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BTEC in Music Production

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.

Subject Key Concepts

Performing; Improvising; Composing; Music Technology; Critical Engagement; Cultural Awareness.

Useful documents:

BTEC in Music Practice

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

Please click on the questions below to find out more.

Which exam board will students be examined by?

 Pearson Edexcel

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 learning about different music styles; music technology and the music industry will excel at this subject. Students who also enjoy composing or arranging, sustaining their focus towards an end product will also enjoy this course.

How will students learn at this level?

  • Practical tasks using Music Technology hardware and software
  • Visiting musicians and workshops
  • Masterclasses with music professionals
  • Research using the internet
  • Individual exploration using musical instruments/ software
  • Recording progress using suitable vocabulary
  • Group tasks
  • Collaborating with peers

How will students’ learning be assessed at this level?

Units 1 and 2 are assessed by a portfolio of practical and written evidence that is marked by the Music Department staff and a sample sent to Pearson/Edexcel for moderation.

When do key assessments take place?

Units 1 and 2 are assessed over extended periods of 12-15 hours in two windows: December/January and May/June.

Unit 3 is assessed over a 12 week period in year 11.

How can parents/carers support students’ learning?

  • Encourage students to keep up to date with classwork and homework.
  • Encourage use of the Music Production facilities at school during lunchtime and after school.
  • Regularly listen to different genres of music or watch TV programmes/YouTube videos and tutorials relating to music and its production.

What equipment do students need for this subject?

Essential school equipment.

How does this subject link to other subjects?

History: musical traditions, styles and contexts

IT: use of music technology and specialist software

English: extending vocabulary through specialist language

Maths: strengthening numeracy through an understanding of rhythm, metre and harmonic relationships

Science: acoustics, properties of sound.

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

This is the link to the exam specification:


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

All the music extracurricular groups to support musical development.

Two ICT suites to use outside of lesson times.

Music Technology individual peripatetic lessons.

Music Technology Lunch Club.

What sort of careers can this subject lead to?


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

All students will apply techniques used by professionals in the industry to produce music that fits the requirements of the course and resembles music from specific styles. At the higher end, students will produce music that resembles professional levels of work.

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

Music develops specific creative skills and ways of working. It also helps students make connections by studying music in its historical context, extending language through specialist vocabulary, and strengthening aspects of numeracy. The BTEC looks at how students apply this knowledge and skills in a contemporary professional context. As both a practical and vocational discipline, it is a useful addition to your mix of subjects.

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

Music develops students’ resilience and encourages them to embrace mistakes, persevere through practice and improve as producers. Making decisions about their own music, and evaluating the music of others, encourages critical thinking. Music is always studied in context, making explicit links with other subjects and areas of knowledge.

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

This BTEC encourages students to be creative in the production of their own music. It introduces students to a wide range of musical styles from different cultures and eras. Students are required to assess the contribution of these styles to the development of music over the past 70 years and apply this knowledge to their own development. A range of different ways of working will be explored and evaluated.