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Skills that use Creating digital content

1. Answering an on-screen listening examination

   Assessed: In the exam

   Unit 3 is sat as a digital only examination, with objective, short and extended answers on set works and unseen extracts. Learners need to work with audio and type considered answers on screen under time pressure.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils listen to a short extract on a laptop with headphones and type a three-sentence answer into a Microsoft Form using the elements of music vocabulary.

   Year 8

   Pupils sit a timed Microsoft Forms listening quiz on unseen extracts, replaying the audio themselves and mixing multiple choice with short typed answers.

   Year 9

   Pupils complete a 20-minute on-screen practice paper in Microsoft Forms with objective questions and one typed extended answer comparing two extracts, checking and editing before they submit.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 3: Appraising, overview, page 14

   “Digital only examination: 1 hour 30 minutes”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can use keyboard commands such as shortcuts.

   Progression step 4

   • I can explore and develop a range of formal text document structures for different audiences and purposes.

   • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

   Progression step 5

   • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

2. Recognising and describing music technology effects by ear

   Assessed: In the exam

   Learners must identify and describe how music technology creates aural effects in extracts. The glossary lists technology terms such as panning, sampling, reverb, autotune, multitrack recording, DAW, sequencer and equalisation.

   DCF: Creating digital content, Evaluating and improving digital content, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils add echo and reverb in Audacity to a recording of the class singing, then describe in words how each effect changes the sound.

   Year 8

   Pupils listen on headphones to pop and film music extracts and identify panning, drum machine, sampling and autotune on a glossary checklist.

   Year 9

   Pupils switch equalisation, delay and panning on and off on a single track in GarageBand, then use the same terms to explain the effects they hear in unseen extracts.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 3, Section 1.3.1, page 14 (Technology terms in Appendix B, page 29)

   “identify and describe how music technology has been used to create aural effects.”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can explain reasons for layout and content of my own work and the work of others.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

3. Creating an audio version of a composition with software

   Assessed: In coursework (non-examination assessment, NEA)

   Learners must create an audio version of each composition, and output from computer software is named as one way to do this. Doing it well means sequencing, arranging, mixing and exporting a finished audio file.

   DCF: Creating digital content, Storing and sharing

   Getting pupils ready

   Year 7

   Pupils build a 16-bar loop-based piece in GarageBand on iPads, trimming and arranging loops, then export it as an audio file into a named folder.

   Year 8

   Pupils sequence their own melody over a chord pattern on a software instrument track, fixing timing with quantise before exporting an MP3.

   Year 9

   Pupils produce a short composition to a brief with at least four tracks, balance the mix, export both WAV and MP3 versions and explain which suits submission.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 1.2.4, page 13

   “output from computer software.”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can manage files and folders locally or online, e.g. move files to a folder.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

4. Notating compositions using notation software

   Assessed: In the exam and in coursework (NEA)

   Learners must create notation of their compositions in an appropriate format, such as staff notation or a lead sheet. Unit 3 also expects learners to read and notate treble and bass clef, rhythms and chord symbols.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils enter a four-bar rhythm and melody into free notation software such as MuseScore, using keyboard shortcuts for note values, and play it back to check it.

   Year 8

   Pupils make a lead sheet for a class song in notation software with melody, lyrics and chord symbols such as C, F and G7.

   Year 9

   Pupils notate their own 16-bar piece in treble and bass clef with dynamics and articulation, then export a tidy PDF score for a performer.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2, Section 1.2.4, page 13 (notation content in Unit 3, Section 1.3.4, page 15)

   “create notation of the compositions in an appropriate format”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can use keyboard commands such as shortcuts.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

5. Performing with technology and preparing backing tracks

   Assessed: In coursework (non-examination assessment, NEA)

   Learners may perform on technology or with pre-recorded backing tracks, as long as the backing does not include their own part. This means editing or building a backing track that fits the performance.

   DCF: Creating digital content, Storing and sharing

   Getting pupils ready

   Year 7

   Pupils perform a keyboard or ukulele part along with a teacher-made backing track played from Teams, learning to count in and start together.

   Year 8

   Pupils mute the melody track in a multitrack arrangement and trim the backing in Audacity to fit their class arrangement.

   Year 9

   Pupils build their own backing track in GarageBand for a solo performance, leaving out their own part and any audible click, then rehearse with it.

   Show the specification wording and the DCF statements

   Where it is in the specification: Section 3.2, Unit 1 NEA overview, page 18

   “use pre-recorded backing tracks, provided that they do not include the learner’s part.”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

6. Recording and producing music with current technology

   Assessed: Taught, but not assessed

   The spec asks centres to give learners experience of recording and producing music with current technologies. It is not directly assessed, but it feeds the composing NEA and the technology terms in the examination.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils record a class round on an iPad in GarageBand, then trim the start and end and add a fade out.

   Year 8

   Small groups make a multitrack recording with each part on its own track, then adjust the balance and panning so every part can be heard.

   Year 9

   Pupils record and mix a group piece using equalisation and reverb, share the finished track in a Teams channel and write a short note on their production choices.

   Show the specification wording and the DCF statements

   Where it is in the specification: Opportunities for integration of learning experiences, page 16

   “experience recording and producing music using current technologies”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can use software tools to enhance the outcomes for specific audiences.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

Source: WJEC GCSE Music specification, teaching from 2025, for award from 2027, © WJEC CBAC Ltd. 2024 (no version number printed).