LNF Cymru Literacy and numeracy for Wales

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GCSE Music

The literacy load sits in the Unit 3 listening paper, where learners give short and extended typed answers on set works and unseen extracts using a long glossary of musical terms, and in the Unit 2 reflective log, which asks them to evaluate their own composing. Numeracy is built into reading and writing music: note values as fractions of a beat, simple and compound time signatures, counting intervals, numbering chords and working to set timings and tempos in BPM. The biggest thing Key Stage 3 should build is the habit of listening closely and then writing precise, well-organised sentences that use the correct musical term, backed by secure rhythm notation.

First taught
September 2025
Amount of literacy work
Medium
Amount of numeracy work
Medium
Specification
Open the WJEC specification (PDF)
How this GCSE is assessed
  • Unit 1: Performing: Non-examination assessment, performance of 4-6 minutes (at least two pieces), marked by the centre and moderated by WJEC, 32.5%, 78 marks
  • Unit 2: Composing: Non-examination assessment, 2 compositions (3-6 minutes total recommended) and a reflective log, marked by the centre and moderated by WJEC, 32.5%, 78 marks
  • Unit 3: Appraising: Digital only examination 1 hour 30 minutes, marked by WJEC, 35%, 84 marks

Skills that use Understanding, response and analysis

  1. Comparing pieces and researching their context

    Assessed: In the exam

    Learners must make links between pieces in different styles and genres and judge how effective the elements are. For the two set works they must also know the social, cultural and historical context, which means reading and summarising background sources.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short fact sheet about cerdd dant, highlight three facts and write one sentence on how the performance style links to Welsh tradition.
    Year 8
    Pupils use a programme note and a music website to find out when and why Stevie Wonder wrote Sir Duke, noting which source they trust more and why.
    Year 9
    Pupils compare a Baroque concerto with a Welsh pop song in a table of the elements of music and write a conclusion on their links and differences.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3: Appraising, overview, page 14; Section 1.3.2, page 15

    “identify links between different pieces of music in terms of the use of the elements of music”
    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 make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    Progression step 4

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

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    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 independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

Good to know

Links with other GCSEs

Appendix A ticks all four literacy strands and three numeracy strands (all except statistics and probability) across Units 1 to 3, pages 22 and 23.

Source: WJEC GCSE Music specification, teaching from 2025, for award from 2027, © WJEC CBAC Ltd. 2024 (no version number printed).