IGCSE COURSE IN DETAIL
IGCSE COURSE IN DETAIL
MUSIC
Course name: IGCSE Music
Exam board: CIE
Content
COMPONENT: LISTENING
Marks Breakdown: 40%
PHYSICAL
EDUCATION (PE)
Performance is expected to be at
approximately ABRSM Grade 4 standard
(or equivalent). These pieces will be recorded
in the second year of the course. Total
playing time should be between 4 and 10
minutes in length.
COMPONENT: COMPOSING
Marks Breakdown: 30%
Assessment
– Unprepared western music: Extracts from two
vocal or instrumental works from the Baroque,
Classical, Romantic periods and 20th Century
music within the Western classical tradition. Internally assessed and checked by external
verifier. Pupils are expected to create two
contrasting compositions at the end of the
course.
– Unprepared world music: We have a focus on
Chinese instrumental music including instrument
identification and textural and melodic
understanding. We will then study extracts from
two contrasting pieces from Latin America,
Japan, India, Indonesia, Arabia and Africa. – At least one composition must be written in
a Western, tonal style and must demonstrate
familiarity with the basic principles
of traditional harmonic language; this
composition must be fully notated using staff
notation and the score must be submitted
with the recording.
– Skeleton score: One musical extract (questions
to include simple dictation from the rhythm or
melody). Pupils will also be asked to identify the
period of music and a likely composer.
– Western set work: In-depth study of
Mendelssohn’s 'Italian Symphony' Movements 2
and 4.
– The other piece may be in any style of the
candidate’s choice, but a contrast and may
be notated in whatever form of notation is
appropriate to the music, provided that the
intentions of the notation are clear to the
examiners or moderator.
Pupil expectations
COMPONENT: PERFORMING
Marks Breakdown: 30%
Assessment
Internally assessed and checked by external
verifier. Pupils are expected to produce two
performances by the end of the course.
– Sing or play individually – either one piece or
two short contrasting pieces, which could be on
the same or on different instruments
– Sing or play in an ensemble – either one piece or
two short contrasting pieces, which could be on
the same or on different instruments.
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Ideally pupils should be able to:
– Perform on an instrument, or voice, to at
least Grade 4 standard or equivalent by the
end of the course
– Participate in college musical ensembles
– Read musical notation to a proficient level
– Listen to a variety of styles of music with an
open mind
Course name: IGCSE Physical Education
Exam board: Edexcel
– Keep a neat exercise book with all music
notation being recorded using a pencil.
– Take ownership of catching up on any missed
work.
Assessment
Exam lasting 1 Hour and 15 minutes
The listening exam comprises the following four
sections:
– Practise at home for at least 1 hour a wee k
on both solo instrument and ideas for
compositions
– Come to class with all the resources needed
for lessons.
– Ask for help when struggling with any work.
– Take responsibility to learn all key vocabulary.
These are all skills that will be developed
throughout the course.
This is a two year course and is examined by one
written paper at the end of the course and four
practical assessments throughout the two years:
– Theory 60%
– Practical 40%
Entry requirements
There are no entry requirements, but the
course has been designed for pupils who
have previous experience in playing sport at
a competitive standard.
COMPONENT 2:
HEALTH AND PERFORMANCE
Assessment
– Written examination: 1 hour and 15 minutes
– 24% of the qualification
Content overview
– Topic 1: Health, fitness and well-being
– Topic 2: Sport psychology
– Topic 3: Socio-cultural influences
– Topic 4: Use of data
Course breakdown
The IGCSE is an exciting music course that
we have chosen because it matches closely
the skills and interests of the musicians at
Wellington College International Shanghai. It is
a prestigious and well respected qualification,
and also allows us to deliver a course that is
wide-ranging, stimulating and fun.
Pupils will develop their practical musicianship
in the form of performance and composition
modules, learn to work in a team through
ensemble performance, develop their aural
understanding through listening to a variety of
musical genres, and understand what makes
up a piece of music through historical and
analytical study.
The course is an excellent preparation for IB,
but will also suit committed musicians who do
not envisage studying music beyond year 11.
COMPONENT 1:
FITNESS AND BODY SYSTEMS
Assessment
– Written examination: 1 hour and 45 minutes
– 36% of the qualification
Content overview
– Topic 1: Applied anatomy and physiology
– Topic 2: Movement analysis
– Topic 3: Physical training
– Topic 4: Use of data
Assessment
– Non-examined assessment:
– Internally marked and externally moderated
– 30% of the qualification
– 105 marks (35 marks per activity)
Content overview
– One team activity
– One individual activity and a free choice from
the list published by the DfE
– Skills in isolation
– Non-examined assessment
– Internally marked and externally moderated
– 10% of the qualification
– 20 marks
Content overview
– Aim and planning analysis
– Carrying out and monitoring the PEP
– Evaluation of the PEP
COMPONENT 3:
PRACTICAL PERFORMANCE
Why Music?
COMPONENT 4:
PERSONAL EXERCISE PROGRAMME
(PEP)
Assessment
– Skills in a competitive/formal situation
Why Physical education?
By the end of the course pupils should be
able to:
– Develop theoretical knowledge and
understanding of the factors that underpin
physical activity and sport to improve
performance
– Understand how the physiological and
psychological state affects performance.
– Perform effectively in different physical
activities by developing skills and techniques
and selecting and using tactics, strategies
and/or compositional ideas.
– Develop their ability to analyse and evaluate
to improve performance.
– Understand the contribution which physical
activity and sport make to health, fitness and
well-being.
– Understand key socio-cultural influences,
which can affect people’s involvement.
– Hand in all work on time to the teacher
– Present homework that shows creativity and
high quality of thought and presentation
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