SACE Stage 2 Music Explorations cheat sheet

School assessment contributes 70% of the final subject grade; the remaining 30% comes from the external assessment.

School assessment comprises three assessment types: Skills Development, Creative Works, and Music in Context, each weighted at specific percentages of the school-assessed portion.

Skills Development (30% of school assessment) is assessed through a folio or journal documenting technical exercises, repertoire development, and reflective commentary on progress.

Creative Works (40% of school assessment) requires students to create original works or arrangements, with evidence of the creative process and a final presented product.

Music in Context (30% of school assessment) involves investigation and discussion of music within cultural, social, or historical contexts, presented in written or multimodal form.

Performance standards are described in the subject outline using performance standards (A-E) with specific descriptors for understanding, skills, and application.

Each assessment type is graded against performance standards; the A-E grades are converted to numerical scores for final aggregation.

Moderation ensures comparability across schools: school-assessed evidence is externally moderated, and results may be adjusted to align with statewide standards.

Evidence must be retained for moderation, including recordings, scores, written commentary, and process documentation.

The external assessment is worth 30% of the final subject grade and takes the form of an externally assessed investigation or portfolio, not a written exam.

External assessment requires students to undertake an in-depth exploration of a music-related topic, question, or creative project, negotiated with the teacher.

The external assessment typically includes a final product (performance, composition, or presentation) plus a written or multimodal reflective statement.

Students must submit an investigation proposal or learning agreement outlining the focus, methodology, and intended outcomes before commencing.

The external assessment is assessed by external assessors against the performance standards, not by the school teacher.

Evidence submitted includes the creative or performance product, process documentation, and a reflective commentary explaining decisions and learning.

The external component must demonstrate depth of understanding, application of musical skills, and critical reflection on the exploration process.

Word, time, and length limits are specified in the subject outline and must be observed; exceeding limits may result in penalties.

Plagiarism and authenticity declarations are required; all sources, collaborations, and external contributions must be acknowledged.