerations and equal opportunities issues.

The BTEC qualifi cations in this specifi cation make a positive contribution to wider curricular areas as appropriate.

Spiritual, moral, ethical, social and cultural issues

These qualifi cations contribute to an understanding of:

● spiritual issues – are prevalent throughout the entire specifi cation as music is an expressive art and expression is a part of an individual’s spirituality. However, spiritual issues are focused on in particular in Unit 19: Music and Society where learners understand how music interacts with contemporary society; this may include spiritual/religious dimensions. Learners will also encounter spiritual concepts in Unit 36: Studying Music from Around the World as they are required to examine the roles of music in di� erent cultures

● moral and ethical issues – likely to be apparent in nearly all of the units. For example, learners may explore the moral and ethical implications of copyright in Unit 39: The Sound and Music Industry

● social and cultural issues – feature heavily throughout as all music refl ects, to a greater or lesser extent, the society and/or culture in which it was created and/or performed. The three units that deal with periods of musical history give learners the opportunity to think about the social and cultural issues prevalent during these periods. Unit 36: Studying Music from Around the World focuses heavily on social and cultural issues. Any performance unit will provide opportunities for discussion about the context in which the pieces to be performed were created. Finally, the most obvious place in which these issues are discussed is Unit 19: Music and Society.

Citizenship issues

Learners undertaking the BTEC qualifi cations in this specifi cation will have the opportunity to develop their understanding of citizenship issues, for example, learners who take Unit 21: Music in the Community may discuss whether professional performers have an obligation to carry out community projects.

Environmental issues

Learners undertaking the BTEC qualifi cations in this specifi cation will have the opportunity to develop their understanding of environmental issues. For example, they might choose environmental issues as a basis for a composition (Unit 7: Composing Music) or as an area to research (Unit 43: Special Subject Investigation).

European developments

Much of the content of the BTEC qualifi cations in this specifi cation applies throughout Europe even though delivery is in a UK context. The European dimensions of music and music technology are addressed in units where learners work with music from a European background. Unit 6: Classical Music in Practice deals with Western classical music that is, in the main, European.

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

50

Health and safety considerations

The BTEC qualifi cations in this specifi cation are practically based and health and safety issues are encountered throughout the units. Learners will develop awareness of the safety of others as well as themselves in all practical activities. Learners will also explore health and safety issues across the music sector, particularly in music technology units where learners may be working with electrical equipment. Health and safety is considered in a number of units and learners should be made aware of the legislation governing this area.

Equal opportunities issues

Equal opportunities issues are implicit throughout the BTEC qualifi cations in this specifi cation.

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51Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Wid

er c

urri

culu

m m

appi

ng

Lev

el 3

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Spiri

tual

issu

esü

üü

üü

Mor

al a

nd e

thic

al is

sues

üü

Soci

al a

nd c

ultu

ral i

ssue

üü

üü

üü

üü

üü

üü

üü

Citi

zens

hip

issue

üü

üü

Envi

ronm

enta

l iss

ues

üü

üü

Euro

pean

dev

elop

men

tsü

üü

üü

ü

Hea

lth a

nd s

afet

y co

nsid

erat

ions

üü

üü

üü

Equa

l opp

ortu

nitie

s iss

ues

üü

üü

üü

üü

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

52

Lev

el 3

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Unit 37

Unit 38

Unit 39

Unit 40

Unit 41

Unit 42

Unit 43

Spiri

tual

issu

esü

üü

ü

Mor

al a

nd e

thic

al is

sues

üü

Soci

al a

nd c

ultu

ral i

ssue

üü

üü

üü

üü

üü

ü

Citi

zens

hip

issue

üü

üü

üü

üü

Envi

ronm

enta

l iss

ues

üü

Euro

pean

dev

elop

men

tsü

ü

Hea

lth a

nd s

afet

y co

nsid

erat

ions

üü

üü

Equa

l opp

ortu

nitie

s iss

ues

üü

üü

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53Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Ann

exe

E

Nat

iona

l Occ

upat

iona

l Sta

ndar

ds

The

grid

bel

ow m

aps

the

know

ledg

e co

vere

d in

the

Pear

son

BTEC

Lev

el 3

Cer

tifi c

ates

, Sub

sidia

ry D

iplo

mas

, 90-

cred

it D

iplo

mas

, Dip

lom

as a

nd E

xten

ded

Dip

lom

as in

Mus

ic a

nd M

usic

Tech

nolo

gy a

gain

st th

e un

derp

inni

ng k

now

ledg

e of

the

Leve

l 3 C

reat

ive

and

Cul

tura

l Ski

lls S

SC N

atio

nal O

ccup

atio

nal S

tand

ards

in

Mus

ic B

usin

ess

(Rec

ord

Labe

ls), L

ive

Even

ts a

nd P

rom

otio

n, Te

chni

cal T

heat

re, C

omm

unity

Art

s an

d C

ultu

ral V

enue

Ope

ratio

ns.

KE

Y

ü i

ndic

ates

that

the

BTEC

qua

lifi c

atio

n co

vers

som

e or

all

of th

e un

derp

inni

ng k

now

ledg

e of

the

NO

S un

it

a

blan

k sp

ace

indi

cate

s no

cov

erag

e of

the

unde

rpin

ning

kno

wle

dge

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Tech

nica

l The

atre

CPD

1 –

Impr

ovin

g yo

ur s

kills

ü

üü

üü

üü

üü

üü

CPD

2b –

Ens

ure

that

you

and

yo

ur te

am k

eep

up to

dat

e w

ith

the

tech

nica

l and

pro

duct

ion

area

s of

the

live

arts

üü

üü

üü

üü

CPD

4a –

Con

trib

utin

g to

te

chni

cal p

rodu

ctio

n w

ork

for

perf

orm

ance

üü

üü

CPD

4b –

Ove

rsee

ing

tech

nica

l pro

duct

ion

wor

k fo

r pe

rfor

man

ceü

HS1

– W

orki

ng s

afel

üü

üü

üü

HS2

– A

sses

sing

risks

(HSS

6)ü

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

54

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Tech

nica

l The

atre

HS5

– C

ontr

ollin

g ris

ks (E

NTO

H

SS2)

ü

HS3

b –

Sele

ctin

g an

d us

ing

safe

sy

stem

s fo

r w

orki

ng a

t hei

ght

(RC

3)ü

TP2.

4a –

Con

trib

ute

to

deve

lopi

ng a

nd r

efi n

ing

idea

s fo

r so

und

(C1)

ü

TP2.

4b –

Dev

elop

ing

and

refi n

ing

idea

s fo

r so

und

(C1)

ü

TP3.

6a –

Con

trib

ute

to th

e pl

anni

ng o

f sou

nd r

equi

rem

ents

fo

r a

prod

uctio

n (C

2)ü

ü

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55Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Tech

nica

l The

atre

TP3.

6b –

Pla

nnin

g so

und

requ

irem

ents

for

a pr

oduc

tion

(C2)

ü

TP5.

6 –

Sour

cing

sou

nd

equi

pmen

üü

TP8.

