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

Skills that use Questioning

  1. 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.

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).