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

Skills that use Developing vocabulary

  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.

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).