4 Se

ttin

g up

and

che

ckin

g so

und

equi

pmen

t (C

6)ü

üü

TP14

.1a

– G

ettin

g in

, fi tt

ing

up

and

gett

ing

out (

M4)

ü

üü

TP20

.4b

– Su

perv

ising

sou

nd

oper

atio

n fo

r a

live

perf

orm

ance

in

the

thea

tre

üü

ü

TP23

.1 –

Mai

ntai

ning

bui

ldin

gs o

r eq

uipm

ent (

C12

üü

MTP

2 –

Cle

anin

g up

ow

n w

ork

area

üü

ü

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56

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Liv

e E

vent

s an

d P

rom

otio

n

LE1

– Su

ppor

t pub

licity

act

iviti

es

for

live

even

tsü

üü

LE6

– Su

ppor

t the

pla

nnin

g of

liv

e ev

ents

üü

ü

LE7

– Id

entif

y su

pplie

rs o

f m

ater

ials

and

equi

pmen

t for

the

runn

ing

of a

live

eve

ntü

üü

ü

LE10

– C

ontr

ibut

e to

the

prod

uctio

n an

d di

strib

utio

n of

pu

blic

ity m

ater

ial f

or a

live

eve

ntü

üü

LE11

– R

esea

rch

and

asse

ss th

e ap

prop

riate

ness

of d

i� er

ent t

ypes

of

ven

ues

for

di� e

rent

type

s of

liv

e ev

ents

üü

üü

LE12

– A

ssist

with

the

impl

emen

tatio

n of

saf

ety

and

secu

rity

at a

live

eve

ntü

ü

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57Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Liv

e E

vent

s an

d P

rom

otio

n

LE13

– A

ssist

in th

e pr

oduc

tion

of p

ress

rel

ease

s an

d ev

alua

te

thei

r e�

ect

iven

ess

üü

ü

LE14

– C

ontr

ibut

e to

the

prod

uctio

n an

d pr

oof r

eadi

ng o

f co

py fo

r th

e ad

vert

ising

of a

live

ev

ent

üü

ü

LE16

– M

anag

e ch

ange

s to

a li

ve

even

t sch

edul

üü

LE17

– Id

entif

y an

d ga

in

alte

rnat

ive

form

s of

pub

licity

for

a liv

e ev

ent

üü

üü

LE18

– C

olla

te a

nd p

rese

nt li

ve

even

t tic

ket s

ales

info

rmat

ion

üü

ü

LE21

– A

ssist

in th

e pr

epar

atio

n an

d m

aint

enan

ce o

f bud

gets

for

a liv

e ev

ent

üü

ü

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

58

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Mus

ic B

usin

ess

(Rec

ord

Lab

els)

IM28

– C

reat

e m

usic

for

inte

ract

ive

med

ia p

rodu

cts

üü

ü

MB1

– P

rodu

ce p

rom

otio

nal

mat

eria

l for

the

mus

ic b

usin

ess

üü

ü

MB1

0 –

Und

erst

andi

ng th

e m

usic

in

dust

ry a

nd k

eepi

ng u

p to

dat

RCS9

– S

uppo

rt a

col

lect

ing

soci

ety

mar

ketin

g ca

mpa

ign

with

in

a m

usic

bus

ines

s co

ntex

RCS1

1 –

Use

and

mai

ntai

n m

ailin

g lis

ts w

ithin

a m

usic

bu

sines

s en

viro

nmen

Page 65: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

59Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Cul

tura

l Ven

ue O

pera

tion

s

SAS1

– C

omm

unic

ate

e� e

ctiv

ely

üü

CC

S8 –

Ass

ist w

ith e

mer

genc

y pr

oced

ures

üü

CC

S9 –

Man

ual h

andl

ing

and

liftin

g of

load

ü

CC

S10

– A

ssist

and

sup

port

the

wor

k of

col

leag

ues

üü

Com

mun

ity

Art

s

CA

2 –

Prov

ide

dire

ctio

n an

d le

ader

ship

for

your

team

ü

CA

7 –

Ass

ist in

pitc

hing

for

com

mun

ity a

rts

wor

k ü

CA

8 –

Obt

ain

and

use

rese

arch

in

form

atio

ü

CA

9 –

Keep

up

to d

ate

with

de

velo

pmen

ts w

ithin

the

arts

üü

CA

12 –

Und

erst

and

how

you

r co

mm

unity

art

s or

gani

satio

n ca

n m

eet m

arke

t nee

ds a

nd s

atisf

y cu

stom

er’s

need

s

üü

CA

16 –

Em

brac

ing

dive

rsity

in

your

ser

vice

pro

visio

ü

Page 66: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

60

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Unit 37

Unit 38

Unit 39

Unit 40

Unit 41

Unit 42

Unit 43

Tech

nica

l The

atre

CPD

1 –

Impr

ovin

g yo

ur s

kills

ü

üü

üü

üü

ü

CPD

2b –

Ens

ure

that

you

and

yo

ur te

am k

eep

up to

dat

e w

ith

the

tech

nica

l and

pro

duct

ion

area

s of

the

live

arts

üü

ü

CPD

4a –

Con

trib

utin

g to

te

chni

cal p

rodu

ctio

n w

ork

for

perf

orm

ance

üü

CPD

4b –

Ove

rsee

ing

tech

nica

l pro

duct

ion

wor

k fo

r pe

rfor

man

ceü

ü

G4a

– M

anag

ing

fi nan

ce fo

r a

defi n

ed w

ork

activ

ityü

üü

G4b

– M

anag

ing

the

fi nan

ce o

f a

func

tiona

l are

a of

wor

k ü

üü

G4c

– M

anag

ing

fi nan

ceü

üü

HS1

– W

orki

ng s

afel

üü

üü

ü

Page 67: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

61Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Unit 37

Unit 38

Unit 39

Unit 40

Unit 41

Unit 42

Unit 43

Tech

nica

l The

atre

HS2

– A

sses

sing

risks

(HSS

6)ü

HS5

– C

ontr

ollin

g ris

ks (E

NTO

H

SS2)

ü

HS3

b –

Sele

ctin

g an

d us

ing

safe

sy

stem

s fo

r w

orki

ng a

t hei

ght

(RC

3)ü

TP2.

4a –

Con

trib

ute

to

deve

lopi

ng a

nd r

efi n

ing

idea

s fo

r so

und

(C1)

TP

2.4b

– D

evel

opin

g an

d re

fi nin

g id

eas

for

soun

d (C

1)

TP3.

6a –

Con

trib

ute

to th

e pl

anni

ng o

f sou

nd r

equi

rem

ents

fo

r a

prod

uctio

n (C

2)ü

TP3.

6b –

Pla

nnin

g so

und

requ

irem

ents

for

a pr

oduc

tion

(C2)

ü

Page 68: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

62

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Unit 37

Unit 38

Unit 39

Unit 40

Unit 41

Unit 42

Unit 43

Tech

nica

l The

atre

TP5.

6 –

Sour

cing

sou

nd

equi

pmen

ü

TP8.

