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.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of literacy work
Medium
Amount of numeracy work
Medium
Specification
Open the specification
How this qualification 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

The literacy and numeracy skills in this qualification

  1. Using the glossary of musical terms accurately

    Assessed: In the exam

    Learners must know and use every term in the Appendix B glossary, covering all the elements of music, in their Unit 3 answers. Terms must be used precisely, and many are Italian or technical words that are hard to spell.

    Literacy: Vocabulary, spelling, grammar, Developing vocabulary

    Getting pupils ready

    Year 7
    Pupils keep a Music word bank for dynamics, tempo, texture and timbre and use three of the terms, spelt correctly, to describe a short extract of a Welsh folk song.
    Year 8
    Pupils label a listening map of a film music extract with glossary terms such as ostinato, crescendo and pizzicato, then write two sentences that use them precisely.
    Year 9
    Pupils write a 100-word description of an unseen extract using at least six glossary terms from different elements, then check each spelling against the class word wall.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix B, Glossary of Musical Terminology, page 25

    “know and understand the musical terms listed in the glossary below and use them in their responses within the Unit 3 examination”
    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 use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    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 can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

    • I have experienced a range of discipline-specific and general academic vocabulary, and can use them precisely in different contexts.

  2. Listening closely to familiar and unseen music

    Assessed: In the exam

    The Unit 3 paper is built on listening to set works and unseen extracts. Learners must hear, remember and record detail about how the elements of music and music technology are used, then respond to it.

    Literacy: Listening for meaning, Listening to understand

    Getting pupils ready

    Year 7
    Pupils listen to a 30-second extract twice and jot one detail each for dynamics, tempo and instruments on a simple grid.
    Year 8
    Pupils listen to an unfamiliar extract three times, adding more detail to a grid of the elements after each hearing, then compare notes with a partner.
    Year 9
    Pupils answer timed questions on an unseen extract played a set number of times, using a note-taking shorthand such as f, cresc. and arrows for pitch.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3: Appraising, overview, page 14

    “demonstrate aural skills in relation to familiar and unfamiliar music”
    Progression step 3

    • I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

    • I can use techniques to remember the main points of presentations, e.g. make notes, summarising, reviewing.

    Progression step 4

    • I can understand and analyse general meaning and implied ideas.

    • I can use different techniques to help me remember, record and respond to what I hear.

    Progression step 5

    • I can employ a range of strategies to understand, predict and evaluate meaning and implied ideas in a wide range of situations.

    • I can use different techniques to help me remember, record and respond to what I hear.

  3. Writing extended answers about music

    Assessed: In the exam

    Unit 3 mixes objective and short answers with extended answers on the chosen set works and unseen extracts. AO3, reflecting on, analysing and evaluating the work of others, carries 15% of the qualification in this unit, so learners must build a structured, evaluative argument.

    Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write a short paragraph explaining how a composer creates a mood, using a point, evidence and explanation frame, for example how Karl Jenkins makes Palladio sound energetic.
    Year 8
    Pupils write a three-paragraph answer comparing two versions of the same song, using connectives such as whereas and however to link their points.
    Year 9
    Pupils write a timed extended answer evaluating how effectively the elements of music create a mood in a film cue, ending with a justified judgement.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, Unit 3, page 4

    “Questions requiring objective responses, short and extended answers, in response to the chosen set works and unseen extracts.”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can use paragraphs and make links between them.

    • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

    Progression step 4

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

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

    • I can vary sentence structures to engage and sustain the reader’s interest and write with grammatical accuracy.

  4. 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.

  5. Writing a reflective log on composing

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

    Learners present a reflective log on the process behind one of their two compositions. They must critically evaluate the effectiveness of their response to the brief, their creative choices and how they developed their initial ideas.

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

    Getting pupils ready

    Year 7
    After each composing lesson pupils write two sentences in a composing diary saying what they changed in their melody and why.
    Year 8
    Pupils keep a dated log for a riff-based composition, recording one teacher or peer comment each lesson and the change they made in response.
    Year 9
    Pupils write a 300-word reflective log for a short composition to a set brief, then redraft it after feedback so it evaluates how well their choices met the brief.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, Unit 2 overview, page 18; Section 1.2.3, page 13

    “present a reflective log based on the compositional process”
    Progression step 3

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

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

    Progression step 4

    • I can improve writing through independent review and redrafting.

