Students further develop their performing, composing and listening/appraising skills in their AS and A2 years. They encounter a wide variety of music, particularly from the western classical tradition and jazz but, in their own performing and composing, there is a considerable amount of freedom in choosing the style, genre or repertoire.

There are six units which comprise the complete Advanced GCE qualification: three at AS and three at A2. The content is organised around three Areas of Study: The Expressive Use of Instrumental Techniques (AS), Words and Music (A2) and Tonality (AS and A2). Each AS unit has a sister A2:-
* AS Unit 2550: Performing and A2 Unit 2553: Performing: Interpretation.

Unit 2550 consists of a 5 - 8 minute recital and either a performance on a second instrument, in an ensemble or a performance of the candidates' own composition (assessed as a composition). Unit 2553 requires a 12 -15 minute recital as soloist, member of an ensemble or accompanist, focusing on one area of the repertoire together with a related 2,500 word Performance Investigation. These units are both assessed by an OCR visiting Examiner.

* AS Unit 2551: Composing 1 and A2 Unit 2554: Composing 2.

For Unit 2551, candidates complete a minimum of six Introduction to Western Tonal Harmony exercises and either compose for 4 - 10 acoustic instruments or arrange a leadsheet of their own choosing. Unit 2554 includes a Commissioned assignment (a vocal composition), received by Centres at the end of the AS year, and either 8 - 10 exercises in Stylistic Techniques (candidates opt for one style from a choice of 6) or a film storyboard (set by OCR and despatched along with the Commissioned assignment) lasting no more than 5 minutes.

* AS Unit 2552: Introduction to Historical Study and A2 Unit 2555: Historical and Analytical Studies.

Unit 2552 includes study of set works (prescribed repertoire consisting of 3 'classical' and 3 jazz pieces) and Unit 2555 involves a detailed study of a historical period (one from a choice of 4) focusing on the Words and Music Area of Study. Both units assess aural skills and are externally examined timed examination papers. Candidates must have a personal cassette available to them.

This course is suitable for those with an interest in the subject who have had appropriate grounding. This may be through a variety of routes either formal or informal, such as participation in musical activities, study of an instrument, graded examinations, study of music theory and experience of music at Key Stages 1, 2 and 3 and GCSE level.

Our students say:-

GCSE music is an enjoyable and interesting course in its own right and it may lead to further study at AS/A level and beyond.
Students study:
* Traditions and Innovation, focusing on Salsa, Minimalism and Bhangra;
* Dance Music, focusing on Disco from the 1970s and 80s, the Romantic
Waltz and the Elizabethan Pavan and Galliard;
* How to compose melodies;
* How to compose for, and perform on, your chosen instrument.
They learn:
* Composing;
* Performing;
* Appraising.

There are three aspects to the assessment.
1) Coursework
There is a total of three performances (solo, ensemble and free choice) and two compositions. These combine to make 60% of the total marks.

2) Listening Paper (approximately 75 minutes)
Students answer questions on five or six extracts of music from the following
areas: Elizabethan Pavan and Galliard, Romantic Waltz, Disco from 1970s and 80s, Salsa, Bhangra, Minimalism and different kinds of melody.
There will be a mixture of multiple choice, structured and unstructured questions.

3) Terminal Task (30 minutes) Respond and Communicate
You will develop a melody from a given idea and then communicate your composition by performing it either on your instrument, through ICT or by notating it.

A word from our students:-

The Fourth Form serves as an introduction to the style of study students will meet if they choose this subject as a GCSE. Using our own curriculum pupils have three areas of study:-
1) Theory
Students develop further their understanding of musical theory in a range of practical and theoretical tasks
2) Listening and Appraising
Students improve their critical and analytical skills so they can comment in an informed way about music they are listening to.
3) Composing
Students are taught to use 'Sibelius' and learn how to compose.

Our students say:-

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Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores et ea rebum. Stet clita kasd gubergren, no sea takimata sanctus est Lorem ipsum dolor sit amet. Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua.

In the First Form pupils who have been learning instruments in Lower and Upper Shell are allocated into training bands and orchestras. Most will start having private lessons on their chosen instrument during this year. Pupils also have class music lessons where they develop their listening skills and also do some singing.
Pupils who can pitch notes with a reasonable degree of accuracy are invited to join the 1st and 2nd Form Choir.

In Lower Shell pupils begin to learn an orchestral instrument as part of their curriculum. They spend two weeks on each of the following: violin, 'cello, flute, oboe, clarinet, bassoon, trumpet, trombone, horn, percussion. After the trial period pupils choose. in consultation with teachers, what they are going to continue with and they then carry on learning this instrument for the remainder of the year and through the Upper Shell Year.
In addition to these instrumental lessons there are class music lessons and pupils do some singing and learning elements of music notation.
There is a Shell Choir and all pupils who can pitch notes with a reasonable degree of accuracy are encouraged to take part.

Pluck, bang, rattle and blow – these and other sounds will emanate from the Pre-Prep music room as the children explore a wide variety of percussion instruments, learn new dance steps, and listen to the music of others on recordings.

We start from nursery rhymes and songs to discover rhythm, pitch and dynamics, moving on through songs and dances from other cultures, and beginning to compose and read music from exploratory, as well as standard, score. Whole Pre-Prep Christmas concerts and periodic full-scale productions are a further expression of music in this section of the school. The children love their music lessons and always look forward to the next one.