4 –

Sett

ing

up a

nd c

heck

ing

soun

d eq

uipm

ent (

C6)

ü

TP14

.1a

– G

ettin

g in

, fi tt

ing

up

and

gett

ing

out (

M4)

ü

ü

TP20

.4b

– Su

perv

ising

so

und

oper

atio

n fo

r a

live

perf

orm

ance

in th

e th

eatr

ü

TP23

.1 –

Mai

ntai

ning

bui

ldin

gs

or e

quip

men

t (C

12)

üü

MTP

2 –

Cle

anin

g up

ow

n w

ork

area

üü

Liv

e E

vent

s an

d P

rom

otio

nLE

1 –

Supp

ort p

ublic

ity

activ

ities

for

live

even

tsü

ü

LE6

– Su

ppor

t the

pla

nnin

g of

liv

e ev

ents

üü

Page 69: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

63Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Unit 37

Unit 38

Unit 39

Unit 40

Unit 41

Unit 42

Unit 43

Liv

e E

vent

s an

d P

rom

otio

n

LE7

– Id

entif

y su

pplie

rs o

f m

ater

ials

and

equi

pmen

t for

the

runn

ing

of a

live

eve

ntü

LE10

– C

ontr

ibut

e to

the

prod

uctio

n an

d di

strib

utio

n of

pu

blic

ity m

ater

ial f

or a

live

eve

ntü

ü

LE11

– R

esea

rch

and

asse

ss th

e ap

prop

riate

ness

of d

i� er

ent

type

s of

ven

ues

for

di� e

rent

ty

pes

of li

ve e

vent

s

üü

ü

LE12

– A

ssist

with

the

impl

emen

tatio

n of

saf

ety

and

secu

rity

at a

live

eve

ntü

LE13

– A

ssist

in th

e pr

oduc

tion

of p

ress

rel

ease

s an

d ev

alua

te

thei

r e�

ect

iven

ess

üü

LE14

– C

ontr

ibut

e to

the

prod

uctio

n an

d pr

oof r

eadi

ng o

f co

py fo

r th

e ad

vert

ising

of a

live

ev

ent

ü

Page 70: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

64

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Unit 37

Unit 38

Unit 39

Unit 40

Unit 41

Unit 42

Unit 43

Liv

e E

vent

s an

d P

rom

otio

n

LE16

– M

anag

e ch

ange

s to

a li

ve

even

t sch

edul

ü

LE17

– Id

entif

y an

d ga

in

alte

rnat

ive

form

s of

pub

licity

for

a liv

e ev

ent

üü

LE18

– C

olla

te a

nd p

rese

nt li

ve

even

t tic

ket s

ales

info

rmat

ion

ü

LE21

– A

ssist

in th

e pr

epar

atio

n an

d m

aint

enan

ce o

f bud

gets

for

a liv

e ev

ent

üü

üü

Mus

ic B

usin

ess

(Rec

ord

Lab

els)

IM

28 –

Cre

ate

mus

ic fo

r in

tera

ctiv

e m

edia

pro

duct

s

MB1

– P

rodu

ce p

rom

otio

nal

mat

eria

l for

the

mus

ic b

usin

ess

MB0

7 –

Iden

tify

and

prop

ose

new

rev

enue

str

eam

s an

d op

port

uniti

es fo

r m

usic

bus

ines

MB1

0 –

Und

erst

andi

ng th

e m

usic

in

dust

ry a

nd k

eepi

ng u

p to

dat

üü

Page 71: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

65Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Unit 37

Unit 38

Unit 39

Unit 40

Unit 41

Unit 42

Unit 43

Mus

ic B

usin

ess

(Rec

ord

Lab

els)

MB1

3 –

Und

erst

and

how

art

ist

agre

emen

ts a

nd c

ontr

acts

wor

MB1

7 –

Con

trib

ute

to a

sses

sing

the

impa

ct o

f em

ergi

ng

tech

nolo

gy fo

r th

e m

usic

bus

ines

sM

P28

– U

nder

stan

d co

pyrig

ht

and

how

cop

yrig

ht c

an b

e us

ed

to g

ener

ate

inco

me

in a

mus

ic

busin

ess

envi

ronm

ent

ü

RCS

2 –

Trac

k ro

yalti

es a

nd

prod

uce

invo

ices

with

in a

mus

ic

busin

ess

cont

ext

ü

RCS9

– S

uppo

rt a

col

lect

ing

soci

ety

mar

ketin

g ca

mpa

ign

with

in

a m

usic

bus

ines

s co

ntex

tRC

S11

– U

se a

nd m

aint

ain

mai

ling

lists

with

in a

mus

ic b

usin

ess

envi

ronm

ent

RCS1

3 –

Und

erst

andi

ng c

olle

ctin

g so

ciet

ies

and

keep

ing

up to

dat

e w

ith th

e m

usic

Indu

stry

ü

Page 72: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

66

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Unit 37

Unit 38

Unit 39

Unit 40

Unit 41

Unit 42

Unit 43

Cul

tura

l Ven

ue O

pera

tion

s

SAS1

– C

omm

unic

ate

e� e

ctiv

ely

ü

CC

S8 –

Ass

ist w

ith e

mer

genc

y pr

oced

ures

ü

CC

S9 –

Man

ual h

andl

ing

and

liftin

g of

load

CC

S10

– A

ssist

and

sup

port

the

wor

k of

col

leag

ues

ü

Com

mun

ity

Art

s

CA

2 –

Prov

ide

dire

ctio

n an

d le

ader

ship

for

your

team

ü

üü

CA

7 –

Ass

ist in

pitc

hing

for

com

mun

ity a

rts

wor

k ü

üü

CA

8 –

Obt

ain

and

use

rese

arch

in

form

atio

üü

ü

CA

9 –

Keep

up

to d

ate

with

de

velo

pmen

ts w

ithin

the

arts

üü

üü

CA

12 –

Und

erst

and

how

you

r co

mm

unity

art

s or

gani

satio

n ca

n m

eet m

arke

t nee

ds a

nd s

atisf

y cu

stom

ers’

need

s

üü

üü

CA

16 –

Em

brac

ing

dive

rsity

in

your

ser

vice

pro

visio

üü

Page 73: BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma ...bhasvic.net/Music_BTEC_level3.pdf · BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit

67Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Uni

ts

Nat

iona

l Occ

upat

iona

l S

tand

ards

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Unit 37

Unit 38

Unit 39

Unit 40

Unit 41

Unit 42

Unit 43

Cul

tura

l Ven

ue O

pera

tion

s

SAS1

– C

omm

unic

ate

e� e

ctiv

ely

ü

CC

S8 –

Ass

ist w

ith e

mer

genc

y pr

oced

ures

ü

CC

S9 –

Man

ual h

andl

ing

and

liftin

g of

load

CC

S10

– A

ssist

and

sup

port

the

wor

k of

col

leag

ues

ü

Com

mun

ity

Art

s

CA

2 –

Prov

ide

dire

ctio

n an

d le

ader

ship

for

your

team

ü

üü

CA

7 –

Ass

ist in

pitc

hing

for

com

mun

ity a

rts

wor

k ü

üü

CA

8 –

Obt

ain

and

use

rese

arch

in

form

atio

üü

ü

CA

9 –

Keep

up

to d

ate

with

de

velo

pmen

ts w

ithin

the

arts

üü

üü

CA

12 –

Und

erst

and

how

you

r co

mm

unity

art

s or

gani

satio

n ca

n m

eet m

arke

t nee

ds a

nd s

atisf

y cu

stom

ers’

need

s

üü

üü

CA

16 –

Em

brac

ing

dive

rsity

in

your

ser

vice

pro

visio

üü

Annexe F

Unit mapping overview

BTEC National in Music and Music Technology (specifi cation end date 31/08/2010)/new versions of the BTEC qualifi cations in Music and Music Technology (specifi cation start date 01/09/2010) – the BTEC Level 3 Certifi cates in Music and Music Technology, BTEC Level 3 Subsidiary Diplomas in Music and Music Technology, BTEC Level 3 90-credit Diplomas in Music and Music Technology, BTEC Level 3 Diplomas in Music and Music Technology and the BTEC Level 3 Extended Diplomas in Music and Music Technology.

KEY

P – Partial mapping (some topics from the old unit appear in the new unit)

F – Full mapping (topics in old unit match new unit exactly or almost exactly)

X – Full mapping + new (all the topics from the old unit appear in the new unit, but new unit also contains new topic(s))

Unit Unit title Maps to old unitExtent to match

1 Acoustics for Musicians ü P

2 Audio Engineering Principles ü P

3 Arranging Music ü F

4 Aural Perception Skills ü P

5 Backline Technical Management

6 Classical Music in Practice ü P

7 Composing Music ü P

8 Concert Production and Staging ü P

9 Delivering a Music Product ü P

10 DJ Performance Techniques ü P

11 Music Events Management

12 Improvising Music ü P

13 Improvising Music in a Jazz Style ü P

14 Listening Skills for Music Technologists ü P

15 Live Music Workshop

16 Major Music Project ü P

17 Marketing and Promotion in the Music Industry ü P

18 Modern Music Practice ü P

19 Music and Society ü P

20 Music and Sound for the Moving Image ü P

21 Music in the Community ü P

22 Music Performance Session Styles ü P

23 Music Performance Techniques ü P

24 Music Project ü P

25 Music Production Techniques

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

68

Unit Unit title Maps to old unitExtent to match

26 Music Technology in Performance ü P

27 Music Theory and Harmony ü P

28 Musical Theatre Performance ü P

29 Live Sound Techniques ü P

30 Pop Music in Practice ü P

31 Planning and Delivering a Music Product

32 Sequencing Systems and Techniques ü P

33 Solo Music Performance Skills

34 Contemporary Songwriting Techniques

35 Sound Creation and Manipulation ü F

36 Studying Music from Around the World ü P

37 The Functional Music Keyboard ü F

38 The Music Freelance World ü P

39 The Sound and Music Industry ü P

40 Working and Developing as a Musical Ensemble ü P

41 Working with Music Notation Packages ü P

42 Singing Techniques and Performance ü P

43 Special Subject Investigation ü P

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69Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Uni

t m

appi

ng in

dep

th

BTEC

Nat

iona

l in

Mus

ic (s

peci

fi cat

ion

end

date

31/

08/2

010)

/new

ver

sions

of t

he B

TEC

qua

lifi c

atio

ns in

Mus

ic a

nd M

usic

Tech

nolo

gy (s

peci

fi cat

ion

star

t dat

e 01

/09/

2010

) – th

e BT

EC L

evel

3 C

ertifi

cat

es in

Mus

ic a

nd M

usic

Tech

nolo

gy, B

TEC

Lev

el 3

Sub

sidia

ry D

iplo

mas

in M

usic

and

Mus

ic Te

chno

logy

, BTE

C L

evel

3

90-c

redi

t Dip

lom

as in

Mus

ic a

nd M

usic

Tech

nolo

gy, B

TEC

Lev

el 3

Dip

lom

as in

Mus

ic a

nd M

usic

Tech

nolo

gy a

nd th

e BT

EC L

evel

3 E

xten

ded

Dip

lom

as in

Mus

ic

and

Mus

ic Te

chno

logy

.

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Uni

t 1: A

cous

tics

for

Mus

icia

nsU

nit 1

4: In

trod

uctio

n to

Aco

ustic

sLe

arni

ng o

utco

mes

are

now

:

1 Kn

ow th

e ph

ysic

s of

sou

nd

2 Kn

ow th

e pr

inci

ples

of m

usic

al in

stru

men

ts

3 Kn

ow th

e m

echa

nism

s of

hum

an h

earin

g

4 Be

abl

e to

ada

pt th

e ac

oust

ic c

hara

cter

istic

s of

a s

pace

to s

uit a

spe

cifi c

aud

io

appl

icat

ion

Uni

t 2: A

udio

Eng

inee

ring

Prin

cipl

esU

nit 3

: Aud

io E

ngin

eerin

gLe

arni

ng o

utco

mes

are

now

:

1 Kn

ow th

e pr

inci

ples

of d

igita

l aud

io

2 Kn

ow c

urre

nt p

ract

ices

invo

lved

in th

e ap

plic

atio

n of

aud

io s

yste

ms

3 Kn

ow m

etho

ds fo

r pr

oces

sing

audi

o

4 Be

abl

e to

inte

rpre

t aud

io e

quip

men

t spe

cifi c

atio

nsU

nit 3

: Arr

angi

ng M

usic

Uni

t 2: A

rran

ging

Mus

icLe

arni

ng o

utco

me

1 is

now

:

1 Kn

ow a

rran

ging

tech

niqu

es th

roug

h th

e st

udy

of m

usic

al a

rran

gem

ents

of o

ther

sU

nit 4

: Aur

al P

erce

ptio

n Sk

illsU

nit 4

: Aur

al P

erce

ptio

n Sk

illsLe

arni

ng o

utco

mes

are

now

:

1 Kn

ow a

bout

di�

eren

t int

erva

ls an

d pi

tche

s

2 Kn

ow a

bout

cho

rd a

nd c

hord

pro

gres

sions

3 Kn

ow a

bout

sim

ple

and

com

plex

rhy

thm

s

4 Kn

ow a

bout

har

mon

y an

d to

nalit

y

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70

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Uni

t 5: B

ackl

ine

Tech

nica

l Man

agem

ent

New

uni

t

Uni

t 6: C

lass

ical

Mus

ic in

Pra

ctic

eU

nit 5

: Cla

ssic

al M

usic

in P

ract

ice

Lear

ning

out

com

es a

re n

ow:

1 Kn

ow h

ow c

lass

ical

mus

ic d

evel

oped

2 Kn

ow h

ow to

cre

ate

prog

ram

me

note

s

3 Be

abl

e to

per

form

cla

ssic

al m

usic

as

a so

loist

4 Be

abl

e to

per

form

cla

ssic

al m

usic

as

part

of a

n en

sem

ble

Uni

t 7: C

ompo

sing

Mus

icU

nit 6

: Com

posin

g M

usic

Lear

ning

out

com

es a

re n

ow:

