Skills for Life: Music, Dance and Drama
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Pearson.
Music, dance, and drama is a Pearson Skills for Life unit in which learners take a performance or production role in a music, dance or drama production, work with others to prepare and rehearse, and demonstrate a range of preparation and performance skills. It is one 20 hour unit that learners combine with others into a Pearson Skills for Life Award, Certificate or Diploma, from Entry 1 to Level 2. Literacy sits in communicating and working with others in discussion and rehearsal, and in outlining, describing or explaining what is expected in their role; Annexe C adds reading scripts and writing rehearsal notes and reflective logs. Numeracy is light and not assessed: timing, counting beats and rhythm patterns.
- Corff dyfarnu
- Pearson
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith llythrennedd
- Canolig
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): One assessment criterion at each of Entry 1, Entry 2 and Entry 3: demonstrate a few basic skills, an adequate range of skills (two or three) or a range of performance skills and techniques (three or four) in a role in a music, dance or drama performance. Centres choose the type of evidence and set and mark the assessment, adapting Pearson's Authorised Assignment Brief or devising their own, internally verified and quality assured by Pearson standards verification. 20 guided learning hours.
- Level 1 and Level 2: One assessment criterion at each of Level 1 and Level 2: describe (Level 1) or explain (Level 2) and undertake preparation for a performance or production role in a music, dance or drama production, demonstrating a range of competent (Level 1) or effective (Level 2) preparation and performance skills and techniques. Centres choose the type of evidence and set and mark the assessment, internally verified and quality assured by Pearson standards verification. Graded Pass or Fail. 20 guided learning hours.
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Communicating and working with others in rehearsal
Learners at every level work with others to prepare for a final performance: Entry 1 learners make relevant contributions to discussions and cooperate, Entry 2 to Level 1 learners communicate and work appropriately with others, and Level 2 learners communicate effectively as part of a team. This is required by the essential information for assessment decisions.
Llythrennedd: Siarad cydweithredol, Gwrando fel rhan o siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils plan a short group mime in fours, each suggesting one idea and the group agreeing the order by talking it through.
- Blwyddyn 8
- Pupils rehearse a group song and stop after each run to give one another one positive comment and one suggestion.
- Blwyddyn 9
- Pupils run a rehearsal of a scene as a group, take turns to direct, listen to suggestions and agree changes before the next run.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfL 19, Essential information for assessment decisions, Entry 1 to Level 2, pages 92 to 93
“They should also communicate effectively and work appropriately as part of a team”
Cam cynnydd 3
Rwy'n gallu cyfrannu at drafodaeth grŵp mewn rolau gwahanol, gan gymryd cyfrifoldeb am gwblhau'r dasg yn dda.
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Cam cynnydd 4
Rwy'n gallu adnabod ystod o opsiynau ar gyfer gweithredu a dod i gytundeb er mwyn cyflawni nodau'r grŵp.
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.
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Outlining, describing and explaining own role
Entry 2 learners outline what is expected of them, Entry 3 learners identify what they need to do, Level 1 learners describe what is expected of them and Level 2 learners explain their role and responsibilities. This is required by the assessment criteria at Level 1 and Level 2 and by the essential information at Entry 2 and Entry 3; it can be spoken or written.
Llythrennedd: Eglurder a geirfa, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils say in two sentences what their job is in a class performance, such as narrator or prop keeper, and one thing they must remember.
- Blwyddyn 8
- Pupils write a short role card describing their part in a group dance, including their entrance, cues and what others rely on them for.
- Blwyddyn 9
- Pupils explain to the class their responsibilities as stage manager or lead performer in a production, using correct theatre or music terms.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfL 19, assessment criteria Level 1 and Level 2, page 91; Essential information for assessment decisions, Entry 2 to Level 2, pages 92 to 93
“show an understanding of their role and be able to describe what is expected of them”
Cam cynnydd 3
Rwy'n gallu mynegi materion a syniadau'n glir gan ddefnyddio geirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth ac enghreifftiau.
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
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 crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
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Reading scripts and writing rehearsal notes and reflective logs
Annexe C lists reading scripts, writing rehearsal notes and reflective logs as the literacy links, and the Level 2 support guidance expects learners to use reflection to shape their performance. These are suggested ways of working and evidencing, not requirements of the assessment criteria.
