Field          Arts and Crafts

 

Review of Music Level 2 achievement and unit standards

 

Unit standards

Subfield

Domain

ID

Music

Making Music

10652, 10655, 16550, 20747

Music Studies

10661, 12832, 18817, 18818

 

Achievement standards

Domain

ID

Subject reference

Making Music

90264

Music 2.1

90265

Music 2.2

90266

Music 2.3

90267

Music 2.4

Music Studies

90268

Music 2.5

90269

Music 2.6

90270

Music 2.7

 

The Ministry of Education and NZQA National Qualifications Services have completed the review of the achievement and unit standards listed above.

 

New Registration date                           November 2011

 

Date new versions published             November 2011

 

Planned review date                              December 2014

 

Summary of review and consultation process

 

In 2008 the Ministry of Education (MoE) and NZQA began to review achievement and unit standards in light of the revised New Zealand Curriculum (NZC).  This Alignment of Standards (AoS) review also addressed duplication of outcomes, credit parity, fairness, consistency, and coherence.  The AoS review was guided by the revised NZC itself and the Standards Review.  A copy of the NZC is available at: http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum.

 

Teacher subject associations were involved in the review, and draft achievement standards were the focus of wide consultation, especially with secondary schools and teachers.  Extensive resources, including student exemplars, were also developed to support these standards, and are available on the MoE and/or the NZQA websites.

 

The review of unit standards included consultation with tertiary providers to assess continued relevance and likely future use of the standards.  Unit standards that duplicate achievement standard outcomes and those without the likelihood of future tertiary use were recommended for expiry.

 

National consultation was undertaken in 2010, with the results analysed by Research New Zealand.  The responses were generally positive.

 

The review of these Level 2 unit and achievement standards was completed in time for implementation in schools in 2012.  The review of unit and achievement standards at Level 1 was completed in time for implementation in schools in 2011.  Standards at Level 3 will be implemented in 2013.

 

Main changes resulting from the review

 

·         All NZC Level 7 (NZQF Level 2) outcomes derived from the NZC are now assessed using achievement standards, and there are no longer any unit standards linked to the NZC.

·         Existing achievement standards were reviewed and new achievement standards were developed to align with the NZC.  See table below.

·         Grading criteria for achievement standards were reviewed in accordance with the Standards Review Guidelines.

·         Unit standards that recognised similar outcomes as achievement standards were recommended for expiry.  See table below.

 

For a more detailed description of the review of, and the changes to, the Music standards see the appendix at the end of this report.

 

Impact on existing organisations with consent to assess

 

Current consent for

Consent extended to

Nature of consent

ID

Level

Nature of consent

ID

Level

Domain

Music Studies

2

Standard

91275

2

Standard

10652

2

Standard

91270

2

10655

2

Standard

91271

2

10661

2

Standard

91277

2

12832

2

Standard

91278

2

18817

2

Standard

91276

2

 

Impact on Consent and Moderation Requirements (CMR)

(Formerly known as AMAP)

 

All new achievement standards have been registered on CMR 0233.

 

Impact of changes on NCEA Exclusions List

 

For transition purposes, the following exclusions will apply for new achievement standards.

 

New Achievement standard

Excluded against each of these standards

91270

10652, 90264

91271

10655, 90266

91272

90265

91273

90267

91275

90268

91276

18817, 90269

91277

10661, 90270

91278

12832

 

Review Categories and changes to classification, title, level, and credits

 

The following summary shows the changes made to the standards as a result of the review.  All changes are in bold.  Where a new or a new version of an externally assessed achievement standard is registered, the following designation appears after the title [Externally Assessed].

 

Key to review category

A

Dates changed, but no other changes are made - the new version of the standard carries the same ID and a new version number

B

Changes made, but the overall outcome remains the same - the new version of the standard carries the same ID and a new version number

C

Major changes that necessitate the registration of a replacement achievement standard with a new ID

D

Achievement standard will expire and not be replaced

 

Externally assessed achievement standards categorised as category C or D expire at the end of

December 2011

 

Internally assessed achievement standards and unit standards categorised as category C or D expire at the end of

December 2012

 

Arts and Crafts > Music > Making Music

ID

Title

Level

Credit

Review Category

10652

 

90264

 

91270

 

Demonstrate music performance skills before an audience through three pieces of contrasting style