1 Be

abl

e to

orig

inat

e co

mpo

sitio

nal i

deas

2 Kn

ow h

ow to

ext

end,

deve

lop

and

man

ipul

ate

mus

ical

mat

eria

l

3 Be

abl

e to

app

reci

ate

the

role

and

impo

rtan

ce o

f the

str

uctu

ral e

lem

ents

of

com

posit

ion

4 Be

abl

e to

pre

sent

a p

ortfo

lio o

f com

posit

ions

in a

n ap

prop

riate

form

atU

nit 8

: Con

cert

Pro

duct

ion

and

Stag

ing

Uni

t 8: C

once

rt P

rodu

ctio

n an

d St

agin

gLe

arni

ng o

utco

mes

2 a

nd 4

are

now

:

2 Be

abl

e to

saf

ely

set u

p an

d rig

sou

nd fo

r co

ncer

t per

form

ance

4 Kn

ow th

e ke

y or

gani

satio

nal r

oles

and

res

pons

ibilit

ies

and

lega

l con

sider

atio

ns

invo

lved

in c

once

rt p

erfo

rman

ce.

Uni

t 9: D

eliv

erin

g a

Mus

ic P

rodu

ctU

nit 2

9: Pl

anni

ng a

Mus

ic P

roje

ctLe

arni

ng o

utco

mes

are

now

:

1 Kn

ow h

ow to

pla

n an

d se

t up

reco

rdin

g se

ssio

ns th

at e

ncom

pass

a v

arie

ty o

f te

chni

ques

2 Be

abl

e to

und

erta

ke a

ran

ge o

f rol

es in

the

reco

rdin

g an

d pr

oduc

tion

of

cont

rast

ing

mul

ti-tr

ack

mat

eria

l

3 Be

abl

e to

com

plet

e e�

ect

ive

ster

eo m

ixes

of t

he m

ulti-

trac

k re

cord

ings

4 Be

abl

e to

edi

t and

mas

ter

the

mat

eria

l

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71Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Uni

t 10:

DJ P

erfo

rman

ce Te

chni

ques

Uni

t 11:

DJ P

erfo

rman

ce a

nd

Tech

nolo

gyLe

arni

ng o

utco

mes

are

now

:

1 U

nder

stan

d th

e eq

uipm

ent u

sed

by a

per

form

ing

DJ

2 Be

abl

e to

per

form

DJ m

ixin

g te

chni

ques

3 Be

abl

e to

per

form

cre

ativ

e D

J per

form

ance

tech

niqu

es

4 Be

abl

e to

per

form

a D

J set

to a

n au

dien

ce u

sing

appr

opria

te te

chni

ques

U

nit 1

1: M

usic

Eve

nts

Man

agem

ent

New

uni

t

Uni

t 12:

Impr

ovisi

ng M

usic

Uni

t 12:

Impr

ovisi

ng M

usic

Lear

ning

out

com

es a

re n

ow:

1 U

nder

stan

d th

e st

ylist

ic e

lem

ents

of i

mpr

ovisa

tion

acro

ss a

ran

ge o

f mus

ical

ge

nres

2 Be

abl

e to

dev

elop

inst

rum

enta

l or

voca

l tec

hniq

ues

appr

opria

te fo

r im

prov

isatio

n in

con

tras

ting

styl

es

3 Be

abl

e to

impr

ovise

mus

ic in

res

pons

e to

a s

timul

us in

con

tras

ting

styl

es

4 Be

abl

e to

impr

ovise

mus

ic r

espo

ndin

g to

oth

er m

usic

ians

Uni

t 13:

Impr

ovisi

ng M

usic

in a

Jazz

St

yle

Uni

t 13:

Impr

ovisi

ng M

usic

in a

Jazz

St

yle

Lear

ning

out

com

es a

re n

ow:

1 U

nder

stan

d th

e m

usic

al th

eory

that

und

erpi

ns ja

zz im

prov

isatio

n ac

ross

a r

ange

of

sty

les

2 Be

abl

e to

dev

elop

inst

rum

enta

l or

voca

l tec

hniq

ues

appr

opria

te fo

r im

prov

isatio

n in

jazz

sty

les

3 Be

abl

e to

impr

ovise

jazz

mus

ic in

res

pons

e to

a s

timul

us in

con

tras

ting

styl

es

4 Be

abl

e to

impr

ovise

jazz

mus

ic r

espo

ndin

g to

oth

er m

usic

ians

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72

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Uni

t 14:

List

enin

g Sk

ills fo

r M

usic

Te

chno

logi

sts

Uni

t 15:

List

enin

g Sk

ills fo

r M

usic

ians

Lear

ning

out

com

es a

re n

ow:

1 Kn

ow th

e m

usic

al c

ompo

nent

s in

rec

ordi

ngs

or p

erfo

rman

ces

2 Kn

ow th

e so

nic

com

pone

nts

in r

ecor

ding

s or

per

form

ance

s

3 Kn

ow s

onic

faul

ts o

r ne

gativ

e co

mpo

nent

s of

rec

ordi

ngs

or p

erfo

rman

ces

4 Kn

ow th

e te

xtur

e of

voc

al a

nd in

stru

men

tal r

esou

rces

and

thei

r ac

oust

ic

envi

ronm

ent i

n re

cord

ings

or

perf

orm

ance

sU

nit 1

5: Li

ve M

usic

Wor

ksho

pN

ew u

nit

Uni

t 16:

Maj

or M

usic

Pro

ject

Uni

t 16:

Maj

or M

usic

Pro

ject

Lear

ning

out

com

es a

re n

ow:

1 Kn

ow th

e di

� ere

nt r

oles

in th

e liv

e m

usic

indu

stry

2 Be

abl

e to

pre

pare

and

wor

k as

a m

embe

r of

a te

am to

war

ds a

suc

cess

ful l

ive

even

t

3 Be

abl

e to

pre

pare

indi

vidu

ally

for

the

deliv

ery

of a

suc

cess

ful l

ive

mus

ic e

vent

, un

dert

akin

g ap

prop

riate

res

pons

ibilit

ies

thro

ugho

ut th

e pr

ojec

t

4 Kn

ow h

ow to

pre

pare

a b

udge

t for

a li

ve m

usic

eve

nt

5 Be

abl

e to

con

trib

ute

to a

per

form

ance

to a

tech

nica

lly a

ccep

tabl

e le

vel

appr

opria

te to

con

text

6 U

nder

stan

d th

e co

mpl

ete

proc

ess

in p

repa

ring

for

and

deliv

erin

g a

live

mus

ic e

vent

Uni

t 17:

Mar

ketin

g an

d Pr

omot

ion

in

the

Mus

ic In

dust

ryU

nit 1

0: C

reat

ing

and

Mar

ketin

g a

Mus

ic P

rodu

ctLe

arni

ng o

utco

mes

are

now

:

