LNF Cymru Literacy and numeracy for Wales

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Foundation Expressive Arts

Foundation Expressive Arts is a 120 hour, all coursework qualification for learners aged 14 to 16 working at Entry Level and Level 1, covering Art and Design, Drama, Dance, Music, and Digital Media and Film. Literacy sits mainly in reflection, worth 30% of the marks: in Unit 1 learners discuss and evaluate two works, justifying opinions with evidence and subject vocabulary, and in Unit 2 they keep a reflective log on their own piece. Both can be spoken or written. Drama performance adds voice and character work. Numeracy is light and practical: rhythm, tempo and timing in music and dance, space and position in dance and staging, and shape and composition in art, with Appendix B mapping numeracy to Units 2 and 3 only.

Awarding body
WJEC
Level
Entry Level and Level 1
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Discovering the work of others: Non-examination assessment (three reflective tasks on two works from two art forms), maximum 6 hours, 25%, 25 marks, set and marked by WJEC, no prescribed format, first assessed Summer 2028
  • Unit 2: Developing my own ideas: Non-examination assessment (practical piece in response to a WJEC stimulus and a reflective log), 25%, 25 marks, set by WJEC, marked by the centre and moderated by WJEC, first assessed Summer 2028
  • Unit 3: Showcasing my skills: Non-examination assessment (practical assessment, two pieces or performances from the same or different art forms), 50%, 40 marks, set by WJEC, marked by the centre and moderated by WJEC, first assessed Summer 2029

The literacy and numeracy skills in this qualification

  1. Reading and viewing works to identify style, genre and techniques

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

    In Unit 1 learners study one work from each of two art forms, one created in or inspired by Wales and one from outside Wales, naming the style or genre and identifying the basic techniques used. They also explore existing bodies of work to inform their Unit 3 pieces.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils look at two paintings, one by a Welsh artist, and fill in a card for each with its genre, such as realism or abstract, and two techniques they can see.
    Year 8
    Pupils watch two short dance extracts in different styles and complete a table comparing the movement, use of space and dynamics in each.
    Year 9
    Pupils study a Welsh song and a piece of film music, writing a short comparison of genre, tempo and dynamics and noting what makes each typical of its style.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Sections 1.1.1 and 1.1.2, pages 10 and 11; Unit 3, Section 3.1.1, page 14; Section 3.2, page 18

    “Learners should know the style/genre of their selected works.”
    Progression step 3

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can read closely, follow up and use additional material in texts to extend my understanding.

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

  2. Using subject specific vocabulary

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

    Learners use the vocabulary of each art form when reflecting on creative choices, such as composition and texture in art, dynamics and tempo in music, or shot types and editing in film. Appendix A gives the terms for each art form, and they are needed in Unit 1 and the Unit 2 log.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils build a word wall of six terms for one art form, such as tempo, dynamics and pitch, and use two of them to describe a piece they hear.
    Year 8
    Pupils label a still from a film with shot type and camera angle terms, then use them in two sentences explaining the effect.
    Year 9
    Pupils write or record a short review of a performance using at least five correct terms from two art forms, spelling them accurately.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.3, page 11; Appendix A, pages 26 to 28

    “Learners should be able to use subject specific vocabulary when reflecting on creative choices.”
    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 express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

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

  3. Evaluating works and justifying opinions with evidence

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

    Learners evaluate and reflect on the creative choices in their selected works: the mood, what they like and dislike and how the work makes them feel. They justify their opinions using evidence from the work, which is the core of the Unit 1 marks.

    Literacy: Purpose, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils say whether they like a short piece of music and give one reason that points to something they heard, such as a fast tempo.
    Year 8
    Pupils write a paragraph on how a painting makes them feel, using a point, evidence and explanation frame.
    Year 9
    Pupils evaluate a professional performance in a short piece of writing or a recording, giving what worked and what did not, each backed by a specific moment from the work.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.3, page 11; Summary of assessment, page 5; Section 3.1, page 17

    “Learners should be able to justify their opinion using evidence from the expressive arts work.”
    Progression step 3

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    Progression step 4

    • I can share, talk and write about my thoughts, feelings and opinions showing empathy and respect.

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

    • I can write about my thoughts, feelings and opinions, using a range of techniques, e.g. emotive language, hyperbole, choice of pronouns (you, we), to show impact.

