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Eduqas GCSE Music (C660): complete guide to the four Areas of Study, the two NEA components and the appraising exam

A complete guide to Eduqas (WJEC) GCSE Music (specification C660). Covers the three components, the Performing and Composing non-exam assessments, the Appraising written exam, the four Areas of Study, the set works (Bach Badinerie and Toto Africa), the elements of music vocabulary, and how to study each part to perform, compose and appraise.

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Eduqas (WJEC) GCSE Music (specification C660) combines performing and composing coursework with one appraising exam, all organised around four Areas of Study. The practical work is recorded across the course, while the written paper tests how well you can hear, read and describe music from all four areas, including two set works you prepare in depth. This page is the index: below is a map of the three components, the six study areas on this site, the four Areas of Study, the set works, and how to study each part.

The three components

Eduqas assesses GCSE Music through two non-exam components and one written paper.

  • Component 1: Performing. Non-exam assessment worth 30% (72 marks). A programme of at least two pieces totalling 4 to 6 minutes, including at least one ensemble performance of at least one minute, with one piece linked to an Area of Study. Recorded, internally assessed and externally moderated by Eduqas.
  • Component 2: Composing. Non-exam assessment worth 30% (72 marks). Two compositions totalling 3 to 6 minutes: one to a brief set by Eduqas (chosen from four briefs, each linked to a different Area of Study) and one free composition. Internally assessed and externally moderated.
  • Component 3: Appraising. A written exam worth 40% (96 marks), lasting about 1 hour 15 minutes, with eight questions (two on each Area of Study). It plays recorded audio extracts and asks aural, score-reading and appraisal questions using the elements of music.

The four Areas of Study

The four Areas of Study (AoS) are the spine of the course, and all four are examined in the appraising paper.

  • AoS1 Musical Forms and Devices - structural forms (binary, ternary, rondo, theme and variations and more) and compositional devices in the Western Classical Tradition, roughly 1650 to 1910, including the set work Badinerie by J.S. Bach.
  • AoS2 Music for Ensemble - texture and sonority in small-group music: chamber music, jazz and blues, and musical theatre, focusing on how parts combine.
  • AoS3 Film Music - how music supports a moving image: mood, diegetic and non-diegetic sound, leitmotif, and composing to a brief.
  • AoS4 Popular Music - rock, pop and related styles, their instruments, technology and song structures, including the set work Africa by Toto.

The set works

Eduqas prescribes two set works that you study in detail and that appear in the exam. Treat the named works on this site as the current set works and confirm with your centre, because Eduqas reviews them periodically.

  • AoS1: Badinerie (J.S. Bach). The final movement of the Orchestral Suite No. 2 in B minor, BWV 1067, for flute and string orchestra with harpsichord continuo: a fast Baroque dance in binary form, in the minor, showcasing the flute.
  • AoS4: Africa (Toto). A 1982 soft-rock and pop song built on a memorable riff and chorus, layered keyboards and percussion, and rich production, showing pop conventions of structure, instrumentation and technology.

The six study areas on this site

This site breaks the course into six modules, each with dot-point answer pages, an overview guide and a quiz.

Musical Forms and Devices (AoS1)
The forms and devices of the Western Classical Tradition (1650 to 1910), the elements that build them, the historical context, and the Bach Badinerie set work in depth.
Music for Ensemble (AoS2)
Texture and sonority in small-group music, chamber music, jazz and blues, musical theatre, and recognising an ensemble and its texture by ear.
Film Music (AoS3)
The purpose of film music, diegetic and non-diegetic sound, leitmotif and thematic writing, how the elements create mood, and composing for a moving image.
Popular Music (AoS4)
Pop and rock conventions, the instruments and music technology of pop, song structures, blues and jazz influences, and the Toto Africa set work in depth.
Performing (Component 1)
The performing component, solo and ensemble performance, technical control and accuracy, and preparing and recording your programme.
Composing (Component 2)
The composing component, composing to an Eduqas-set brief, the free composition, and developing and notating your work.

The elements of music

Almost every appraising mark comes from naming an element and describing it accurately. A reliable checklist covers melody, rhythm, metre and tempo, harmony, tonality, texture, structure, timbre and sonority, dynamics and articulation. Working through the elements in turn gives you a method for any extract, even an unfamiliar one, and the same vocabulary shapes the choices you make when performing and composing.

How the components are weighted

Performing and composing together are worth 60% of the GCSE, the appraising exam 40%.

  • Performing (Component 1) is worth 30% (72 marks).
  • Composing (Component 2) is worth 30% (72 marks).
  • Appraising (the written exam) is worth 40% (96 marks).

This means the practical work, recorded and developed across the course, carries more weight together than the exam, so starting performances and compositions early matters.

How to study Eduqas Music

Music rewards disciplined practical work and a precise ear together.

  1. Drill the elements. The appraising paper rewards naming a feature and describing it with exact vocabulary, so the checklist of elements must be automatic.
  2. Master the set works. Know Bach Badinerie and Toto Africa in detail, by ear and on the score, because they appear in the exam and reward precise, prepared knowledge.
  3. Listen within each area. For all four areas, listen widely so you can place an unfamiliar extract in its style from its signature features.
  4. Record early and often. Performances are recorded, including the ensemble piece; rehearse and capture them across the course, not in the final weeks.
  5. Develop, do not just write. Compositions are marked on how ideas are developed against the brief, so build and refine both pieces over time.
  6. Practise score-reading and dictation. Many marks need you to read and write staff notation and rhythm under time pressure, so practise regularly.