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

    Progression step 5

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

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

  6. Giving and receiving spoken feedback

    Assessed: Taught, but not assessed

    The specification expects learners to grow in confidence giving and receiving feedback, and ensemble performers work without a conductor, so they must talk through rehearsal decisions. 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 keyboard performance, using at least one music term.
    Year 8
    Small groups rehearse a class band piece without the teacher conducting, taking turns to lead a short discussion about balance and tempo.
    Year 9
    Pupils give a two-minute spoken introduction to their own composition, 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 16

    “develop confidence in giving and receiving feedback, promoting independent thinking, originality and creative 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.

  7. Note values, rhythm and time signatures

    Assessed: In the exam and in coursework (NEA)

    Learners must read and notate rhythms in simple and compound time, which depends on note values as fractions of a beat, dotted notes adding half their value and bars that add up to the time signature. The glossary also lists structures counted in bars, such as the 32 bar song and 12 bar blues.

    Numeracy: Relationships within the number system, Conceptual understanding, Calculation

    Getting pupils ready

    Year 7
    Pupils clap and write four-beat rhythms using semibreves, minims, crotchets and quavers, checking that each bar adds up to four beats.
    Year 8
    Pupils fill incomplete bars in 3/4 and 4/4, including dotted notes worth one and a half times their value, then compose a rhythm ostinato.
    Year 9
    Pupils group quavers in 2/4 and 6/8, work out how many quavers fill each beat and bar, then notate a Welsh jig rhythm in compound time.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 1.3.4, page 15

    “notate rhythms in simple time and compound time.”
    Progression step 3

    • I can use understanding of simple fraction, decimal and percentage equivalences, e.g. find 25% of 60cm and know that this is equivalent to ¼ of 60cm.

    • I can use and interpret different representations of fractions, e.g. mixed numbers and improper fractions.

    Progression step 4

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

    • I can use the four operations and the connections between them, e.g. apply division as the inverse of multiplication.

    Progression step 5

    • I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

  8. Counting intervals and numbering chords

    Assessed: In the exam

    Learners must understand roman numerals for chords I to vi and contemporary chord symbols, read keys with up to four sharps or flats, and name intervals from a semitone to a major 7th. All of these rely on counting steps and working with a numbered symbol system.

    Numeracy: Communicating with symbols, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils count letter names on a keyboard to find a 3rd and a 5th above a note, then build C, F and G chords by missing out every other note.
    Year 8
    Pupils number the notes of the C major scale 1 to 8, label chords I, IV and V in roman numerals and play a 12 bar blues from a numbered chord chart.
    Year 9
    Pupils count semitones to tell a major 3rd from a minor 3rd, then convert a chord sequence between roman numerals and chord symbols such as C, F, G7 and Am.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 1.3.4, page 15; Appendix B, page 27

    “roman numerals for chords I, ii, iii, IV, V and vi in a major key”
    Progression step 3

    • I can use appropriate notation, symbols and units of measurement.

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

    Progression step 4

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

    • I can make connections so that mathematical concepts can be built on and deepened.

    Progression step 5

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

    • I can make connections so that mathematical concepts can be built on and deepened.

  9. Tempo, BPM and working to set timings

    Assessed: In the exam and in coursework (NEA)

    Performances must total 4 to 6 minutes with each piece at least 1 minute, and compositions are recommended to total 3 to 6 minutes. Tempo is measured in BPM, a compound measure that links beats, bars and the length of a piece.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils use a stopwatch to time their group performance in minutes and seconds and check it against a target length of one minute.
    Year 8
    Pupils set a metronome to different BPM values and match each one to an Italian tempo term such as andante, moderato or allegro.
    Year 9
    Pupils calculate how long a 32 bar song in 4/4 lasts at 120 BPM, then check the answer by playing it back in a DAW.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, page 4; Section 3.2, page 18; Appendix B, page 29

    “giving a total performance time of 4-6 minutes (each piece should be a minimum of 1 minute)”
    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 identify, measure or obtain required information to complete the task.

    Progression step 5

    • I can understand and use a variety of compound measures.

    • I can identify, measure or obtain required information to complete the task.

Good to know

Links with other qualifications

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).