  4. Interpreting a stimulus from another art form

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

    In Unit 2 learners select one stimulus from a range set by WJEC and must respond in a different art form, for example making music or dance from an image or text. They have to read the stimulus for meaning and mood and turn it into their own artistic intentions.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short poem and list three images and one feeling in it that they could show in a drawing.
    Year 8
    Pupils read a newspaper headline and photograph, discuss what is not said directly, and plan a short freeze frame sequence showing it.
    Year 9
    Pupils choose from three stimuli, a poem, a painting and a piece of music, explain in a few sentences what each suggests and which they will respond to in a different art form.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Sections 2.1.1 and 2.1.2, pages 12 and 13; Section 3.2, page 18

    “Learners are required to select one stimulus from a range set by WJEC.”
    Progression step 3

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

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

    Progression step 4

    • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

    • I can identify different interpretations of text and information and evaluate their relative merits.

  5. Keeping a reflective log on their own work

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

    Learners produce a Unit 2 reflective log on their response to the stimulus, how appropriate and well applied their techniques were, and whether they achieved their aims, including what went well and what they could improve. The log can be written prose or an audio, audio-visual or PowerPoint presentation.

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

    Getting pupils ready

    Year 7
    Pupils write two sentences at the end of each practical lesson: what they did and one thing they would change.
    Year 8
    Pupils keep a log across a four week project with headings for ideas, techniques and progress, and redraft one entry after teacher comments.
    Year 9
    Pupils write a final reflection on a piece they made, organised under response to the brief, use of techniques and what they would improve, checking spelling and paragraphing.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Overview, page 12; Unit 2, Section 2.1.3, page 13; Section 3.2, page 18

    “Learners will produce a Reflective Log in which they consider their response to the stimulus”
    Progression step 3

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

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

    Progression step 4

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

    • I can improve writing through independent review and redrafting.

  6. Speaking to present a response

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

    Because there is no prescribed format, many learners present Unit 1 and Unit 2 as an audio presentation, vlog or narrated slides. They need to speak clearly, organise what they say for the listener and explain their views on the works and their own choices.

    Literacy: Clarity and vocabulary, Purpose

    Getting pupils ready

    Year 7
    Pupils talk for one minute to a partner about an artwork they chose, using a prompt card with three headings.
    Year 8
    Pupils record a two minute audio talk about a song, then listen back and re-record one section more clearly.
    Year 9
    Pupils give a three minute presentation to the class on two contrasting works, organised with an introduction, a section on each work and a conclusion.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, Units 1 and 2, page 18; Appendix B, page 29

    “There is no prescribed format for this work.”
    Progression step 3

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can reflect on my use of strategies to improve the quality, accuracy and effects of my spoken communication, including in formal situations.

  7. Using voice and character in drama

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

    Drama is described as telling stories through performance using voice, movement, character and staging, and Appendix A lists vocal skills and characterisation as basic techniques. Learners who choose Drama apply these in their Unit 2 piece or Unit 3 performances.

    Literacy: Understanding, response and analysis, Collaborative talk, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils read a short scene aloud in pairs, changing volume and pace to show whether their character is angry or calm.
    Year 8
    Pupils perform a monologue extract, marking the script beforehand with pauses, emphasis and changes of tone.
    Year 9
    Pupils rehearse and perform a scripted scene in a group, sustaining a character's voice throughout and adapting delivery after feedback.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 11; Appendix A, page 26; Unit 3, Section 3.1.2, page 15

    “It uses voice, movement, character, and staging to explore emotions, ideas, and situations.”
    Progression step 3

    • I can read a wide range of texts aloud with expression, varying intonation, voice and pace.

    • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

    Progression step 4

    • I can read a range of challenging and authentic texts aloud with expression, varying intonation, voice and pace to convey meaning.

    • I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

  8. Giving and receiving feedback

    Assessed: Taught, but not assessed

    The specification encourages confidence in giving and receiving feedback as a learning experience, and in Units 2 and 3 learners often develop work with others. Listening to and responding to feedback supports the reflection on improvement that the Unit 2 log asks for.

    Literacy: Listening as part of collaborative talk, Listening to understand

    Getting pupils ready

    Year 7
    Pupils watch a partner's short performance and give one strength and one tip, then the partner repeats the tip back in their own words.
    Year 8
    Pupils take part in a gallery walk, leaving sticky note questions on others' work and answering the questions left on their own.
    Year 9
    Pupils run a short peer review of a group piece, listening to all views, asking follow up questions and agreeing two changes to make.
    Show the specification wording and the LNF statements

    Where it is in the specification: Opportunities for integration of learning experiences, page 16; Unit 2, Section 2.1.3, page 13

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

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    • I can listen to others’ ideas/presentations, and understand that they may have a different perspective to my own, in order to respond appropriately.

