LNF Cymru Llythrennedd a rhifedd i Gymru

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GCSE Dance

Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.

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.

Corff dyfarnu
CBAC
Lefel
Level 1 and Level 2
Addysgu gyntaf
Medi 2026
Faint o waith llythrennedd
Canolig
Faint o waith rhifedd
Isel
Manyleb
Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
  • 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

Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn

  1. Using dance terminology accurately

    Asesu: Yn yr arholiad

    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.

    Llythrennedd: Geirfa, sillafu, gramadeg, Datblygu geirfa

    Paratoi disgyblion

    Blwyddyn 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.
    Blwyddyn 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.
    Blwyddyn 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.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: 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.”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.

    • Rwy'n gallu defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.

    Cam cynnydd 4

    • Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.

    • Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.

    Cam cynnydd 5

    • Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol yn fanwl gywir.

    • Rwy'n gallu defnyddio strategaethau i sillafu geiriau sy'n benodol i ddisgyblaeth a geiriau academaidd cyffredinol mewn cyd-destunau priodol.

    • Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio'n fanwl gywir mewn gwahanol gyd-destunau.

  2. Analysing and evaluating dance works

    Asesu: Yn yr arholiad

    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.

    Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen

    Paratoi disgyblion

    Blwyddyn 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.
    Blwyddyn 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.
    Blwyddyn 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.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: 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.”
    Cam cynnydd 3

    • Rwy'n gallu coladu a gwneud cysylltiadau, e.e blaenoriaethu, categoreiddio, rhwng gwybodaeth a syniadau o wahanol ffynonellau gan gynnwys testunau digidol a chlyweledol.

    • Rwy'n gallu dehongli syniadau nad ydyn nhw wedi'u mynegi'n benodol, e.e. safbwyntiau neu agweddau awdur.

    Cam cynnydd 4

    • Rwy'n gallu cymharu a gwrthgyferbynnu themâu a materion mewn amrywiaeth o destunau gan gynnwys testunau digidol a chlyweledol.

    • Rwy'n gallu dangos dealltwriaeth lawn o destunau drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi.

    Cam cynnydd 5

    • Rwy'n gallu cymharu a gwrthgyferbynnu themâu a syniadau mewn amrywiaeth o destunau yn hyderus, gan gynnwys testunau digidol a chlyweledol, gan ystyried sut maen nhw'n amrywio o ran diben ac effaith.

    • Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.

    • Rwy'n gallu deall testunau'n llawn drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi, gan ddeall cyd-destun y testunau sy'n dylanwadu ar y darllenydd.

  3. Writing extended answers about dance

    Asesu: Yn yr arholiad

    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.

    Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau, Cysyllteiriau a chystrawen

    Paratoi disgyblion

    Blwyddyn 7
    Pupils write a paragraph explaining how one dance action shows a feeling, using a point, evidence and explanation frame.
    Blwyddyn 8
    Pupils write a three-paragraph review of a filmed performance, one paragraph each on movement, physical setting and aural setting.
    Blwyddyn 9
    Pupils write a timed extended answer evaluating how effectively a choreographer uses unison and canon to communicate meaning, ending with a justified judgement.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: 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.”
    Cam cynnydd 3

    • Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.

    • Rwy'n gallu defnyddio paragraffau a gwneud cysylltiadau rhyngddyn nhw.

    • Rwy'n gallu defnyddio amrywiaeth gynyddol o gysyllteiriau i drefnu fy syniadau mewn brawddegau, paragraffau a thestunau cyfan.

    Cam cynnydd 4

    • Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.

    • Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.

    • Rwy'n gallu defnyddio amrywiaeth o gysyllteiriau'n benodol wrth drefnu fy syniadau yn destunau cyfan at wahanol ddibenion.

    Cam cynnydd 5

    • Rwy'n gallu ysgrifennu darnau estynedig sy'n cynnwys tystiolaeth a gwybodaeth fanwl at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd o fewn gwahanol ddisgyblaethau a rhyngddyn nhw.

    • Rwy'n gallu trefnu gwaith ysgrifennu ar ffurf briodol, gan sicrhau bod y cynnwys yn cael ei nodi o fewn a rhwng paragraffau neu adrannau, a chan ddatblygu a chynnal syniadau'n gydlynus.

    • Rwy'n gallu amrywio strwythurau brawddegau i ennyn a chadw diddordeb y darllenydd ac ysgrifennu gyda chywirdeb gramadegol.

  4. Keeping a reflective log of the choreographic process

    Asesu: Mewn gwaith cwrs (asesiad di-arholiad)

    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.

    Llythrennedd: Prawfddarllen, golygu a gwella, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau

    Paratoi disgyblion

    Blwyddyn 7
    After each choreography lesson pupils write two sentences in a log saying what they changed in their motif and why.
    Blwyddyn 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.
    Blwyddyn 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.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: 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.”
    Cam cynnydd 3

    • Rwy’n gallu myfyrio ar safon fy mynegiant, ei olygu a'i ailddrafftio i wella'r ansawdd, a defnyddio ystod o strategaethau i sicrhau mwy o eglurder.

    • Rwy'n gallu ystyried ffyrdd gwahanol o gynllunio, drafftio a chyflwyno fy ngwaith yn briodol.

