Message sent from:


Music education provide pupils with an incomparable opportunity to develop transferable skills whilst also providing a creative outlet for pupils to support their wellbeing and emotional development. Music education enhances general learning skills, communication skills, creativity, teamwork, discipline, cultural awareness, respect for others, and self-esteem through personal accomplishment. The mixture of creativity, discipline, and communication that music study demands of our pupils helps them succeed in school, in society, and in life .

There are a huge variety of fulfilling full-time career paths in the arts, from sound engineer to music producer to orchestral conductor. However, the music industry is unique in that many people in the industry, particularly instrumental performers, choose to pursue music as a leisure activity alongside another non-musical career. Later in life, people often regret not developing skills in childhood that allow them to access creative outlets such as music. Working in the music industry is widely regarded as a rich and fulfilling world to be a part of.

How are the topics/units structured?

Pupils will study five lessons of BTEC Music per fortnight. Lessons will consist of a mixture of classroom-based music theory, listening and appraisal tasks, practical instrumental workshops and technology-based music production workshops. Pupils are required to explore the three disciplines of music creation (composing or song writing), music performance (pupils will specialise on one or two instruments of their choosing), and music production (electronically creating and editing sound). Over the two years pupils will complete three components as outlined below:

Component 1 – “Exploring Music Products and Styles”
Throughout component 1, pupils will explore different music industry products, develop appreciation of a range of different music styles and genres and practically explore genre defining products and key musical features.

Component 2 – “Music Skills Development”

Throughout component 2, pupils will specialise in two disciplines out of the three: music performance, music creation and music production and develop musical skills in those areas, participate in practical workshops to develop key musical skills in those disciplines and explore professional and commercial skills for the music industry.

Component 3 – “Responding to a Commercial Music Brief”

Throughout component 3, pupils will perform and create stylistically accurate cover versions of seminal works, create original music using existing stylistic frameworks and traits and respond to a commercial music brief that could be given in industry.


How will pupils be assessed?

Component 1 – “Exploring Music Products and Styles” - 30% of final grade. 

Pupils will produce a portfolio of evidence that demonstrates their understanding of key stylistic features across a range of music styles and genres. This portfolio will include written evidence and video evidence of workshops that pupils will collate and input during lesson time. This unit is internally assessed by course leaders at Fairfield.

Component 2 – “Music Skills Development” - 30% of final grade.

Pupils will produce a portfolio of evidence that includes written evidence (skills audits, development plans, commentaries on progress), videos of workshops and teacher observations of skill building sessions. Pupils are assessed on their ability to plan for and make personal progress across the two musical disciplines they have specialised in.  This unit is internally assessed by course leaders at Fairfield.

Component 3 – “Responding to a Commercial Music Brief” - 40% of final grade. 

Pupils are to plan for and respond to a commercial music brief over a monitored period of 23 hours. The task is set and marked by Pearson. Three hours will be completed under formal supervision (external assessor) and 20 hours will be completed under informal supervision (classroom teacher).

Hit enter to search