Pre-U AQA Music: 2026 Exam Changes and Trends | Pre-U AQA 音乐：2026年考试变化与趋势

📚 Pre-U AQA Music: 2026 Exam Changes and Trends | Pre-U AQA 音乐：2026年考试变化与趋势

The Pre-U AQA Music qualification is undergoing a significant transformation for the 2026 examination series. As part of AQA’s commitment to modernising assessment and reflecting the evolving landscape of music education, candidates, teachers and schools must prepare for a revised specification that places greater emphasis on integrated musicianship, digital technologies and diverse musical traditions. This article outlines the key changes, trends and practical implications for all stakeholders.

Pre-U AQA 音乐资格考试将在 2026 年考试系列中迎来重大变革。作为 AQA 推动评估现代化、反映音乐教育演进的一部分，考生、教师和学校需要为一份经过修订的课程大纲做好准备，该大纲更加强调整合性音乐能力、数字技术和多元音乐传统。本文概述了关键变化、趋势及对所有相关方的实际影响。

1. Revised Assessment Structure | 评估结构修订

The 2026 Pre-U AQA Music specification introduces a new three‑component model: Performing (30%), Composing (30%) and Listening & Appraising (40%). The removal of the separate ‘Historical Studies’ written paper is designed to streamline the qualification and allow for deeper integration of contextual understanding within the other components. Candidates will now encounter compulsory questions on unfamiliar music and set works in the Listening & Appraising examination, which includes both short‑answer and extended‑response sections.

2026 年 Pre-U AQA 音乐大纲引入了新的三部分模式：演奏（30%）、创作（30%）以及听力与评析（40%）。取消独立的“音乐史研究”笔试旨在精简资格要求，同时将情境理解更深层地融入其他部分。考生将在听力与评析考试中遇到非熟悉音乐作品及规定曲目的必答题，题型包括简答和拓展回答。

The performance component is now assessed through a single recorded recital of 10–12 minutes, embracing both solo and ensemble works. This replaces the former requirement for two separate assessments. Similarly, the composition portfolio requires two contrasting pieces, one of which must demonstrate effective use of music technology.

演奏部分现通过一场 10 至 12 分钟的录影独奏会进行评估，包含独奏和合奏作品，取代了此前需分开申报两项评估的要求。同样，创作作品集须提交两首对比性乐曲，其中一首必须展示对音乐技术的有效运用。

2. Integration of Digital Audio Workstations | 数字音频工作站的整合

A defining trend in the 2026 changes is the formal recognition of Digital Audio Workstations (DAWs) as essential creative tools. Candidates may now compose and notate music directly in software such as Logic Pro, Ableton Live or Cubase, and submit DAW project files alongside rendered audio and a score in conventional or graphic notation. This shift reflects the reality of contemporary music production and composition in higher education and the industry.

2026 年变化的一个显著趋势是正式认可数字音频工作站 (DAW) 作为核心创作工具。考生现在可以直接在 Logic Pro、Ableton Live 或 Cubase 等软件中创作和记谱，并提交 DAW 项目文件、音频导出件以及传统或图形符号的乐谱。这一转变反映了当代音乐制作与创作在高等教育和产业中的实际状况。

Teachers are encouraged to embed DAW‑based activities from the start of the course. Mark schemes for composition will now credit innovative sonic design, manipulation of texture and structural coherence achieved through technology, not merely traditional notation skills.

鼓励教师从课程开始就融入基于 DAW 的活动。创作部分的评分标准现在将对技术创新、声音设计、织体处理和通过技术实现的架构连贯性给予认可，而不仅仅局限于传统记谱技能。

3. Expanded Repertoire and Inclusivity | 曲目库扩展与包容性

The set works for 2026 onwards are drawn from a broader spectrum of genres, historical periods and cultural origins. The compulsory study areas now include: Music for Film and Media, Global Fusion Traditions, Western Classical Tradition (1700–1900) and New Music (2000–present). Each area requires detailed analysis of at least two representative works, with a conscious effort to include female composers, composers of colour and living creators.

2026 年及以后的指定曲目涵盖更广泛的体裁、历史时期和文化来源。必修学习领域现包括：电影与媒体音乐、全球融合传统、西方古典传统（1700‑1900）以及新音乐（2000 年至今）。每个领域要求对至少两首代表性作品进行详细分析，并有意识地纳入女性作曲家、有色人种作曲家和在世的创作者。

For example, students might study a piece by Nainita Desai alongside a Mozart symphony, or a track from D’Angelo’s ‘Voodoo’ album in the fusion section. This inclusive approach deepens musical understanding and prepares candidates for a globalised music world.

例如，学生可能会在融合单元中同时学习 Nainita Desai 的一首作品与莫扎特的交响乐，或者分析 D’Angelo 专辑《Voodoo》中的曲目。这种包容性方法深化了音乐理解，并使考生为全球化音乐世界做好准备。

4. Updated Performance Criteria | 演奏评分标准更新

The marking of performances now balances technical accuracy with communicative interpretation. Examiners will assess fluency, tone control, intonation and rhythmic precision, but equal weight is given to expressive shaping, stylistic awareness and audience engagement. This holistic approach recognises that a technically flawless performance lacking musicality cannot achieve top marks.

