BTEC First in Music
Why is the study of Music important?
Students who have early musical training will develop the areas of the brain related to language and reasoning. The left side of the brain is better developed with music, and songs can help imprint information on young minds. Music is a valuable subject and has an important place within your education, where both personal and social development is enhanced and your self-confidence and esteem is improved.
Even when performing with sheet music, student musicians are constantly using their memory to perform. The skill of memorisation can serve students well in education and beyond. Learning music promotes craftsmanship, and students learn to want to create good work instead of mediocre work. This desire can be applied to all subjects of study.
Students who practice with musical instruments can improve their hand-eye coordination. Just like playing sports, children can develop motor skills when playing music. Learning to play pieces of music on a new instrument can be a challenging, but achievable goal. Students who master even the smallest goal in music will be able to feel proud of their achievement.
An enjoyable subject like music can keep students interested and engaged in school. Student musicians are likely to stay in school to achieve in other subjects. Music is the fabric of our society, and music can shape abilities and character. Students of music can be more emotionally developed, with empathy towards other cultures They also tend to have higher self-esteem and are better at coping with anxiety. Spatial intelligence is helpful for advanced mathematics and more.
Many musical education programs require teamwork as part of a band or orchestra. In these groups, students will learn how to work together and build camaraderie. Performing a musical piece can bring fear and anxiety. Doing so teaches kids how to take risks and deal with fear, which will help them become successful and reach their potential. With encouragement from teachers and parents, students playing a musical instrument can build pride and confidence. Musical education is also likely to develop better communication for students.
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What will you learn?
Our whole curriculum is shaped by our school vision and aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves. The Music curriculum is engaging, relevant and provides appropriate challenge for every student regardless of their starting point in their learning. It also improves academic skills – the role of Music within the academy is important, developing a wide range of skills as noted above.
Subject Overview
- At BTEC Level students will learn about the Music Industry, Live sound setup including health and safety and legal aspects, they will work together to plan and deliver a music event within the academy and they will perform on their instrument (or use voice).
An overview of the course is below:
YEAR 10
Autumn 1
Introduction to the Music Industry (Unit 1)
- Comparison of types of venue
- Health and safety factors in venues
- Analysis of major and indie record label
Live Sound (Unit 3)
- Roles and responsibilities (roadie, engineers, FOH)
Autumn 2
Introduction to the Music Industry (Unit 1)
- Analysis of major and self-publishers
- Explanation of the role of a promoter
- Evaluation of how artists, publishers and record labels work together
Live Sound (Unit 3)
- Setting equipment up safely (range of inputs / outputs)
- Identifying risks and hazards and minimizing risk
Spring 1
Introduction to the Music Industry (Unit 1)
- Broadcasters, distributors and marketers
- Sharing of royalties
- Roles of an artist manager · Use of hire companies
- Links between venues, record labels and distribution of royalties
Live Sound (Unit 3)
- Setting equipment up safely with independence
- Equipment requirements for scenarios
- Creating inventories and schedules
Spring 2
Introduction to the Music Industry (Unit 1)
- Comparison of unions and trade bodies and uses of them
- Payments and contracts
- Comparison of job roles within the industry
Live Sound (Unit 3)
- Stage planning
- Setting equipment up safely with independence
Summer 1
Introduction to the Music Industry (Unit 1)
- Links between individual job roles and companies within the industry
- Music industry revision
- External exam: May
Planning an Event (Unit 2)
- Develop and deliver a music project, planning and carrying out the organisation process
- Take on individual and group roles to deliver the product
- Make reasoned decisions and reflect on personal practice
Live Sound (Unit 3) may be explored, dependent on student roles in the event.
Summer 2
Planning an Event (Unit 2)
- Develop and deliver a music project, planning and carrying out the organisation process
- Take on individual and group roles to deliver the product
- Make reasoned decisions and reflect on personal practice
- Review the process of planning and delivering an event
YEAR 11
Autumn 1
Planning an Event (Unit 2)
- Review the process of planning and delivering an event
Performance (Unit 5)
- Personal target setting
- Planning independent practice sessions
- Performance of complex pieces with increasing fluency, confidence and interpretive skills
Live Sound (Unit 3)
- Legal considerations (PRS, licensing)
- Legalities of PPE, electrical safety and manual handling
Autumn 2
Performance (Unit 5)
- Plan and develop a practice routine for progression, setting short and long-term improvement targets
- Review progress
- Performance of complex pieces with increasing fluency, confidence and interpretive skills
Live Sound (Unit 3)
- Planning live sound for a specific scenario
- Identifying and minimizing risks and hazards within a specific scenario
- Setting up, operating and de-rigging equipment effectively with independence
Spring 1
Performance (Unit 5)
- Review progress against targets
- Development of practice routines, planning progression against targets
- Performance of contrasting complex pieces with increasing fluency, confidence and interpretive skills
- Performance with ease using competent technical performance skills
Live Sound (Unit 3)
- Setting up, operating and de-rigging equipment effectively with independence, following the scenario brief
Spring 2
Performance (Unit 5)
- Performance of contrasting complex pieces with fluency, confidence and interpretive skills
- Performance with ease using competent technical performance skills
Live Sound (Unit 3)
- Resubmission of learning aim C assignment if needed
Summer 1
Performance (Unit 5)
- Performance of contrasting complex pieces with fluency, confidence and interpretive skills
- Performance with ease using competent technical performance skills
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Key Strategies used to implement the curriculum
- This course allows students to engage with the music industry and develop a range of relevant practical and technical skills. Students will explore music product development and events management, and apply knowledge in new and practical industry-related contexts.
