What does the Eduqas Performing component require, and how do Option A and Option B differ?
The Performing component (Component 1): its requirements under Option A and Option B (number of pieces, the solo requirement, the area-of-study links, durations, marks and weightings), the visiting-examiner assessment, and how the option choice fits with Composing.
An Eduqas A-Level Music answer to the Performing component (Component 1). Explains the requirements under Option A and Option B (number of pieces, the solo requirement, area-of-study links, durations, marks and weightings), the visiting-examiner assessment, and how the option choice fits with Composing. Always confirm current requirements with your centre.
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What this dot point is asking
Eduqas assesses performing through a recorded recital (Component 1), taken under Option A or Option B. This dot point sets out what the component requires, the number of pieces, the solo requirement, the area-of-study links, the durations, marks and weightings, how it is assessed (by a visiting examiner), and how the option choice fits with Composing, so you can choose the right option and build a suitable programme. The marking criteria and preparation are covered in the other dot points. Always confirm the current requirements with your centre, because details are reviewed.
The two options
How the option fits with Composing
Building a suitable programme
How the performing assessment fits the course
Performing assesses AO1 (interpreting musical ideas through performance with technical and expressive control and stylistic understanding). It is the larger practical component under Option A and the smaller under Option B. It is practical and recorded, assessed by a visiting examiner, not a written exam, so success comes from sustained rehearsal and good repertoire choice. The criteria, accuracy and technical control, interpretation and communication, and the preparation and recording process are detailed in the other dot points of this module.
Try this
Q1. Under Option A and Option B, how is Performing weighted, and what is the rough recital duration for each? [Knowledge recall]
- Cue. Option A: Performing 35 percent, about 10 to 12 minutes (at least three pieces including a solo, with area-of-study links). Option B: Performing 25 percent, about 6 to 8 minutes. Confirm exact figures with your centre.
Q2. How should a student decide between Option A and Option B? [Short explanation]
- Cue. By their stronger skill: Option A (larger Performing, 35 percent) suits a stronger performer; Option B (larger Composing, 35 percent) suits a stronger composer. The same option is taken in both components.
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas (course knowledge)4 marksOutline the requirements of the Performing component under Option A and Option B, and how the option choice fits with Composing. (Course-structure knowledge)Show worked answer →
Up to four marks. Under Option A, Performing is weighted more heavily (35 percent): a recital of at least three pieces (including at least one solo) totalling about 10 to 12 minutes, with pieces linked to the areas of study. Under Option B, Performing is weighted less (25 percent): a recital (still including a solo) totalling about 6 to 8 minutes. You take the same option (A or B) in both Performing and Composing, so Option A pairs the larger Performing with the smaller Composing, and Option B pairs the smaller Performing with the larger Composing. Markers reward the correct durations, weightings, the solo and area-of-study requirements and the option logic. They penalise mixing the options or muddling the weightings. Always confirm the current requirements with your centre, because details are reviewed.
Eduqas (course knowledge)3 marksWhat makes a recital programme appropriate for the Eduqas performing assessment? (Course-structure knowledge)Show worked answer →
Up to three marks. An appropriate programme reaches the required duration with the required number of pieces (including at least one solo), links pieces to the areas of study as required, contrasts pieces in style, tempo and mood to show range, and pitches the difficulty so the candidate can perform to a high standard (difficulty is rewarded only when controlled). It should suit the instrument or voice and let the candidate show technical control, accuracy and interpretation. Markers reward contrast, suitable difficulty, the solo and area-of-study links, and a programme that fits the performer. They penalise a programme that is too short, undifferentiated, or beyond the candidate's secure control.
Related dot points
- Technical control and accuracy in performance: the meaning of accuracy (right notes and rhythms) and technical control (command of the instrument or voice: tone, intonation, fluency and required techniques), why difficulty is rewarded only when controlled, and how structured practice builds reliability.
An Eduqas A-Level Music answer to technical control and accuracy in the performing criteria (Component 1). Explains accuracy (right notes and rhythms) and technical control (tone, intonation, fluency and required techniques), why difficulty is rewarded only when controlled, and how structured practice builds reliability.
- Interpretation and communication in performance: realising the score's expressive markings (dynamics, articulation, tempo, phrasing), conveying the style and character of the music idiomatically, communicating to a listener, and shaping an accurate performance into an expressive one.
An Eduqas A-Level Music answer to interpretation and communication in performance (Component 1). Explains realising the score's expressive markings (dynamics, articulation, tempo, phrasing), conveying the style and character idiomatically, communicating to a listener, and shaping an accurate performance into an expressive one.
- Preparing and recording the recital: planning preparation across the year, choosing a contrasting programme that meets the duration, solo and area-of-study requirements, building reliability through mock performances, and recording for the visiting examiner with the required documentation.
An Eduqas A-Level Music answer to preparing and recording the recital (Component 1). Covers planning preparation across the year, choosing a contrasting programme that meets the duration, solo and area-of-study requirements, building reliability through mock performances, and recording for the visiting examiner with the required documentation.
- The Composing component (Component 2): its requirements under Option A and Option B (number of compositions, the set brief, the free composition, the Western Classical Tradition requirement, durations, marks and weightings), how it is assessed by Eduqas, and how the option choice fits with Performing.
An Eduqas A-Level Music answer to the Composing component (Component 2). Explains the requirements under Option A and Option B (number of compositions, the set brief, the free composition, the Western Classical Tradition requirement, durations, marks and weightings), how it is assessed, and how the option choice fits with Performing. Always confirm current briefs and requirements with your centre.
- The development of rock and pop from the 1950s onward: the main styles (rock and roll, the beat and Motown of the 1960s, rock and the singer-songwriter, disco and synth-pop, and later pop), their defining features, and the social and technological context that shaped them, as the spine of the Rock and Pop area of study.
An Eduqas A-Level Music answer to the development of rock and pop from the 1950s onward (Area of Study, Rock and Pop). Covers the main styles (rock and roll, 1960s beat and Motown, rock and the singer-songwriter, disco and synth-pop, later pop), their defining features, and the social and technological context that shaped them.
Sources & how we know this
- Eduqas A Level Music (A660) specification — Eduqas (WJEC) (2016)
- Eduqas A Level Music: performing and composing guidance — Eduqas (WJEC) (2023)