1 Kn

ow a

bout

mar

ketin

g te

chni

ques

use

d by

mus

ic b

usin

esse

s

2 Be

abl

e to

pro

duce

a m

arke

ting

stra

tegy

for

a m

usic

pro

duct

or

even

t

3 Be

abl

e to

con

trib

ute

to a

mar

ketin

g ca

mpa

ign

for

a m

usic

pro

duct

or

even

t

4 U

nder

stan

d th

e su

cces

s of

a m

arke

ting

cam

paig

n

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73Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Uni

t 18:

Mod

ern

Mus

ic in

Pra

ctic

eU

nit 1

7: M

oder

n M

usic

in P

ract

ice

Lear

ning

out

com

es a

re n

ow:

1 Kn

ow h

ow m

oder

n m

usic

dev

elop

ed

2 Kn

ow h

ow to

cre

ate

prog

ram

me

note

s

3 Be

abl

e to

per

form

mod

ern

mus

ic a

s a

solo

ist

4 Be

abl

e to

per

form

mod

ern

mus

ic a

s pa

rt o

f an

ense

mbl

eU

nit 1

9: M

usic

and

Soc

iety

Uni

t 18:

Mus

ic a

nd S

ocie

tyLe

arni

ng o

utco

mes

are

now

:

1 Kn

ow th

e fu

nctio

ns o

f mus

ic in

soc

iety

2 Kn

ow h

ow te

chno

logy

a� e

cts

mus

ic-m

akin

g an

d co

nsum

ptio

n in

soc

iety

3 Kn

ow h

ow p

oliti

cs a

� ect

s m

usic

-mak

ers

and

user

s

4 Kn

ow h

ow b

usin

ess

and

indu

stry

a� e

ct m

usic

-mak

ers

and

user

s U

nit 2

0: M

usic

and

Sou

nd fo

r th

e M

ovin

g Im

age

Uni

t 19:

Mus

ic a

nd S

ound

s fo

r M

ultim

edia

Lear

ning

out

com

es a

re n

ow:

1 U

nder

stan

d th

e co

mpo

nent

s of

a m

usic

al p

roje

ct b

ased

on

a m

ovin

g im

age

2 Be

abl

e to

pro

duce

mus

ic fo

r a

proj

ect b

ased

on

a m

ovin

g im

age

3 Be

abl

e to

pro

duce

non

-mus

ical

son

ic e

lem

ents

for

a pr

ojec

t bas

ed o

n a

mov

ing

imag

e

4 Be

abl

e to

del

iver

the

proj

ect i

n ap

prop

riate

form

ats

Uni

t 21:

Mus

ic in

the

Com

mun

ityU

nit 2

0: M

usic

in th

e C

omm

unity

Lear

ning

out

com

es 1

and

4 a

re n

ow:

1 Kn

ow th

e co

ntex

t and

pur

pose

of c

omm

unity

mus

ic-m

akin

g in

clud

ing

prac

titio

ners

and

org

anisa

tions

4 Kn

ow h

ow to

mon

itor

and

eval

uate

a c

omm

unity

mus

ic-m

akin

g pr

ojec

t

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74

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Uni

t 22:

Mus

ic P

erfo

rman

ce S

essio

n St

yles

Uni

t 21:

Mus

ic P

erfo

rman

ce S

essio

n St

yles

Lear

ning

out

com

es a

re n

ow:

1 U

nder

stan

d th

e st

ylist

ic e

lem

ents

acr

oss

a w

ide

rang

e of

mus

ical

gen

res

2 Be

abl

e to

dev

elop

sty

listic

ally

acc

urat

e m

usic

al m

ater

ial f

or c

ontr

astin

g ge

nres

3 Be

abl

e to

app

ly s

tylis

tical

ly a

ccur

ate

elem

ents

to a

ran

ge o

f mus

ical

gen

res

in

di� e

rent

per

form

ance

situ

atio

nsU

nit 2

3: M

usic

Per

form

ance

Te

chni

ques

Uni

t 22:

Mus

ic P

erfo

rman

ce

Tech

niqu

esLe

arni

ng o

utco

mes

1 a

nd 2

are

now

:

1 Kn

ow e

� ect

ive

inst

rum

enta

l or

voca

l tec

hniq

ue th

roug

h a

stru

ctur

ed p

ract

ice

rout

ine

2 Be

abl

e to

app

ly e

� ect

ive

inst

rum

enta

l or

voca

l tec

hniq

ue in

sol

o pe

rfor

man

ceU

nit 2

4: M

usic

Pro

ject

Uni

t 23:

Mus

ic P

roje

ctLe

arni

ng o

utco

mes

are

now

:

1 Be

abl

e to

pre

pare

and

wor

k as

a m

embe

r of

a te

am to

war

ds a

suc

cess

ful l

ive

even

t

2 Be

abl

e to

pre

pare

indi

vidu

ally

for

the

deliv

ery

of a

suc

cess

ful l

ive

mus

ic e

vent

, un

dert

akin

g ap

prop

riate

res

pons

ibilit

ies

thro

ugho

ut th

e pr

ojec

t

3 Be

abl

e to

con

trib

ute

to a

per

form

ance

to a

tech

nica

lly a

ccep

tabl

e le

vel

appr

opria

te to

con

text

4 U

nder

stan

d th

e co

mpl

ete

proc

ess

in p

repa

ring

for

and

deliv

erin

g a

live

mus

ic

even

tU

nit 2

5: M

usic

Pro

duct

ion

Tech

niqu

esN

ew u

nit

Uni

t 26:

Mus

ic Te

chno

logy

in

Perf

orm

ance

Uni

t 25:

Mus

ic Te

chno

logy

in

Perf

orm

ance

Lear

ning

out

com

es a

re n

ow:

1 Kn

ow h

ow m

usic

tech

nolo

gy c

an b

e us

ed in

per

form

ance

2 Kn

ow th

e hi

stor

ical

con

text

of e

lect

roni

c m

usic

per

form

ance

3 Be

abl

e to

use

mus

ic te

chno

logy

in p

erfo

rman

ce

4 Be

abl

e to

per

form

with

rel

ated

art

form

s us

ing

mus

ic te

chno

logy

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75Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Uni

t 27:

Mus

ic T

heor

y an

d H

arm

ony

Uni

t 26:

Mus

ic T

heor

y an

d H

arm

ony

Lear

ning

out

com

es 3

and

4 a

re n

ow:

3 Be

abl

e to

har

mon

ise m

elod

ies

usin

g ch

ords

4 Be

abl

e to

tran

spos

e m

elod

y an

d ha

rmon

y to

rel

ated

key

sU

nit 2

8: M

usic

al T

heat

re P

erfo

rman

ceU

nit 2

7: M

usic

al T

heat

re P

erfo

rman

ceLe

arni

ng o

utco

mes

1 a

nd 2

are

now

:

1 U

nder

stan

d a

role

or

role

s in

a m

usic

al th

eatr

e w

ork

2 Be

abl

e to

app

ly th

e ap

prop

riate

per

form

ance

ski

llsU

nit 2

9: Li

ve S

ound

Tech

niqu

esU

nit 2

8: O

pera

ting

Live

Sou

ndLe

arni

ng o

utco

mes

are

now

:

1 Kn

ow th

e so

und

rein

forc

emen

t equ

ipm

ent r

equi

rem

ents

for

a m

usic

ven

ue

2 Be

abl

e to

set

up

a so

und

syst

em s

how

ing

due

rega

rd fo

r he

alth

and

saf

ety

proc

edur

es

3 Be

abl

e to

set

up

outb

oard

equ

ipm

ent f

or li

ve s

ound

rei

nfor

cem

ent

4 Be

abl

e to

est

ablis

h an

on-

stag

e m

ix fo

r a

perf

orm

erU

nit 3

0: Po

p M

usic

in P

ract

ice

Uni

t 31:

Pop

Mus

ic in

Pra

ctic

eLe

arni

ng o

utco

mes

3 a

nd 4

are

now

:

3 Be

abl

e to

per

form

orig

inal

pop

mus

ic

4 Be

abl

e to

per

form

pop

mus

ic a

s pa

rt o

f an

ense

mbl

eU

nit 3

1: Pl

anni

ng a

nd D

eliv

erin

g a

Mus

ic P

rodu

ctN

ew u

nit.

