Creative tasks
These criteria apply in tasks which require candidates to complete a musical exercise from given material or to write an essay or short notes in response to a given stimulus.
Distinction No errors of substance; minor blemishes of detail
Convincing management of resources
Assured awareness of technique, style and character in the task
Authoritative and clear written communication
Merit Substantially correct; occasional errors of detail or substance
Secure management of resources
Generally accurate awareness of technique, style and character in the task
Convincing and generally clear written communication
Pass Generally correct; errors of detail or substance not persistent, or of an elementary nature
Sustainable management of resources
Adequate and consistent awareness of technique, style and character in the task
Satisfactory clear written communication; corrections unambiguous
Below pass Frequent errors of detail or substance, including those which are persistent or of an elementary nature
Unconvincing management of resources
Poor awareness of technique, style and character in the task
Unsatisfactory and/or unclear written communication; ambiguous corrections
No marks will be awarded if no work is offered for any particular task. Any completed attempt which addresses the task will attract at least one third of the marks.
Reactive tasks
These criteria apply in tasks which require candidates to provide a direct response to a factual question, whether or not there is a unique correct response to the question.
Distinction
Accurate responses
Responses expressed with assurance and conviction
Merit
Substantially accurate responses
Responses generally expressed with assurance and conviction
Pass
Accurate responses to two-thirds of the questions
Occasional ambiguity or lack of clarity
Below pass
Inaccurate responses in more than one-third of the questions
Frequent ambiguity or lack of clarity
No marks will be awarded if no work is offered for any particular task.
Outline specification
Grade 1
This represents the first level of assessment, appropriate to students who have been learning for only a short
while (typically, but not restricted to, nine months to a year). The focus is on basic pitches and rhythms, an
understanding of pulse and metrical grouping in simple time signatures, scales and elementary harmony (small
intervals and root position primary triads in basic major and minor keys). Candidates are expected to recognise and be able to apply the appropriate conventional staff notation using treble and bass clefs.
There are five sections: each one is marked out of 20 (each topic may involve several individual questions).
The total is out of 100. The pass mark is 65.
Grades 2 and 3
Examinations at Grade 2 extend the pitch range and require the ability to tackle more elaborate rhythmic
patterns using all values of notes and rests. Further basic scales are introduced and harmony is extended to
include diatonic intervals in major and minor keys and primary triads in all positions. The concept of
transposition is introduced. Knowledge of basic terms and signs is expected.
In examinations at Grade 3, compound time signatures are introduced and harmony is extended to include all
major, minor and perfect intervals, and secondary chords. Knowledge of further terms and signs is expected.
As with examinations at Grade 1, Candidates are expected to recognise and be able to apply the appropriate
conventional staff notation using treble and bass clefs.
The general format and mark weighting of the assessment is identical to that for Grade 1.
Grades 4 and 5
Examinations at Grade 4 require fluent understanding of all major and minor keys, including the application of
double sharps and flats. Irregular rhythmic groupings are introduced. Harmony now includes all chromatic
intervals and inversions of intervals as well as triads in all positions on all degrees of the major and minor scale.
Knowledge of a wide variety of terms and signs is expected, including basic ornaments.
A pass in a music theory examination at Grade 4 is considered broadly comparable to the standard of attainment
expected in the written elements of UK GCSE Grade A, even though the style of assessment differs.
From Grade 5 onwards, examinations focus more on creative input, including melody-writing and basic
harmonisation in four parts. Candidates are expected to be conversant with the concept of a score for up to four
instruments, including C-clefs. They are required to analyse phrase structure in a melody.
The examination lasts three hours at Grade 5. There are five sections (which may involve several individual
questions).
The total is out of 100. The pass mark is 65.
Grades 6-8
Examinations at Grade 6 require greater creative input, including melody-writing which involves modulation(s), a wider understanding of four-part harmony, also including modulation, and the use of unessential notes. Questions are longer and therefore demand a more extensive application of the candidate’s understanding to achieve the available marks. A limited amount of knowledge of music written after 1600 is expected, as well as composers working in this period.
Examinations at Grade 7 expect the application of melody-writing to the setting of a given stanza of verse.
Harmony includes free two-part counterpoint in 18th-century style and four-part writing involving secondary
seventh chords. Arrangement for instrumental ensemble is also introduced. Knowledge of all orchestral
instruments is expected (nomenclature, instrumental families, range, modes of playing etc).
Candidates at Grade 8 are expected to understand and apply simple chromatic harmony. Harmony includes two-part imitative counterpoint in 18th-century style. Candidates are expected to be able to compose a simple piano
accompaniment to a given melody or to complete a passage for three instruments from a given opening.
Knowledge of form in music is expected.
There are four sections, each of which is marked out of 25.
The total is out of 100. The pass mark is 65.
Options within examinations
Almost no choice between different question options is available to candidates for music theory examinations.
Choice is only available where a candidate must interpret (for example) four out of six technical terms; since
no prescribed lists of terms have to be learned, this takes account of the fact that candidates will have encountered a range of terms within the topic specified.
Candidates at Grade 8 have a choice in Question 3 between composing a piano accompaniment and writing for
three specified orchestral instruments. This allows both keyboard players and non-keyboard players an equal
chance to demonstrate their compositional skill, harmonic awareness and aural imagination.
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