Present contrasting performances as a featured soloist

Perform two substantial pieces of music as a featured soloist

2

 

2

 

2

8

 

5

 

6

C

 

C

10655

 

90266

91271

Demonstrate developing music compositional skills through three music compositions

Compose effective pieces of music

Compose two substantial pieces of music

2

 

2

2

6

 

5

6

C

 

C

16550

Demonstrate music performance skills before an audience by three pieces on a second instrument

2

8

D

20747

 

Perform music based on research of recorded compositions

2

 

10

 

D

90265

 

91272

Present a music performance as a member of a group

Demonstrate ensemble skills by performing a substantial piece of music as a member of a group

2

 

2

2

 

4

C

90267

91273

Create an instrumentation

Devise an instrumentation for an ensemble

2

2

2

4

C

91274

Perform a substantial piece of music as a featured soloist on a second instrument

2

3

New

 

Arts and Crafts > Music > Music Studies

ID

Title

Level

Credit

Review Category

10661

 

90270

 

91277

 

 

Describe and examine four music works, and  explain evaluations of performances

Demonstrate knowledge and understanding of music works

Demonstrate understanding of two substantial contrasting music works [Externally Assessed]

2

 

2

 

2

 

 

5

 

5

 

6

 

 

C

 

C

12832

 

91278

Demonstrate knowledge of New Zealand music industry

Investigate an aspect of New Zealand music

2

 

2

3

 

4

C

18817

 

90269

 

91276

 

Demonstrate knowledge of music through explanation of music materials

Demonstrate an understanding of the materials and processes of music in a range of scores

Demonstrate knowledge of conventions in a range of music scores [Externally Assessed]

2

 

2

 

2

3

 

2

 

4

C

 

C

18818

Demonstrate developing musical aural recall and sight-reading skills

2

3

D

 

Arts and Crafts > Music > Music Studies

Arts and Crafts > Music > Making Music

ID

Title

Level

Credit

Review Category

90268

 

Identify, describe and transcribe elements of music through listening to a range of music

2

3

 

C

91275

Demonstrate aural understanding through written representation [Externally Assessed]

2

4

 

 

Appendix

 

Development of L2 Standards

 

Process of Aligning Standards with the New Zealand Curriculum

The process has been guided by:

·         the direction of the NZC - in particular the values, principles and key competencies

·         the Principles for Standards Review.

 

Addressing Duplication

If a unit standard duplicated part of the outcomes of an achievement standard, the achievement standard was retained and the unit standard recommended for expiry.

 

The matrix of achievement standards was required to cover all the key curriculum outcomes.  Increasing the number of credits attached to the matrix of achievement standards has allowed for the creation of achievement standards to cover outcomes previously covered by unit standards.

 

Specific examples include: the creation of AS91278 out of unit standards 12831 and 12832.

 

Addressing Credit Parity

By considering outcomes across two domains at Level 2 it has been possible to allocate credit values that more truly reflect the teaching and learning time needed to achieve success in each standard.

 

Several anomalies occurred in the standards prior to revision.  Solo performance at Level 1 generated six credits, while the same standard at Level 2, though requiring more evidence, generated fewer credits.  This has been addressed.

 

The music writing team has endeavoured to ensure that the number of credits reflects the teaching and learning time required for each standard.  Where necessary, the amount of evidence required has been amended so as to reflect the number of credits available.  For example, Level 1 solo performance requires two pieces to gain 6 credits.  Solo performance at Levels 2 and 3 also now require the student to perform two substantial pieces (Level 2) and two programmes, each of two substantial pieces (Level 3), but there are two important differences:

 

1.      The technical and musical skills required are for those in a fourth and/or fifth (rather than third) year of group tuition through the itinerant scheme.

2.      The two Level 3 pieces in each of the two programmes are to be presented at the same time - a sustained performance.

 

What has changed?

To meet the needs of all music students, additional standards have been developed at Level 2 to allow for more specialisation.  It is proposed that there be a greater choice of standards at this level to cater for student needs and interests.  The new alignment of standards, values and affirms both aural and written music cultures, and enables progression of skills, knowledge and understanding in the same aspects of music across all levels.

 

Students can progress seamlessly to Level 3 in each standard they successfully complete at Level 1.  Thus, for example, the student who composes aurally is assessed alongside his/her peer who chooses to notate.  Knowledge of different forms of visual representation, however, continues to be central to other progressions of standards.