In Aquinas we currently study the NICCEA specification at A level and we benefit from good class sizes.

At both AS and A2 levels there are two modules. Module two is assessed in the January series of external exams and consists of an Aural Perception paper [45 mins at AS level and one hour at A2] and Written Examination. There are a number of set works which are examined in both papers and an essay on Music for solo piano 1825-90 at AS and Secular English vocal music 1580-1620  at A2.

AS set works are within the core Area of Study Music For Orchestra 1700-1900: Brandenburg Concerto No.2, movement 1 by JS Bach; Symphony No.40, movement 1 by Mozart; ‘Surprise’ Symphony No.94, movement 2 by Haydn; Violin Concerto in D, movement 3 by Beethoven and Symphony No.9 ‘from the New World’, movement 2 by Dvorak. Students are asked questions on two of these during the Aural Perception [Listening] paper and a short score analysis question during the Written Examination on one other. They must also be able to identify musical features and devices in unfamiliar extracts during this Listening paper, to include Twentieth Century instrumental music and Vocal Music. Listening ‘around’ the topic will definitely help and this module is worth 36% of the AS award.

A2 Set Works are within the core Area of Study Music For Orchestra in the Twentieth Century: Prelude a l’apres-midi d’un faune by Debussy [Impressionism]; Sinfonia, Gavotte and Vivo from Pulcinella Suite by Stravinsky [Neo Classical]; Concerto For Orchestra, movement 4 ‘Intermezzo Interrotto’ by Bartok [Nationalism] and Cha-Cha, Meeting Scene and Cool from Bernstein’s Symphonic Dances from West Side Story [Jazz/Blues/Latin American influences]. Students wil be asked questions on two of these during the Aural Perception [Listening] paper and a score analysis question during the Written Examination on one other. They must also be able to identify musical features and devices in unfamiliar extracts during this Listening paper, to include instrumental and vocal music from Renaissance to Romantic periods of history. Listening ‘around’ the topic will definitely help. This module is worth 40% of the A2 award.

Module 1 at both levels is the more practical element. In terms of ‘coursework’ students have the choice of Composing or Technology Options [Multi Tracking and Sequencing] which they will work on in class and at home between January and March. The completed assignment [recording with optional score] will then be submitted to CCEA at the end of April for external marking. The students’ work must be accompanied by a detailed commentary. We are lucky here in Aquinas that we have a number of PCs and iMacs with subject specific software [Sibelius 5 and 6, Cubase 4 and Garageband] which definitely aid this creative process.

The final component within Module 1 is that of Performing. Most students choose Core Solo Performing which is worth 40% of the total award at both levels. At AS, students should aim for a balanced programme at Grade 6 or above lasting between 5-8 mins, whereas at A2 students should aim at Grade 7+ and choose a varied programme lasting between 10-12 mins. Students must also  engage in an assessed and meaningful discussion with the visiting examiner about the music they have just performed. At A2 students must relate their pieces to a much wider musical perspective and be able to discuss their pieces in context with general musical history. Candidates may perform on 2 instruments but they must be equally able on both.