Llythrennedd: Deall, ymateb a dadansoddi, Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 7
- Pupils read a short script aloud in groups, marking with a pencil where to pause and which words to stress.
- Blwyddyn 8
- Pupils keep a rehearsal diary for a week, writing what went well, what was hard and one target for next time.
- Blwyddyn 9
- Pupils write a reflective log entry after a dress rehearsal, explaining how their feelings about the performance changed and what they will do differently.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfL 19, Annexe C, Literacy Links column, page 163; Levels of supervision and support, Level 2, page 93
“Reading scripts, writing rehearsal notes, reflective logs”
Cam cynnydd 3
Rwy'n gallu darllen amrywiaeth eang o destunau ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder.
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Cam cynnydd 4
Rwy'n gallu darllen amrywiaeth o destunau heriol a dilys ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder er mwyn cyfleu ystyr.
Rwy'n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn gan ddefnyddio ystod o dechnegau, e.e. iaith emosiynol, gor-ddweud, dewis rhagenwau (chi, ni), i ddangos effaith.
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Timing, counting beats and rhythm patterns
Annexe C links the unit to timing, counting beats and rhythm patterns, for example counting in a dance sequence, keeping a steady beat or timing entrances and the length of a performance. This is suggested by the cross-curricular mapping only; no assessment criterion requires numeracy, so it is low.
Rhifedd: Mesur, Cymhwysedd strategol, Dealltwriaeth gysyniadol
Paratoi disgyblion
- Blwyddyn 7
- Pupils clap a four beat rhythm pattern, then write it as counts and add one bar of their own.
- Blwyddyn 8
- Pupils build an eight count dance phrase, write the counts on a grid and time the whole routine with a stopwatch.
- Blwyddyn 9
- Pupils plan the running order of a ten minute showcase, timing each item and adjusting the order so it fits the time exactly.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit SfL 19, Annexe C, Numeracy Links column, page 163
“Timing, counting beats, rhythm patterns”
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 blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Cam cynnydd 4
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Rwy'n gallu defnyddio fy nealltwriaeth o strwythurau sylfaenol mathemateg a'u cymhwyso mewn cyd-destunau gwahanol.
Da gwybod
- The unit is listed as "SfL 19 Music, dance, and drama" with a Unit GLH of 20 (Unit summary, page 5). It counts towards the Pearson Skills for Life qualifications, for example C00/5444/1 "Pearson Entry Level 3 Skills for Life Award" (Qualification titles, page 3).
- A unit counts only once: "Learners can only achieve each unit once, at a single level" (Rules of Combination, page 6, and Assessment of units, page 9), so schools should decide which level each learner is working towards.
- Learners do not have to perform on stage: they "will take part in either a performance or production role" (Essential information for assessment decisions, Level 2, page 93), so the spoken demand of a role varies.
- Evidence is flexible: "there are no mandatory evidence requirements and centres can select the type of evidence" (page 92), so a learner's explanation of their role can be spoken or recorded rather than written.
- The required teaching content is in a separate document: it "can be found in the Teaching and Learning Support document for this unit" (Unit content, page 92).
- AI must be acknowledged: "If AI is used, the final submission must be in the learner's own words" (Requirements relating to permitted/prohibited resources, page 93).
- Learners "can be assessed in Welsh or English", and in British Sign Language as a reasonable adjustment (Language of assessment, page 8).
- The Entry 3 essential information appears to have words missing: "they may need some help or a team, demonstrating a range of appropriate performance skills" (page 92).
Cysylltiadau â chymwysterau eraill
Discussion, script reading and explaining a role carry over to WJEC GCSE Drama, GCSE Music and GCSE Dance, to the WJEC VCSE in Performing Arts and the WJEC Foundation in Expressive Arts, and speaking clearly and writing reflective logs support GCSE English Language and Literature. Counting beats and rhythm patterns link to GCSE Music. Within the WJEC Skills Suite, Teamwork shares the collaborative talk. Compared with the WJEC Music, dance and drama unit, where literacy includes subject vocabulary and a separate outcome on reflecting on and evaluating performances, the Pearson unit's literacy lies mainly in communicating with the group and describing or explaining one's own role, with reflection mentioned only in the Level 2 support guidance. Both versions keep numeracy light.
Ffynhonnell: Pearson Entry Level 1 to Level 2 Skills for Life Award, Certificate and Diploma Qualifications specification, Issue 1, August 2026, Unit SfL 19: Music, dance, and drama.