演奏评分现在在技术准确性与富有感染力的诠释之间取得平衡。考官将评估流畅度、音色控制、音准和节奏精准度，但对富有表现力的塑造、风格意识和与听众的互动给予同等权重。这种整体性方法认识到，缺乏音乐性的技术上完美无缺的演奏无法获得最高分。

In addition, candidates may now submit performances on any instrument recognised within their cultural tradition, including electric guitar, tabla, guzheng or digital controllers, provided the repertoire meets the required standard of difficulty. A statement of technical demand must accompany non‑Western instruments.

此外，考生现可提交其文化传统内被认可的任何乐器演奏，包括电吉他、塔布拉鼓、古筝或数字控制器，只要曲目达到规定的难度标准。非西方乐器须附带技术难度说明。

5. Composition Portfolio Requirements | 创作作品集要求

The composition portfolio for 2026 comprises two pieces with a combined duration of 5–8 minutes. At least one piece must be in response to a brief set by AQA, released on 1 September of the examination year. The briefs will be inspired by current musical trends, such as generative AI music, podcast theme music or interactive game scoring. The second piece is a free composition, allowing full creative autonomy.

2026 年的创作作品集包含两首乐曲，总时长 5 至 8 分钟。至少一首曲目须响应 AQA 发布的命题，该命题于考试年份的 9 月 1 日公布。命题将受到当前音乐趋势的启发，例如生成式 AI 音乐、播客主题音乐或交互式游戏配乐。第二首为自由创作，给予充分的创作自主权。

Candidates must submit a score (traditional, graphic or annotated DAW screenshot), an audio recording, and a written commentary (approximately 500 words) explaining intentions, processes and musical outcomes. The commentary is crucial for access to higher marks in the ‘creative process’ assessment objective.

考生须提交乐谱（传统、图形或带注释的 DAW 截图）、录音以及书面评述（约 500 字），阐释创作意图、过程与音乐成果。该评述对于在“创作过程”评估目标中获得高分至关重要。

6. Listening and Appraising Paper Redesign | 听力与评析试卷重新设计

The 2‑hour 15‑minute paper now consists of three sections: A – Aural Perception (unfamiliar music, 30 marks), B – Set Work Analysis (structured questions linking two or more works, 40 marks) and C – Extended Response (choice of one essay from two options, 30 marks). Section A features audio excerpts played three times, with questions on melodic dictation, chord recognition, texture description and stylistic context.

时长 2 小时 15 分钟的试卷现包括三个部分：A 卷 – 听觉感知（陌生音乐，30 分），B 卷 – 规定曲目分析（连接两首或更多作品的结构性问题，40 分）以及 C 卷 – 拓展回答（从两道题目中选择一篇论文，30 分）。A 卷中音频片段将播放三次，问题涉及旋律听写、和弦识别、织体描述和风格语境。

Section B requires candidates to compare and contrast set works from different study areas, encouraging cross‑cultural and cross‑historical connections. For instance, a question might ask how rhythm functions in a Baroque concerto movement and a contemporary fusion track. This approach assesses deep analytical thinking.

B 卷要求考生比较和对比不同学习领域的规定曲目，鼓励跨文化、跨历史的联系。例如，问题可能探讨节奏在巴洛克协奏曲乐章和当代融合乐曲中的作用。此方法评估深层次分析思维。

7. Emphasis on Aural Skills and Dictation | 强化听力技能与听写

A notable trend is the increased weighting of aural dictation. In previous specifications, melodic dictation appeared only optionally; in 2026, it is compulsory. Candidates must complete rhythmic and melodic dictation tasks (3–4 bars) and identify cadences and modulations by ear. This reflects the belief that strong aural fundamentals underpin all musical understanding.

一个值得注意的趋势是听力听写权重的增加。在过去的考纲中，旋律听写仅为选考项；而在 2026 年则变为必考。考生须完成节奏与旋律听写任务（3 至 4 小节），并通过听力辨识终止式与转调。这体现了扎实的听觉基本功是一切音乐理解基础的理念。

Teachers are advised to incorporate daily aural workouts, using apps like Auralia or EarMaster, and to practise dictation from a wide range of styles, including non‑Western scales and modes. Regular short dictation exercises build confidence and accuracy.

建议教师在教学中融入每日听觉训练，使用诸如 Auralia 或 EarMaster 等应用程序，并练习多样风格的听写，包括非西方音阶与调式。定期的简短听写练习能建立信心并提高准确性。

8. Changes to Marking and Moderation | 评分与审核变化

From 2026, all non‑exam assessment (NEA) components—performance and composition—will be marked by teachers using detailed AQA criteria, and moderated through digital upload via the AQA Centre Services portal. No postal submission is required. Examiners will moderate a sample of recordings and portfolios, and may request additional evidence if marking is inconsistent.

