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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
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
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
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
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
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.
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
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)
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.
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.
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.
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.
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 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.
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.
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 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
11Pearson 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 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
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 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
13Pearson 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 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
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 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
15Pearson 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 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
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 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
17Pearson 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 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
21Pearson 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 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
23Pearson 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
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
25Pearson 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 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.
Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
36
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.
37Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
Further information
For further information please call Customer Services on 020 7010 2188 (calls may be recorded for training purposes) or email TeachingMusic@pearson.com.
Useful publications
Further copies of this document and related publications can be obtained by contacting us:
Telephone: 0845 172 0205Email: publication.orders@pearson.com
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: info@ccskills.org.uk
Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
38
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.
39Pearson 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 cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
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41Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
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.
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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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.
43Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
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
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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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.
45Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
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.
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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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
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.
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
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thro
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he p
rogr
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This
tabl
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whe
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sup
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f per
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inki
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, lea
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34
56
78
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1112
1314
1516
1718
1920
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Inde
pend
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Cre
ativ
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ü
Refl e
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E� e
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Pers
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2526
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3334
3536
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43
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Team
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E� e
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üü
üü
üü
üü
üü
ü –
opp
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nitie
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r de
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t
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.
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.
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
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üü
Mor
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nd e
thic
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Soci
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hip
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Envi
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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
sü
üü
üü
üü
üü
üü
ü
Citi
zens
hip
issue
sü
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
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
yü
üü
üü
üü
HS2
– A
sses
sing
risks
(HSS
6)ü
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
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
tü
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
)ü
üü
MTP
2 –
Cle
anin
g up
ow
n w
ork
area
üü
ü
Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
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
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
eü
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
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
eü
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
tü
RCS1
1 –
Use
and
mai
ntai
n m
ailin
g lis
ts w
ithin
a m
usic
bu
sines
s en
viro
nmen
tü
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
sü
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
nü
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
nü
ü
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
yü
üü
üü
ü
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
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
tü
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
eü
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
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
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
eü
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
sü
MB1
0 –
Und
erst
andi
ng th
e m
usic
in
dust
ry a
nd k
eepi
ng u
p to
dat
eü
üü
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
kü
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
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
sü
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
nü
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
nü
üü
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
sü
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
nü
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
nü
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
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
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
Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
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
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
Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
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
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
Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
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
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
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
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
Pearson BTEC Level 3 Certifi cates and Diplomas in Music and Music Technology – Specifi cation– Issue 5 – June 2016 © Pearson Education Limited 2016
78
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*
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
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
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
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
June 2016
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