The areas, dot point by dot point

Each module has an overview guide, dot-point answer pages and a quiz. Browse the full set at /gcse-eduqas/music/syllabus.

For the official specification

Eduqas publishes the full specification (C660), the composing briefs, set-work guidance, past papers and mark schemes at eduqas.co.uk. Always revise from the current specification and Eduqas's own past papers, because the set works and the appraising question style are board-specific and reviewed periodically.

Music guides

In-depth written guides with paired practice quizzes.

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Music practice quizzes

Multiple-choice drills with worked answer explanations. Your scores stay on this device.

The GCSE-EDUQAS system, explained

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Common questions about Music

How is Eduqas GCSE Music (C660) structured?
Eduqas GCSE Music has three components built around four Areas of Study. Component 1, Performing, is non-exam assessment worth 30 per cent: a programme of at least two pieces totalling 4 to 6 minutes, with at least one ensemble performance of at least one minute and one piece linked to an Area of Study, recorded and marked out of 72. Component 2, Composing, is non-exam assessment worth 30 per cent: two compositions totalling 3 to 6 minutes, one to a brief set by Eduqas and one free, marked out of 72. Component 3, Appraising, is a written exam worth 40 per cent, lasting about 1 hour 15 minutes, marked out of 96, with eight questions (two on each Area of Study). Performing and composing together make up 60 per cent of the GCSE and the appraising exam 40 per cent.
What are the four Areas of Study in Eduqas GCSE Music?
The four Areas of Study are AoS1 Musical Forms and Devices (structural forms and compositional devices in the Western Classical Tradition, roughly 1650 to 1910, including the set work Badinerie by J.S. Bach), AoS2 Music for Ensemble (texture and sonority in small-group music such as chamber music, jazz and blues, and musical theatre), AoS3 Film Music (how music supports a moving image, including diegetic and non-diegetic sound and leitmotif), and AoS4 Popular Music (rock, pop and related styles, including the set work Africa by Toto). All four areas are assessed in the appraising exam, with two questions on each.
What are the set works for Eduqas GCSE Music?
Eduqas prescribes two set works that you study in depth and that appear in the appraising exam. For Area of Study 1 Musical Forms and Devices, the set work is Badinerie, the final movement of J.S. Bach's Orchestral Suite No. 2 in B minor, BWV 1067, for flute and string orchestra with harpsichord continuo. For Area of Study 4 Popular Music, the set work is Africa by the band Toto (1982). The other two areas (Music for Ensemble and Film Music) are studied through wider listening rather than a single named set work. Set works are reviewed periodically, so always confirm the current set works for your exam series with your centre and the Eduqas specification.
What is in the Eduqas GCSE Music appraising exam (Component 3)?
Component 3, Appraising, is a written paper lasting about 1 hour 15 minutes and worth 96 marks (40 per cent). It plays recorded audio extracts and asks eight questions, two on each Area of Study, mixing aural-perception questions, score-reading and dictation using staff notation, and questions on the elements of music, context and terminology. Two of the extracts are the set works (Bach Badinerie for AoS1 and Toto Africa for AoS4), which you have prepared in detail; the others are unfamiliar. There is usually an extended-response question that asks you to appraise or compare music using accurate vocabulary.
How much is performing and composing worth in Eduqas GCSE Music?
Performing and composing together are worth 60 per cent of the GCSE, split as two non-exam components. Component 1 Performing is worth 30 per cent (72 marks): a programme of at least two pieces totalling 4 to 6 minutes, including at least one ensemble performance of at least one minute, with one piece linked to an Area of Study. Component 2 Composing is worth 30 per cent (72 marks): two compositions totalling 3 to 6 minutes, one to a brief set by Eduqas (chosen from four briefs, each linked to a different Area of Study) and one free. Both are recorded, internally assessed and externally moderated. The remaining 40 per cent is the Appraising written exam.
How should I revise Eduqas GCSE Music?
Learn the elements of music precisely (a checklist such as melody, rhythm, harmony, tonality, texture, structure, sonority and dynamics), because almost every appraising mark comes from naming a feature and describing it with accurate vocabulary. Study the two set works (Bach Badinerie and Toto Africa) in real depth, knowing their structure, key features and signature moments by ear and on the score. Listen widely within each Area of Study so you can place an unfamiliar extract in its style. Rehearse and record your performances early, including the ensemble piece, and develop both compositions across the course against the brief. Practise score-reading and rhythmic dictation under timed conditions.
How does Eduqas GCSE Music compare to other exam boards?
All GCSE Music specifications combine performing, composing and a listening exam, so the core skills (the elements, aural analysis, performance and composition) are similar everywhere. Eduqas's distinctive features are its four Areas of Study, the 30/30/40 split across Performing, Composing and Appraising, the two named set works (Bach Badinerie and Toto Africa), the appraising paper of eight questions worth 96 marks, and the composing brief chosen from four Eduqas-set options each linked to an Area of Study. Always revise from the current Eduqas specification (C660) and Eduqas past papers, because the set works and question style are board-specific and reviewed periodically.