LNF Cymru Literacy and numeracy for Wales

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GCSE Dance

Literacy matters most in the Unit 3 on-screen examination, where learners write short and extended answers that analyse and evaluate three set works and an unseen work using precise dance terminology, and in the Unit 1 reflective log on their own choreography. Numeracy is light and practical: counting phrases, rhythm and tempo, working to set performance times, and describing space through levels, turns, planes, pathways and formations. The biggest thing Key Stage 3 should build is the ability to watch a dance closely and write a clear, evaluative paragraph about it using the correct terms.

First taught
September 2026
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the WJEC specification (PDF)
How this GCSE is assessed
  • Unit 1: Choreography: Non-examination assessment, choreography to a WJEC stimulus plus a reflective log, marked by the centre and moderated by WJEC, 40%, 96 marks
  • Unit 2: Performance: Non-examination assessment, live performance of two pieces of repertoire, marked by the centre and moderated by WJEC, 30%, 72 marks
  • Unit 3: Dance Appreciation: Digital only examination 1 hour 45 minutes, 30%, 72 marks

The literacy and numeracy skills in this GCSE

  1. Using dance terminology accurately

    Assessed: In the exam

    Learners must identify and describe the constituent features of dance using dance terminology, including actions, dynamics, space, relationships and the devices and structures listed in Appendix A. Many terms, such as retrograde, canon and accumulation, are technical and must be used precisely.

    Literacy: Vocabulary, spelling, grammar, Developing vocabulary

    Getting pupils ready

    Year 7
    Pupils keep a dance word bank sorted under action, space, dynamics and relationships and use three of the terms to describe a partner's phrase.
    Year 8
    Pupils label stills from a professional work with terms such as canon, unison and motif, then write two sentences that use each term accurately.
    Year 9
    Pupils write a 100-word description of an unseen dance clip using at least six terms from the Appendix A devices and structures, spelling each one correctly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.1, page 16

    “Learners should be able to identify and describe, using dance terminology, the different constituent features of dance.”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

    • I have experienced a range of discipline-specific and general academic vocabulary, and can use them precisely in different contexts.

  2. Analysing and evaluating dance works

    Assessed: In the exam

    Learners must read dance works as texts, working out the choreographer's intention, implied meaning and context for three set works and an unseen work. They must evaluate how effectively ideas and techniques communicate meaning.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 7
    Pupils watch a short clip by National Dance Company Wales and note what the costume, lighting and music suggest about the meaning of the dance.
    Year 8
    Pupils read a short programme note, watch a clip of the same work and write what the choreographer intended, backed by one moment they saw.
    Year 9
    Pupils compare a hip-hop work and a contemporary work in a table and write a conclusion on how each communicates its theme to the audience.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3: Dance Appreciation, overview, page 15; Section 3.1.2, page 17

    “evaluate the effectiveness of ideas and techniques used to communicate meaning for both the set dance works and the unseen dance works.”
    Progression step 3

    • I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources including digital and audio-visual texts.

    • I can infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

    Progression step 4

    • I can compare and contrast themes and issues across a range of texts including digital and audio-visual texts.

    • I can gain a full understanding of texts using inference, deduction and analysis.

    Progression step 5

    • I can confidently compare and contrast themes and ideas in a range of texts, including digital and audio-visual texts, exploring how they vary in purpose and effect.

    • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

    • I can gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

  3. Writing extended answers about dance

    Assessed: In the exam

    Unit 3 includes extended answers on set works and unseen works, and AO3, reflecting on, analysing and evaluating the work of others, carries 10% of the qualification in this unit. Learners must organise sustained, evaluative writing about movement, physical setting and aural setting.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write a paragraph explaining how one dance action shows a feeling, using a point, evidence and explanation frame.
    Year 8
    Pupils write a three-paragraph review of a filmed performance, one paragraph each on movement, physical setting and aural setting.
    Year 9
    Pupils write a timed extended answer evaluating how effectively a choreographer uses unison and canon to communicate meaning, ending with a justified judgement.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, Unit 3, page 4; Section 3.1, page 20

    “Questions requiring objective responses, short and extended answers, in response to set works and unseen works.”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can use paragraphs and make links between them.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

    • I can vary sentence structures to engage and sustain the reader’s interest and write with grammatical accuracy.

  4. Keeping a reflective log of the choreographic process

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

    Learners produce a reflective log alongside their choreography, in a format they choose. They must critically evaluate their response to the stimulus, their creative decisions and their use of devices and structures.