This

unit

repl

aces

Uni

t 29:

Plan

ning

a M

usic

Pro

ject

, and

Uni

t 30:

Plan

ning

a M

usic

Re

cord

ing

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

76

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Uni

t 32:

Sequ

enci

ng S

yste

ms

and

Tech

niqu

esU

nit 2

4: M

usic

Seq

uenc

ing

Lear

ning

out

com

es 1

and

4 a

re n

ow:

1 Be

abl

e to

set

up

a co

mpu

ter

and

perip

hera

l MID

I har

dwar

e sa

fely

4 U

nder

stan

d th

e te

rmin

olog

y as

soci

ated

with

mus

ic s

eque

ncin

g te

chni

ques

Uni

t 33:

Solo

Mus

ic P

erfo

rman

ce S

kills

New

uni

t

Uni

t 34:

Con

tem

pora

ry S

ongw

ritin

g Te

chni

ques

New

uni

t

Uni

t 35:

Soun

d C

reat

ion

and

Man

ipul

atio

nU

nit 3

3: So

und

Cre

atio

n an

d M

anip

ulat

ion

Lear

ning

out

com

e 1

is no

w:

1 U

nder

stan

d th

e re

latio

nshi

p be

twee

n ac

oust

ic th

eory

and

the

fund

amen

tals

of s

ynth

esis

Uni

t 36:

Stud

ying

Mus

ic fr

om A

roun

d th

e W

orld

Uni

t 36:

Stud

ying

Mus

ic fr

om A

roun

d th

e W

orld

Lear

ning

out

com

es 1

, 2 a

nd 3

are

now

:

1 Kn

ow th

e ro

le o

f mus

ic in

di�

eren

t cul

ture

s

2 Kn

ow th

e m

usic

al fe

atur

es o

f a r

ange

of w

orld

mus

ic tr

aditi

ons

3 Kn

ow s

ome

of th

e in

fl uen

ces

of w

orld

mus

ic o

n di

� ere

nt g

enre

s of

W

este

rn m

usic

Uni

t 37:

The

Func

tiona

l Mus

ic K

eybo

ard

Uni

t 37:

The

Func

tiona

l Mus

ic K

eybo

ard

Lear

ning

out

com

e 2

is no

w:

2 Kn

ow th

e fu

nctio

ns o

f the

key

boar

dU

nit 3

8: Th

e M

usic

Fre

elan

ce W

orld

Uni

t 38:

The

Mus

ic F

reel

ance

Wor

ldLe

arni

ng o

utco

mes

1, 2

and

3 a

re n

ow:

1 Kn

ow th

e fi n

anci

al a

nd m

anag

emen

t iss

ues

of s

elf-

empl

oym

ent

2 Kn

ow th

e sk

ills a

nd k

now

ledg

e re

quire

d fo

r se

lf-de

velo

pmen

t as a

fr

eela

ncer

3 Kn

ow p

rofe

ssio

nal a

ppro

ache

s to

em

ploy

men

t

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77Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Uni

t 39:

The

Soun

d an

d M

usic

Indu

stry

Uni

t 39:

The

Soun

d an

d M

usic

Indu

stry

Lear

ning

out

com

es a

re n

ow:

1 Kn

ow a

bout

the

soun

d an

d m

usic

indu

strie

s an

d ho

w th

ey r

elat

e to

the

broa

der

ente

rtai

nmen

t ind

ustr

y

2 Kn

ow th

e pr

ofes

siona

l rol

es w

ithin

a c

hose

n ar

ea o

f the

mus

ic in

dust

ry

3 Be

abl

e to

cre

ate

a bu

sines

s pl

an fo

r a

prod

uct o

r se

rvic

e

4 Kn

ow th

e im

port

ance

of r

oyal

ties

in th

e so

und

and

mus

ic in

dust

ryU

nit 4

0: W

orki

ng a

nd D

evel

opin

g as

a

Mus

ical

Ens

embl

eU

nit 4

0: W

orki

ng a

nd D

evel

opin

g as

a

Mus

ical

Ens

embl

eLe

arni

ng o

utco

mes

are

now

:

1 U

nder

stan

d th

e el

emen

ts o

f mus

ical

ens

embl

es

2 Be

abl

e to

pla

n as

a m

usic

al e

nsem

ble

3 Be

abl

e to

dev

elop

as

a m

usic

al e

nsem

ble

4 Be

abl

e to

per

form

as

a m

usic

al e

nsem

ble

Uni

t 41:

Wor

king

with

Mus

ic N

otat

ion

Pack

ages

Uni

t 41:

Wor

king

with

Mus

ic N

otat

ion

Soft

war

e Pa

ckag

esLe

arni

ng o

utco

mes

are

now

:

1 Kn

ow th

e el

emen

ts o

f mus

ical

sco

res

in c

ontr

astin

g st

yles

2 Be

abl

e to

use

a m

usic

not

atio

n pa

ckag

e to

cre

ate

a sc

ore

3 Be

abl

e to

edi

t a s

core

gen

erat

ed fr

om a

MID

I or

sequ

ence

r fi l

e

4 Be

abl

e to

use

a m

usic

not

atio

n pa

ckag

e to

rea

lise

mus

ical

idea

sU

nit 4

2: Si

ngin

g Tec

hniq

ues

and

Perf

orm

ance

Uni

t 32:

Sing

ing T

echn

ique

s an

d Pe

rfor

man

ceLe

arni

ng o

utco

mes

1, 2

and

5 a

re n

ow:

1 U

nder

stan

d ho

w v

ocal

exe

rcise

s can

con

trib

ute

to th

e de

velo

pmen

t and

m

aint

enan

ce o

f voc

al te

chni

que

2 Be

abl

e to

follo

w a

regu

lar

prac

tice

rout

ine

5 Be

abl

e to

des

ign

and

perf

orm

a p

rogr

amm

e of

son

gs a

s a

solo

istU

nit 4

3: Sp

ecia

l Sub

ject

Inve

stig

atio

nU

nit 3

5: Sp

ecia

l Sub

ject

Inve

stig

atio

nLe

arni

ng o

utco

mes

1 a

nd 3

are

now

:

1 Kn

ow h

ow to

iden

tify

an a

ppro

pria

te s

ubje

ct a

rea

for

inve

stig

atio

n

3 Be

abl

e to

car

ry o

ut r

esea

rch

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

78

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79Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Annexe G

Examples of calculation of qualifi cation grade above pass grade

Pearson will automatically calculate the qualifi cation grade for learners when unit grades are submitted.

