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 Reading strategies

  1. 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.

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).