What does the Eduqas Performing component require, and how is it assessed?
The Performing component (Component 1): the requirements (at least two pieces, the ensemble requirement, the area-of-study link, durations, marks and weighting), how it is recorded and assessed, and how it fits the qualification.
An Eduqas GCSE Music answer to the Performing component (Component 1). Explains the requirements (at least two pieces totalling 4 to 6 minutes, an ensemble piece of at least one minute, a piece linked to an Area of Study), the marks and 30 per cent weighting, how it is recorded and assessed, and how it fits the qualification. Confirm current requirements with your centre.
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What this dot point is asking
Eduqas assesses performing through a recorded programme (Component 1). This dot point sets out what the component requires, the number of pieces, the ensemble requirement, the area-of-study link, the durations, marks and weighting, how it is recorded and assessed, and how it fits the qualification, so you can plan a suitable programme. The detail of solo and ensemble performance and the recording process is covered in the other dot points of this module. Always confirm the current requirements with your centre, because details are reviewed.
What the component requires
The component is practical and recorded, not a live exam. The key requirements to remember are the two pieces and 4 to 6 minute total, the ensemble piece (at least one minute), and the area-of-study link (one piece connected to one of the four Areas of Study). Missing the ensemble or the area-of-study requirement is a common and costly error, so build your programme around them.
How it is marked and how it fits
So the qualification weights the practical work (60 per cent) above the exam (40 per cent), which means performing and composing matter, and that starting them early is wise. Within performing, the marks reward control, expression and appropriate difficulty. Knowing what the criteria reward shapes both your choice of pieces and how you rehearse them.
How this module is organised
This module has two further dot points: solo and ensemble performance (the two kinds of performance, what the ensemble requirement means, and how each is marked) and preparing and recording your programme (choosing repertoire, rehearsing, and capturing a good recording). Each gives the practical detail behind the requirements.
Try this
Q1. How much is the Performing component worth, and out of how many marks? [2 marks]
- Cue. 30 per cent of the GCSE, marked out of 72.
Q2. What must a Performing programme include, beyond reaching 4 to 6 minutes? [2 marks]
- Cue. At least two pieces, with at least one ensemble performance of at least one minute and at least one piece linked to an Area of Study. Confirm with your centre.
Q3. Explain what makes an appropriate performing programme. [5 marks]
- What the marker wants. Meeting the durations and the ensemble and area-of-study requirements, with contrasting pieces of suitable (controlled) difficulty that suit the candidate's instrument or voice and let them show accuracy, technical control and interpretation.
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 C660 (course knowledge)4 marksOutline the requirements of the Eduqas Performing component (Component 1), including the durations, the ensemble requirement and the weighting. [4]Show worked answer →
A 4 mark course-structure question on Component 1.
Method. Component 1 Performing is non-exam assessment worth 30 per cent (72 marks). It is a programme of at least two pieces totalling 4 to 6 minutes, which must include at least one ensemble performance of at least one minute and at least one piece linked to an Area of Study. It is recorded, internally assessed by the centre and externally moderated by Eduqas.
Develop. Strong answers give the weighting (30 per cent, 72 marks), the at-least-two-pieces and 4 to 6 minute total, the ensemble piece of at least one minute, and the area-of-study link, and say it is recorded and moderated. Confirm current requirements with your centre.
Eduqas C660 (course knowledge)5 marksExplain what makes an appropriate programme for the Eduqas performing assessment. [5]Show worked answer →
A 5 mark question on choosing a performing programme (AoS-linked, Component 1).
Method. An appropriate programme reaches 4 to 6 minutes with at least two pieces, includes an ensemble performance of at least one minute, and includes at least one piece linked to an Area of Study. It should contrast pieces (in style, tempo and mood) to show range, suit the candidate's instrument or voice, and be pitched at a difficulty the candidate can perform to a high standard, since difficulty is rewarded only when controlled.
Develop. Strong answers cover the durations and the ensemble and area-of-study requirements, plus contrast, suitability and controlled difficulty. Omitting the ensemble piece or the area-of-study link, or over-reaching on difficulty, caps the mark. Confirm current requirements with your centre.
Related dot points
- Solo and ensemble performance: what each involves, the ensemble requirement (a part that is essential to a group), what markers reward in accuracy, control and interpretation, and how ensemble skills (ensemble, balance and listening) are assessed.
A focused Eduqas GCSE Music answer to solo and ensemble performance in Component 1 C660. Covers what each involves, the ensemble requirement, what markers reward in accuracy, control and interpretation, and how ensemble skills (ensemble, balance and listening) are assessed. Confirm current requirements with your centre.
- Preparing and recording the performing programme: choosing suitable repertoire, effective practice and rehearsal, managing the ensemble, and capturing a clear, well-balanced recording that meets the requirements.
A focused Eduqas GCSE Music answer to preparing and recording the performing programme in Component 1 C660. Covers choosing suitable repertoire, effective practice and rehearsal, managing the ensemble, and capturing a clear, well-balanced recording that meets the requirements. Confirm current requirements with your centre.
- The Composing component (Component 2): the two compositions (one to an Eduqas brief, one free), the durations, marks and weighting, how the work is developed, notated and submitted, and how it fits the qualification.
An Eduqas GCSE Music answer to the Composing component (Component 2). Explains the two compositions (one to an Eduqas brief, one free), the durations, the marks and 30 per cent weighting, how the work is developed, notated and submitted, and how it fits the qualification. Confirm current requirements with your centre.
- Area of Study 1 Musical Forms and Devices: structural forms and compositional devices in the Western Classical Tradition (roughly 1650 to 1910), the set work Badinerie by J.S. Bach, and how the area is examined in the appraising paper.
An overview of Area of Study 1 Musical Forms and Devices in Eduqas GCSE Music C660, covering the structural forms and compositional devices of the Western Classical Tradition from roughly 1650 to 1910, the Bach Badinerie set work, and how the area is examined in the appraising paper.
- Melody, harmony and tonality in the Western Classical Tradition: melodic devices (sequence, conjunct and disjunct movement, ornamentation), harmonic features (cadences, pedal, diatonic and chromatic harmony) and tonality (major and minor keys, modulation).
A focused answer to melody, harmony and tonality in Eduqas GCSE Music C660 Area of Study 1, covering melodic devices (sequence, conjunct and disjunct movement, ornamentation), harmonic features (cadences, pedal, diatonic and chromatic harmony) and tonality (major and minor keys, modulation).
Sources & how we know this
- Eduqas GCSE Music (C660) specification — Eduqas (WJEC) (2016)
- Eduqas GCSE Music: performing and composing guidance — Eduqas (WJEC) (2016)