The generic examples below demonstrate how the qualifi cation grade above pass is calculated.

Points available for credits achieved at di� erent levels and unit grades

The table below shows the number of points scored per credit at the unit level and grade.

Unit level Points per credit

Pass Merit Distinction

Level 2 5 6 7Level 3 7 8 9Level 4 9 10 11

Learners who achieve the correct number of points within the ranges shown in the ‘qualifi cation grade’ table below will achieve the qualifi cation merit, distinction or distinction* grades (or combinations of these grades appropriate to the qualifi cation).

Qualifi cation grade

BTEC Level 3 Certifi cate

Points range above pass grade Grade

230-249 Merit M250-259 Distinction D260 and above Distinction* D*

BTEC Level 3 Subsidiary Diploma

Points range above pass grade Grade

460-499 Merit M500-519 Distinction D520 and above Distinction* D*

BTEC Level 3 90-credit Diploma

Points range above pass grade Grade

660-689 MP690–719 MM720-749 DM750–769 DD770-789 D*D790 and above D*D*

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

80

BTEC Level 3 Diploma

Points range above pass grade Grade

880-919 MP920-959 MM960-999 DM1000-1029 DD1030-1059 D*D1060 and above D*D*

BTEC Level 3 Extended Diploma

Points range above pass grade Grade

1300-1339 MPP1340-1379 MMP1380-1419 MMM1420-1459 DMM1460-1499 DDM1500-1529 DDD1530-1559 D*DD1560-1589 D*D*D1590 and above D*D*D*

Example 1

Achievement of pass qualifi cation grade

A learner completing a 30-credit BTEC Level 3 Certifi cate does not achieve the points required to gain a merit qualifi cation grade.

Level Credit Grade Grade pointsPoints per unit = credit x grade

Unit 1 3 10 Pass 7 10 × 7 = 70Unit 2 3 10 Pass 7 10 × 7 = 70Unit 3 3 10 Merit 8 10 × 8 = 80Qualifi cation grade totals

30 Pass 220

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81Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Example 2

Achievement of merit qualifi cation grade

A learner completing a 30-credit BTEC Level 3 Certifi cate achieves the points required to gain a merit qualifi cation grade.

Level Credit Grade Grade pointsPoints per unit = credit x grade

Unit 1 3 10 Pass 7 10 × 7 = 70Unit 2 3 10 Merit 8 10 × 8 = 80Unit 3 3 10 Merit 8 10 × 8 = 80Qualifi cation grade totals

Merit 230

Example 3

Achievement of distinction qualifi cation grade

A learner completing a 60-credit BTEC Level 3 Subsidiary Diploma achieves the points required to gain a distinction qualifi cation grade.

Level Credit Grade Grade pointsPoints per unit = credit x grade

Unit 1 3 10 Merit 8 10 × 8 = 80Unit 2 3 10 Distinction 9 10 × 9 = 90Unit 3 3 10 Distinction 9 10 × 9 = 90Unit 5 3 10 Merit 8 10 × 8 = 80Unit 6 2 10 Distinction 7 10 × 7 = 70Unit 11 3 10 Distinction 9 10 × 9 = 90Qualifi cation grade totals

60 Distinction 500

Example 4

Achievement of distinction distinction grade

A learner completing a BTEC Level 3 90-credit Diploma achieves the points required to gain a distinction distinction qualifi cation grade.

Level Credit Grade Grade pointsPoints per unit = credit x grade

Unit 1 3 10 Merit 8 10 × 8 = 80Unit 2 3 10 Distinction 9 10 × 9 = 90Unit 3 3 10 Distinction 9 10 × 9 = 90Unit 4 3 10 Merit 8 10 × 8 = 80Unit 5 3 10 Merit 8 10 × 8 = 80Unit 6 2 10 Distinction 7 10 × 7 = 70Unit 11 3 10 Distinction 9 10 × 9 = 90Unit 15 4 10 Merit 10 10 x 10 = 100Unit 17 3 10 Pass 7 10 x 7 = 70Qualifi cation grade totals

90 Distinction Distinction

750

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Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

82

Example 5

Achievement of distinction merit qualifi cation grade

A learner completing a 120-credit BTEC Level 3 Diploma achieves the points required to gain a distinction merit qualifi cation grade.

Level Credit Grade Grade pointsPoints per unit = credit x grade

Unit 1 3 10 Merit 8 10 × 8 = 80Unit 2 3 10 Distinction 9 10 × 9 = 90Unit 3 3 10 Distinction 9 10 × 9 = 90Unit 4 3 10 Merit 8 10 × 8 = 80Unit 5 3 10 Merit 8 10 × 8 = 80Unit 6 2 10 Distinction 7 10 × 7 = 70Unit 11 3 10 Distinction 9 10 × 9 = 90Unit 15 4 10 Merit 10 10 × 10 = 100Unit 17 3 10 Pass 7 10 × 7 = 70Unit 18 3 10 Pass 7 10 × 7 = 70Unit 25 3 20 Merit 8 20 × 8 = 160Qualifi cation grade totals

120 Distinction Merit

980

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83Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016

Example 6

Achievement of merit merit merit qualifi cation grade

A learner completing a 180-credit BTEC Level 3 Extended Diploma achieves the points required to gain a merit merit merit qualifi cation grade.

Level Credit Grade Grade pointsPoints per unit = credit x grade

Unit 1 3 10 Merit 8 10 × 8 = 80Unit 2 3 10 Pass 7 10 × 7 = 70Unit 3 3 10 Distinction 9 10 × 9 = 90Unit 4 3 10 Merit 8 10 × 8 = 80Unit 5 3 10 Pass 7 10 × 7 = 70Unit 6 2 10 Distinction 7 10 × 7 = 70Unit 11 3 10 Distinction 9 10 × 9 = 90Unit 12 3 10 Merit 8 10 × 8 = 80Unit 15 4 10 Pass 9 10 × 9 = 90Unit 17 3 10 Pass 7 10 × 7 = 70Unit 18 3 10 Pass 7 10 × 7 = 70Unit 20 3 10 Pass 7 10 × 7 = 70Unit 22 3 10 Merit 8 10 × 8 = 80Unit 25 3 20 Pass 7 20 × 7 = 140Unit 35 3 10 Distinction 9 10 × 9 = 90Unit 36 3 10 Merit 8 10 × 8 = 80Unit 38 3 10 Distinction 9 10 × 9 = 90Qualifi cation grade totals

180 Merit Merit Merit

1410

ma160816/LT/PD/Nationals 2010 V2/9781446934258_BTEC_Nats_L2_MMTech_Iss5.indd/87/1

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June 2016

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