    Cam cynnydd 4

    • Rwy'n gallu gwella gwaith ysgrifennu drwy adolygu annibynnol ac ailddrafftio.

    • Rwy’n gallu dewis a defnyddio strategaethau priodol er mwyn cynllunio a datblygu fy ngwaith ysgrifennu at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd.

    Cam cynnydd 5

    • Rwy'n gallu gwella cynnwys, strwythur a chywirdeb fy ngwaith ysgrifennu drwy fyfyrio'n feirniadol, adolygu a golygu, gan ymateb yn adeiladol i adborth.

    • Rwy'n gallu dewis a defnyddio strategaethau priodol i gynllunio a datblygu fy ngwaith ysgrifennu ar gyfer amrywiaeth heriol o wahanol ddibenion a chynulleidfaoedd.

  5. Giving feedback and directing dancers

    Asesu: Yn cael ei addysgu, ond nid ei asesu

    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.

    Llythrennedd: Gofyn cwestiynau, Siarad cydweithredol, Gwrando fel rhan o siarad cydweithredol, Diben

    Paratoi disgyblion

    Blwyddyn 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.
    Blwyddyn 8
    In groups of three to five, pupils take turns as choreographer, teaching a phrase with clear spoken instructions and counts.
    Blwyddyn 9
    Pupils give a two-minute talk explaining the intention of their group piece, then answer questions from the class about their choices.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: Opportunities for integration of learning experiences, page 19

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

    • Rwy’n gallu ymateb i safbwyntiau pobl eraill, gan geisio eglurder, crynhoi ac esbonio’r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.

    • Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.

    Cam cynnydd 4

    • Rwy’n gallu ymateb i safbwyntiau pobl eraill mewn ffordd hyderus a sensitif, gan grynhoi a gwerthuso'r hyn rwyf wedi ei glywed, ei ddarllen neu ei weld.

    • Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.

    Cam cynnydd 5

    • Rwy’n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn gwerthuso'n feirniadol ac ymateb i’r hyn rwyf wedi’i glywed, ei ddarllen neu ei weld.

    • Rwy'n gallu ymateb gyda hyder a sensitifrwydd i syniadau pobl eraill mewn sefyllfaoedd cydweithredol gwahanol, gan fyfyrio ar wybodaeth a syniadau a gofyn cwestiynau perthnasol.

  6. Counts, rhythm, tempo and timing

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    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.

    Rhifedd: Mesur, Cymhwysedd strategol, Cyfrifiad, Dealltwriaeth gysyniadol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils learn a phrase in counts of eight, then time their performance with a stopwatch and record it in minutes and seconds.
    Blwyddyn 8
    Pupils perform a motif at half speed and double speed and work out how many counts of eight each version now takes.
    Blwyddyn 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.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: 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”
    Cam cynnydd 3

    • Rwy'n gallu cwblhau gweithgareddau ymarferol sy'n cynnwys digwyddiadau a amserir, ac esbonio pa uned o amser yw'r mwyaf priodol.

    • Rwy'n gallu amseru digwyddiadau mewn munudau ac eiliadau, a threfnu'r canlyniadau.

    Cam cynnydd 4

    • Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.

    • Rwy'n gallu defnyddio'r pedwar gweithrediad a'r cysylltiadau rhyngddyn nhw, e.e. cymhwyso swm rhannu fel gwrthdro i swm lluosi.

    Cam cynnydd 5

    • Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.

    • Rwy'n gallu defnyddio fy nealltwriaeth o strwythurau sylfaenol mathemateg a'u cymhwyso mewn cyd-destunau gwahanol.

  7. Space, direction, turns and formations

    Asesu: Yn yr arholiad ac mewn gwaith cwrs

    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.

    Rhifedd: Ongl, Safle, Siâp a gofod, Dealltwriaeth gysyniadol

    Paratoi disgyblion

    Blwyddyn 7
    Pupils perform quarter, half and full turns and name each one as 90, 180 or 360 degrees.
    Blwyddyn 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.
    Blwyddyn 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.
    Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd

    Ble mae yn y fanyleb: 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.”
    Cam cynnydd 3

    • Rwy'n gallu defnyddio ongl fel mesur cylchdro.

    • Rwy'n gallu defnyddio cyfesurynnau i ddod o hyd i safle.

    • Rwy'n gallu defnyddio iaith fathemategol i ddisgrifio siapiau dau ddimensiwn a thri dimensiwn yn gywir.

    Cam cynnydd 4

    • Rwy'n gallu cymhwyso dealltwriaeth o gyfeiriannau a graddfa i ddehongli mapiau a chynlluniau, ac i greu cynlluniau a lluniadau wrth raddfa.

    • Rwy'n gallu mesur a lluniadu onglau.

    Cam cynnydd 5

    • Rwy'n gallu mesur a lluniadu onglau.

    • Rwy'n gallu cynrychioli cysyniad mewn ffyrdd gwahanol, gan lifo rhwng cynrychioliadau gwahanol gan gynnwys rhai llafar, diriaethol, gweledol, digidol a haniaethol.

Da gwybod

Cysylltiadau â chymwysterau eraill

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.

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