LNF Cymru Literacy and numeracy for Wales

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Skills for Life: Music, Dance and Drama

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.

Awarding body
Pearson
Level
Entry Level 1 to Level 2
Guided learning hours
20
First taught
September 2027
Amount of literacy work
Medium
Amount of numeracy work
Low
Specification
Open the specification
How this unit is assessed
  • 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.

The literacy and numeracy skills in this qualification

  1. Communicating and working with others in rehearsal

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

    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.

    Literacy: Collaborative talk, Listening as part of collaborative talk

    Getting pupils ready

    Year 7
    Pupils plan a short group mime in fours, each suggesting one idea and the group agreeing the order by talking it through.
    Year 8
    Pupils rehearse a group song and stop after each run to give one another one positive comment and one suggestion.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can contribute to group discussion in different roles, taking responsibility for completing the task well.

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

    Progression step 4

    • I can recognise a range of options for action and reach agreement to achieve the aims of the group.

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

  2. Outlining, describing and explaining own role

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

    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.

    Literacy: Clarity and vocabulary, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 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.
    Year 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.
    Year 9
    Pupils explain to the class their responsibilities as stage manager or lead performer in a production, using correct theatre or music terms.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

    • I can express issues and ideas clearly using area of learning and experience/discipline-specific vocabulary and examples.

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

    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 summary, discussion of issues, detailed explanations and logic when covering a topic.

  3. Reading scripts and writing rehearsal notes and reflective logs

    Assessed: Taught, but not assessed

    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.

    Literacy: Understanding, response and analysis, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils read a short script aloud in groups, marking with a pencil where to pause and which words to stress.
    Year 8
    Pupils keep a rehearsal diary for a week, writing what went well, what was hard and one target for next time.
    Year 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.
    Show the specification wording and the LNF statements

    Where it is in the specification: 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”
    Progression step 3

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

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

    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 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. Timing, counting beats and rhythm patterns

    Assessed: Taught, but not assessed

    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.

    Numeracy: Measurement, Strategic competence, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils clap a four beat rhythm pattern, then write it as counts and add one bar of their own.
    Year 8
    Pupils build an eight count dance phrase, write the counts on a grid and time the whole routine with a stopwatch.
    Year 9
    Pupils plan the running order of a ten minute showcase, timing each item and adjusting the order so it fits the time exactly.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit SfL 19, Annexe C, Numeracy Links column, page 163

    “Timing, counting beats, rhythm patterns”
    Progression step 3

    • I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

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

Good to know

Links with other qualifications

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.

Source: 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.