- Students will carry out tasks/assignments throughout the course. Coursework is marked by the course teacher, and students will receive feedback regularly.
- For the assessment for Unit 1 which is externally marked, students will be able to draw on the knowledge, skills and understanding they have developed in the qualification holistically.
- The sector-specific knowledge and skills will support progression to a level 3 academic, applied general or technical level music or music technology qualification, or to an apprenticeship.
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How can Music support your future?
It improves academic skills – the role of Music within the academy is important, developing a vast range of skills.
Music and core subjects such as maths are highly intertwined. By understanding beat, rhythm, and scales, children are learning how to divide, create fractions, and recognize patterns. As students get older, they’ll start reciting songs, calling on their short-term memory and eventually their long-term memory. Using a mnemonic device to do this is a method that can later be applied to other memory skills and can also introduce young children to basic physics. For instance, plucking the strings on a guitar or violin teaches children about harmonic and sympathetic vibrations. Even non-string instruments, such as drums and the vibraphone, give big kids the opportunity to explore these scientific principles.
It develops physical skills – Certain instruments, such as percussion, help children develop coordination and motor skills; they require movement of the hands, arms, and feet. This type of instrument is great for high-energy kids. String and keyboard instruments, like the violin and piano, demand different actions from your right and left hands simultaneously. “It’s like patting your head and rubbing your belly at the same time”. Instruments not only help develop ambidexterity, but they can also encourage children to become comfortable in naturally uncomfortable positions. Enhancing coordination and perfecting timing can prepare children for other hobbies, like dance and sports. It cultivates social skills.
Group classes require peer interaction and communication, which encourage teamwork, as children must collaborate to create a crescendo or an accelerando. If a child is playing his instrument too loudly or speeding up too quickly, he’ll need to adjust. It’s important for children to know and understand their individual part in a larger ensemble.
The study of music refines discipline and patience, boosts self-esteem and introduces students to other cultures through key study areas such as
- Performance (Instrumental & Vocal)
- Listening and appraising
- Composing
Whether you have continued your study of Music into BTEC or not you will have gained access to this enriching subject and its study will have taught you to think differently and deeply.
Music is offered at most prestigious universities or Music colleges such as the Royal Northern College of Music or The Royal Academy of Music, either as a single honors or a joint honors subject studied alongside other disciplines. The very fact that you have been able to study creative thinking will help your future applications be they for colleges, universities, apprenticeships or employment.
Careers that the study of Music supports include:
- Performers & Writers
- Recording
- The Record Industry
- Music Business
- Music Industry Touring
- Facility, Arena & Club management • Film Music
- Music Journalism
- Music Education
- Public Relations & Advertising
- Radio & Television
- Symphony and Orchestra
- Music Health
- Music industry and merchandising
- Instrument work and development
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How does the study of Music support your study in other subjects?
Music links to many of the other subjects you will study whilst at the Academy and is important not just for your development as a student within the academy but as an individual within the wider society and community.
Once you can transfer your skills between subjects, or topics within those subjects, this demonstrates that you really are honing your skills and applying your understanding.
Music plays a significant part in creating balance between work and play, which can positively affect physical and mental wellbeing – Music can change the way you feel.
The BTEC qualification is designed to be taken as part of a broad and balanced curriculum at Key Stage 4. It will go particularly well alongside GCSEs in EBacc subjects (including computer science), non-core GCSEs (e.g. drama, media) and/or other Technical Awards (e.g. BTEC IT) to provide both curriculum breadth and the skills students need to make informed choices about study post-16.
The course is different from GCSE Music as it requires students to cover such areas as stage presence, working with others and musicality, as well as setting and reviewing your own development process.
Student Testimonial
“I feel that studying BTEC music has given me a great foundation to take the subject further if I want to into A levels or BTEC level 3 or even into the prospect of becoming a professional musician.”
