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Music Technology (BTEC First Award in Music)

Mathematics - Year 7

Click here to return to our Music curriculum overview

Below you will find more specific information about the curriculum in Music Technology for students who have chosen this subject, explaining to you what students will learn, when, why and how. There is also information about how parents/carers are able to support students in their learning, extra-curricular opportunities in this subject and how it links to other subjects and the wider world.

While this information covers a broad range of areas, please do get in touch with the Subject Leader Mr Dolby if you have any questions.

Please click on the questions below to find out more.

Which exam board will students be examined by?

Pearson BTEC First Award

How are groups organised?

Classes are mixed ability and have five one hour lessons per fortnight.

What characteristics does a successful student have in this subject?

Students who enjoy working practically as part of a team learning about music; music technology and the music industry will excel at this subject. Students who are also creative enjoying composing or performing, sustaining their focus towards an end product will also enjoy this course.

What are the key concepts students will study at this level?

  • The Music Industry
  • Recording Techniques
  • Composition for Media
  • Performing a live concert
  • Live Sound
  • Managing a Music Product

What will students learn at this level?


Unit 1 The music Industry.

  1. Understanding the different types of organisations that make up the music industry – Venues and live performances; Health, safety and security at venues; Production and promotion Service companies and agents; Unions:
  2. Understanding job roles within the music industry-

Performance/creative roles; Management and promotion; Recording roles; media; How musicians are employed; Roles and responsibilities; Self- employed and how to get paid.

Unit 2 Managing a Music Product.

  1. a) Plan, develop and deliver a music product. e.g. CD
  2. b) Promote a music product
  3. c) Review the management of the music product.

Unit 3 Introducing Music Recording

  1. Plan a recording session.

Equipment; Planning/ booking sessions; Health and safety.

  1. Use recording equipment safely to produce multi track recordings.

Recording audio; Multi track recording and mixing.

Unit 4 Introducing Composition (Writing music for media)

  1. Explore creative stimuli to meet a brief. Using technology to present four contrasting musical ideas for film, advertising, computer gaming or school concert.
  2. Develop, extend and shape music for performance. Develop their musical ideas of two of the above using compositional techniques. Complete one idea into a fully completed composition
  3. Present compositions appropriately. Produce a recording/ midi or audio file alongside any type of annotationof their work.

Unit 5. Introducing Performance

  1. Develop musical performance skills reviewing how to practice. Develop techniques in practising and rehearsing and interpretation of music.
  2. Reviewing skills within rehearsal and performance.

Music rehearsal skills including warm ups; physical preparation; rehearsing with an ensemble; personal management skills  and interpretation

What skills will students develop at this level?

  • Practical skills
  • Communication skills
  • Team work
  • Problem solving
  • Health and Safety
  • Use of musical equipment
  • Time management
  • Performance skills
  • Presentation Skills
  • Composing and musical techniques

How will students learn at this level?

  • Practical tasks using recording equipment.
  • Visits to venues; Studios; Theatres; concerts.
  • Visiting musicians and workshops
  • Face time with music professionals
  • Using the internet.
  • Individual exploration using musical instruments/ software
  • Recording progress using Microsoft One Note.
  • Group tasks.
  • Observing your peers

How will students’ learning be assessed at this level?

Unit 1 is an external examination on the music industry. The exam is made up of multiple choice questions and short answers. (This can be re- taken in the next session)

Units 2 – 5 are all internally assessed.

When do key assessments take place?

Unit 1: January of year 11. Resit June Year 11.

Unit 3: May – July Year 10

Unit 4 or 5: September – October Yr11

Unit 2: April – May Yr 11

How can parents/carers support students’ learning?

  • Encourage students to keep up to date with One Note evidence of learning.
  • Encourage use of the recording facilities at school during lunchtime and after school.
  • Regularly listen to different genres of music or watch TV programmes relating to music and recording.
  • If performing encourage practice and occasionally help record a practice session.
  • Look at CDs, LPs, Record covers/ Artwork from parents collection.

What equipment do students need for this subject?

School recording/ mixing equipment.

Own instrument.

How does this subject link to other subjects?

Art: Photography/ Drawing

Science: Sound Production

Drama: Performing

Maths: Measuring microphone placement.

What websites or resources may be helpful to support students’ learning?


What extra-curricular or enrichment opportunities are available for students in this subject at this level?

Music Technology Club.

Music Technical Theatre Club

Providing live sound for concerts and events.

Use of K2/ CS2 at lunchtime to work on your projects.

 Music performance groups including choir; rock groups; Jazz.

What sort of careers can this subject lead to?

Musician; Composer; Music Journalist; Music Promoter; Sound Engineer; Sound Designer; Recording Engineer; Producer; Teacher; Radio Station sound; TV recording/ sound. Freelance Musician.

What does student work look like in this subject at this level?


How does this subject support a broad and balanced curriculum, meeting the needs of all students, and developing traditional core skills?

  • This course is a balanced qualification in terms of musical skills and technology. It provides vocational skills alongside the traditional musical knowledge. Students will develop essential skills and attributes prized by employers, further education colleges and higher education institutions. Students will all complete the core unit and then choose units that match their strengths. They will also investigate areas of specific interest.
  • The course enables learners to enhance their English and mathematical competence in relevant, applied scenarios

How does this subject promote creativity, critical thinking, practice, perseverance and resilience, and making links?

  • Students will explore musical creativity through composition, performing alongside capturing and editing sound.
  • Students will work as a team and individually on projects solving problems and coming up with the best solution for both themselves and the group as a whole.

How does this subject encourage enrichment and the development of cultural capital, deep learning, and inclusivity?

  • Students need to work towards an end performance or product. They will learn to accept feedback and improve their work as necessary.
  • Learners will experience opportunities to link education and the world of work in engaging, relevant and practical ways