从 2026 年起，所有非考试评估（NEA）部分——演奏与创作——将由教师依据 AQA 详细评分标准进行评分，并通过 AQA 中心服务门户以数字上传方式接受审核，不再需要邮寄提交。考官将对录音和作品集样本进行审核，若评分不一致可要求提供额外证据。

The new markscheme for performance uses a best‑fit approach across five domains: Technical Control, Expression, Style & Idiom, Communication, and Programme Cohesion. For composition, the domains are: Creativity & Development, Use of Materials, Structure & Form, and Presentation & Commentary.

新的演奏评分方案采用最优匹配法，涵盖五个领域：技术控制、表现力、风格与语汇、沟通以及曲目连贯性。创作的领域为：创意与发展、材料运用、结构与形式，以及呈现与评述。

9. Increased Focus on Music Technology Electives | 音乐技术选修重点加强

A new optional strand within the performance component allows candidates to substitute one live performance with a Studio Production Task. Using a DAW, candidates create a multi‑track recording of an existing piece, demonstrating skills in microphone placement, mixing, EQ and mastering. This option is ideal for students whose primary musical identity lies in production rather than instrumental performance.

演奏部分新增的可选分支允许考生以“录音室制作任务”替代一场现场演奏。考生使用 DAW 为现有乐曲制作多轨录音，展示麦克风摆放、混音、均衡 (EQ) 和母带处理等技能。该选项非常适合主要音乐身份为制作而非器乐表演的学生。

The task must be accompanied by a logbook detailing technical decisions and a reflective commentary. This change acknowledges the diverse career paths in modern music and aligns with university courses in music production and technology.

该任务必须附有详细记录技术决策的工作日志以及反思性评述。这一变化承认了现代音乐多样化的职业路径，并与大学音乐制作与技术课程保持一致。

10. Interdisciplinary Connections and Contextual Studies | 跨学科联系与语境研究

The 2026 specification explicitly encourages interdisciplinary links. In the appraising essay, candidates may draw on knowledge from History, Literature, Art or Philosophy to illuminate musical meaning. For example, an essay on a Shostakovich string quartet might reference the political context of Soviet Russia, or a discussion of a film score might integrate cinematographic terminology.

2026 年大纲明确鼓励跨学科联系。在评析论文中，考生可运用历史、文学、艺术或哲学知识来阐明音乐的意义。例如，一篇关于肖斯塔科维奇弦乐四重奏的论文可能引用苏联的政治背景，或者对电影配乐的讨论可能融入电影摄影术语。

Study guides and textbooks are being updated to reflect these interdisciplinary opportunities. Mark schemes will reward well‑judged contextual insights that go beyond straightforward musical description, provided they remain relevant to the question.

学习指南和教科书正在更新以反映这些跨学科机遇。评分方案将奖励那些超越直白音乐描述、有见地且得当的语境见解，只要它们与问题保持相关性。

11. Support for Centres and Learners | 对考试中心与学习者的支持

AQA is providing an enhanced package of support for the 2026 launch. This includes exemplar candidate recordings with examiner commentaries, step‑by‑step guides to DAW‑based composition, and online CPD courses for teachers. A new anthology of set works with analytical notes will be published by a leading educational music publisher, directly linked to the specification.

AQA 为 2026 年新大纲的推出提供了一套强化支持方案。这包括附带考官评语的考生录音范本、基于 DAW 的创作分步指南，以及面向教师的在线持续专业发展 (CPD) 课程。一本附有分析注释的新规定曲目选集将由一家领先的教育音乐出版社出版，与大纲直接挂钩。

Centres are also encouraged to form local clusters for moderation standardisation and peer support. Webinars and live Q&A sessions with the principal examiner will be scheduled termly. All resources will be accessible through the AQA website and the digital specification portal.

同时也鼓励各考试中心组建当地协作小组，以进行审核标准化和同行支持。将每学期安排与首席考官的线上研讨会和实时问答。所有资源均可通过 AQA 网站和数字大纲门户获取。

12. Preparing for 2026: Practical Steps | 为 2026 年做准备：实操步骤

To ensure a smooth transition, schools should audit their current curriculum mapping and identify gaps. Early incorporation of DAW skills, diversified listening repertoire and regular dictation practice is vital. Music departments should also review their recording equipment and digital submission protocols.

为确保平稳过渡，学校应审查其现有课程映射并找出差距。尽早融入 DAW 技能、多样化的听力曲目以及定期听写练习至关重要。音乐部门还应检查其录音设备和数字提交流程。

Students are advised to maintain a digital portfolio from the outset, documenting performances, composition drafts and research notes. This not only supports NEA assessment but also cultivates reflective practice. Attending live concerts and engaging with professional masterclasses online can further enrich musical development.

建议学生从一开始就维护数字作品集，记录演奏、创作草稿和研究笔记。这不仅有助于非考试评估，而且培养反思性实践。参加现场音乐会以及在线参与专业大师班可以进一步丰富音乐发展。

Ultimately, the 2026 Pre-U AQA Music specification represents a forward‑thinking, holistic model of music education that equips learners with the creative, analytical and technological skills demanded by the 21st‑century music industry and higher education.

归根结底，2026 年 Pre-U AQA 音乐大纲代表了具有前瞻性、整体性的音乐教育模式，使学习者具备 21 世纪音乐产业和高等教育所要求的创造性、分析性和技术性技能。

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