[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208476-en":3,"doc-seo-208476-105":31,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},208476,13056703019404,"Miles","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",4,"Exam","GCSE Edexcel Music QES - Personalised Learning Checklist","Personalised Learning Checklist for Music GCSE (Edexcel QES) covering set works and key musical concepts. Learners practise identifying stylistic features across Baroque, Classical/Romantic and other genres, understanding forms such as concerto grosso, sonata form and song structures, and recognising harmonic, melodic and rhythmic elements. Checkpoints include key signatures and modulations, textures (homophonic/polyphonic), cadence types, articulations and ornaments, as well as specific devices like ritornello, fugue elements and continuo-related terms, alongside listening and score-reading tasks.","Personalised Learning Checklist: Music GCSE QES  \n\n|  | Learn | Revise | Do |\n| --- | --- | --- | --- |\n| Set Works |  |  |  |\n| Bach: Brandenburg Concerto |  |  |  |\n| I know 5 characteristics of Baroque music which are evident in this piece |  |  |  |\n| I know what a concerto is |  |  |  |\n| I can describe 3 features of a concerto grosso |  |  |  |\n| I know the instruments used in this concerto and can identify them when listening |  |  |  |\n| I know the key signature for D major |  |  |  |\n| I know the key it modulates to |  |  |  |\n| I can identify chromatic notes |  |  |  |\n| I can explain ritornello |  |  |  |\n| I can explain a fugue |  |  |  |\n| I know what an subject and a countersubject are |  |  |  |\n| I can explain what a gigue is and identify key features of this in the set work |  |  |  |\n| I know the dynamic marking for the opening of the movement |  |  |  |\n| I know the meaning of figured bass |  |  |  |\n| I know what imitation is |  |  |  |\n| I can describe a homophonic texture |  |  |  |\n| I can describe what a polyphonic texture is |  |  |  |\n| I can identify a passage of polyphonic texture in this piece |  |  |  |\n| I know what ripieno means |  |  |  |\n| I know what ornamentation is |  |  |  |\n| I know what a concertino is |  |  |  |\n| I can describe what a continuo is and what instruments play this |  |  |  |\n| I can recognise a trill |  |  |  |\n| I know what Allegro means |  |  |  |\n| I know each of the four main types of cadence |  |  |  |\n| I can identify the cadence at the end of the piece |  |  |  |\n| Beethoven: Pathetique Sonata |  |  |  |\n| I know 5 characteristics of Romantic music |  |  |  |\n| I know what sonata form is |  |  |  |\n| I can explain the meaning of ‘pathetique’ |  |  |  |\n| I can identify characteristics of the first and second subject |  |  |  |\n| I know where each section of this piece starts and finishes |  |  |  |\n| I can explain and identify the coda |  |  |  |\n| I know the definition of Grave |  |  |  |\n| I know the definition of Allegro di molto e con brio |  |  |  |\n| I know the key of the exposition and what the key signature is |  |  |  |\n| I understand what is meant by a 'murky bass' and can identify this in the music |  |  |  |\n| I can explain what a relative minor is |  |  |  |\n| I know the keys of the second subject and development |  |  |  |\n| I know what an alberti bass is and can identify this in the music |  |  |  |\n| I know what an ornament is |  |  |  |\n| I can recognise a grace note in this music |  |  |  |\n| I know what a dotted rhythm is and can identify one in the music |  |  |  |\n| I can explain fp, sf and crescendo and diminuendo |  |  |  |\n\n\n| I can identify accents and staccato in the score and hear them in the music |  |  |  |\n| --- | --- | --- | --- |\n| I can explain the developments in the piano forte during the Romantic period |  |  |  |\n| I can recognise a mordent on the score and whilst listening |  |  |  |\n| I know the time signatures for this piece |  |  |  |\n| I can identify the cadence at the end of the piece |  |  |  |\n| Purcell: Music For A While |  |  |  |\n| I know the characteristics features of Baroque music |  |  |  |\n| I can identify features of Baroque music in this piece |  |  |  |\n| I understand what incidental music is |  |  |  |\n| I know which bigger work this piece is from |  |  |  |\n| I understand what secular music is |  |  |  |\n| I can describe what an Aria is |  |  |  |\n| I can describe what a lament is |  |  |  |\n| I can describe the setting of the words – syllabic/melismatic |  |  |  |\n| I can give examples of word painting in this song |  |  |  |\n| I know which instruments provide the accompaniment |  |  |  |\n| I can explain the role of each instrument throughout the song |  |  |  |\n| I can explain basso continuo |  |  |  |\n| I can explain what a ground bass is and recognise it in the song |  |  |  |\n| I know the structure/form of this piece |  |  |  |\n| I can identify each section of the song |  |  |  |\n| I can identify the dif","cbCailhlp3Co8334","https://ap.wps.com/l/cbCailhlp3Co8334","pdf",236768,3,1,5,"English","en",105,"# Set Works\n## Baroque works: Bach, Purcell\n## Romantic works: Beethoven\n## Pop works: Queen","[{\"question\":\"What is covered by the Music GCSE QES personalised learning checklist?\",\"answer\":\"It covers set works and a wide range of music concepts, including style characteristics, forms, harmony, melody, rhythm, texture, and performance/listening vocabulary.\"},{\"question\":\"Which skill areas are included for each set work?\",\"answer\":\"Learners are prompted to identify features in the score and when listening, including keys and modulations, cadence types, texture changes, and specific musical terms or devices.\"},{\"question\":\"Does the checklist include both Baroque and Romantic topics?\",\"answer\":\"Yes. It includes Baroque works (e.g., Bach and Purcell) as well as Romantic content (e.g., Beethoven), alongside pop/album work (e.g., Queen).\"}]","GCSE Edexcel Music QES - Personalised Learning Checklist | PDF",1788604243,13,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":29},"gcse-edexcel-music-qes-personalised-learning-checklist","",{"@graph":37,"@context":85},[38,53,68],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,51],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":20},"https://docshare.wps.com/document/exam/",{"item":52,"name":13,"@type":44,"position":11},"https://docshare.wps.com/document/gcse-edexcel-music-qes-personalised-learning-checklist/208476/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":24,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":42,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-07","2026-09-05",true,{"@type":65,"interactionType":66,"userInteractionCount":20},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What is covered by the Music GCSE QES personalised learning checklist?","Question",{"text":75,"@type":76},"It covers set works and a wide range of music concepts, including style characteristics, forms, harmony, melody, rhythm, texture, and performance/listening vocabulary.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"Which skill areas are included for each set work?",{"text":80,"@type":76},"Learners are prompted to identify features in the score and when listening, including keys and modulations, cadence types, texture changes, and specific musical terms or devices.",{"name":82,"@type":73,"acceptedAnswer":83},"Does the checklist include both Baroque and Romantic topics?",{"text":84,"@type":76},"Yes. 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