    Literacy: Proofreading, editing and improving, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    After each choreography lesson pupils write two sentences in a log saying what they changed in their motif and why.
    Year 8
    Pupils keep a dated log for a group piece, using writing and captioned photos, recording each piece of feedback and the change they made.
    Year 9
    Pupils write a short reflective log for a solo made from a stimulus, then redraft it after feedback so it evaluates their use of devices.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, Unit 1, page 4; Section 1.1.4, page 11

    “Learners will also produce a Reflective Log of the process in a non-prescribed format.”
    Progression step 3

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    • I can explore different ways to plan, draft and present my work appropriately.

    Progression step 4

    • I can improve writing through independent review and redrafting.

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    Progression step 5

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

    • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

  5. Giving feedback and directing dancers

    Assessed: Taught, but not assessed

    The specification expects learners to grow in confidence giving and receiving feedback, and learners who choreograph for a group of 2 to 5 dancers must explain and teach their ideas aloud. This is a learning experience and is not directly assessed.

    Literacy: Questioning, Collaborative talk, Listening as part of collaborative talk, Purpose

    Getting pupils ready

    Year 7
    Pupils give a partner one what went well and one even better if comment on a performed motif, using at least one dance term.
    Year 8
    In groups of three to five, pupils take turns as choreographer, teaching a phrase with clear spoken instructions and counts.
    Year 9
    Pupils give a two-minute talk explaining the intention of their group piece, then answer questions from the class about their choices.
    Show the specification wording and the LNF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 19

    “develop confidence in giving and receiving feedback, promoting independent thinking, originality, and artistic resilience”
    Progression step 3

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

    Progression step 4

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

    Progression step 5

    • I can organise talk effectively to critically evaluate and respond to what I have heard, read or seen.

    • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

  6. Counts, rhythm, tempo and timing

    Assessed: In the exam and in coursework (NEA)

    Rhythm, timing and change of tempo are named technical skills and choreographic devices, so learners count phrases, halve and double speeds and fit material to music. Performances must meet set times, with a solo lasting 1 minute 30 seconds to 2 minutes.

    Numeracy: Measurement, Strategic competence, Calculation, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils learn a phrase in counts of eight, then time their performance with a stopwatch and record it in minutes and seconds.
    Year 8
    Pupils perform a motif at half speed and double speed and work out how many counts of eight each version now takes.
    Year 9
    Pupils plan a solo to last 1 minute 30 seconds by working out how many counts of eight fit at the music's BPM, then time a run to check.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix A, Choreographic Devices, page 25; Unit 2, page 12

    “a structure of movement patterns in time; a movement with a regular succession of strong and weak elements”
    Progression step 3

    • I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

    • I can time events in minutes and seconds, and order the results.

    Progression step 4

    • I can identify, measure or obtain required information to complete the task.

    • I can use the four operations and the connections between them, e.g. apply division as the inverse of multiplication.

    Progression step 5

    • I can identify, measure or obtain required information to complete the task.

    • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

  7. Space, direction, turns and formations

    Assessed: In the exam and in coursework (NEA)

    Learners use and describe space through levels, facing, planes, pathways and formations such as lines, curves and circles. This draws on angle as turn, position on a stage grid, two-dimensional shape and symmetry.

    Numeracy: Angle, Position, Shape and space, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils perform quarter, half and full turns and name each one as 90, 180 or 360 degrees.
    Year 8
    Pupils mark a floor pattern on a nine-area stage grid, such as upstage left to downstage right, and draw the pathway with arrows.
    Year 9
    Pupils draw a floor plan of the studio to scale showing their group formations, such as a line, a circle and a diagonal, then use it to stage their piece.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix A, Structural Devices, page 26; Unit 3, Section 3.1.1, page 16

    “where dancers are placed on stage in relation to each other. These can form patterns such as lines, curves, scattered and circles.”
    Progression step 3

    • I can use angle as a measure of rotation.

    • I can use coordinates to find position.

    • I can use mathematical language to accurately describe two-dimensional and three-dimensional shapes.

    Progression step 4

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

    • I can measure and draw angles.

    Progression step 5

    • I can measure and draw angles.

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

Good to know

Links with other GCSEs

Appendix B ticks listening, reading and speaking for all three units and writing for Units 1 and 3, while the four numeracy strands are ticked for Unit 1 only, pages 28 and 29.

Source: WJEC GCSE Dance specification, teaching from 2026, for award from 2028, © WJEC CBAC Ltd 2025 (no version number printed).