    Progression step 4

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

    • I can listen to gain different people's views and ideas on various subjects, using them to arrive at my own conclusions.

  9. Counting rhythm, tempo and timing in music and dance

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

    Appendix A lists rhythm and tempo as basic techniques in music and timing in dance. Learners who choose these art forms count beats, keep to a tempo and fit movement or sound to set lengths of time in their Unit 2 and Unit 3 pieces.

    Numeracy: Measurement

    Getting pupils ready

    Year 7
    Pupils clap and count a four beat rhythm, then time with a stopwatch how long eight bars take at a slow and a fast speed.
    Year 8
    Pupils set a metronome to 60 and then 120 beats per minute and work out how many beats fit into a 30 second dance phrase at each tempo.
    Year 9
    Pupils plan a one minute piece of music or dance, choosing a tempo in beats per minute and calculating how many counts or bars they need to fill the time.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 11; Appendix A, pages 26 and 28; Unit 3, Section 3.1.2, page 15

    “It uses elements such as rhythm, melody, harmony, and dynamics”
    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 represent and use compound measures, using standard units.

    • I can interpret fractions of a second appropriately.

  10. Using space, position and direction in dance and staging

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

    Dance uses actions, dynamics, space and relationships, and Appendix A lists space for dance and sight lines, stage left and stage right, entrances and exits for set design. Learners position performers and set within a performance area, which Appendix B links to geometry and measurement in Units 2 and 3.

    Numeracy: Position, Angle

    Getting pupils ready

    Year 7
    Pupils use a nine square stage grid, such as downstage left and centre stage, to place themselves in a freeze frame from written instructions.
    Year 8
    Pupils create a dance phrase with quarter and half turns and mark each turn's direction on a floor plan.
    Year 9
    Pupils draw a ground plan of a set to scale on squared paper, marking entrances, furniture and the sight lines from the front corners of the audience.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 11; Appendix A, pages 26 and 27; Appendix B, page 30

    “It uses actions, dynamics, space, and relationships to create meaning”
    Progression step 3

    • I can use grid references to specify location.

    • I can use angle as a measure of rotation.

    Progression step 4

    • I can measure and draw angles.

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

  11. Using shape, form and composition in art and design

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

    Appendix A lists shape, form and composition as basic techniques in Art and Design, which includes drawing, painting, sculpture, photography, crafts and design. Learners who choose this art form arrange shapes, judge proportion and scale up ideas in their Unit 2 and Unit 3 pieces.

    Numeracy: Shape and space, Calculation, Measurement

    Getting pupils ready

    Year 7
    Pupils make a collage from cut paper shapes and name each two dimensional shape and the three dimensional forms they draw from a still life.
    Year 8
    Pupils divide a picture into a grid of 2 cm squares and copy it onto a 4 cm grid to double its size.
    Year 9
    Pupils plan a sculpture or poster at a scale of 1 to 5, measure the sketch in millimetres and work out the finished sizes in centimetres.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section 1.1.1, page 10; Appendix A, page 26; Appendix B, page 30

    “It includes drawing, painting, sculpture, photography, crafts, and design”
    Progression step 3

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

    • I can use ratio and proportion to calculate quantities.

    Progression step 4

    • I can use ratio and proportion including map scales.

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

  12. Planning time for the assessment tasks

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

    Unit 1 has a maximum of 6 hours across three tasks, and each assessment pack gives a suggested time per task that learners may allocate as they choose. Learners plan how to share the time and the stages of their work so they finish within the limit.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils split a 50 minute lesson into planning, making and tidying time and check against the clock how close they kept to the plan.
    Year 8
    Pupils make a timetable for a three lesson art project, giving minutes to each stage and adjusting it after the first lesson.
    Year 9
    Pupils are given 6 hours for a mini project in three tasks, decide how many minutes each task gets and record the time actually used.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, Unit 1, page 18; Section 3.3, page 19

    “has a maximum time of 6 hours to complete the work”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

Good to know

Links with other qualifications

There is no GCSE Expressive Arts; the specification says it gives "a broad basis for progression onto GCSE qualifications in the Expressive Arts area" (page 7). Its five art forms match GCSE Art and Design, GCSE Drama, GCSE Dance, GCSE Music and GCSE Digital Media and Film, which all use subject vocabulary, analysis of other people's work, reflective logs and spoken feedback, but add written examinations with extended answers. The rhythm, tempo, staging and scale work links with the counts and timing in GCSE Dance and GCSE Music and the ground plans in GCSE Drama, and supports GCSE English Language and Literature through evaluative writing and talk.

Source: WJEC Entry Level/Level 1 Foundation Expressive Arts specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).