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The digital skills in this qualification

1. Analysing an unseen dance work in an on-screen examination

   Assessed: In the exam

   Unit 3 is a digital only examination with objective, short and extended answers on set works and an unseen work. Learners must watch dance on screen, identify features using dance terminology and type evaluative answers under time pressure.

   DCF: Creating digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils watch a one-minute dance clip on a laptop and type answers into a Microsoft Form naming the actions, use of space and dynamics they see.

   Year 8

   Pupils sit a timed Microsoft Forms quiz on an unseen clip, pausing and replaying it to spot devices such as canon, unison and repetition.

   Year 9

   Pupils complete a 20-minute on-screen practice question on an unseen extract, typing an extended answer on how devices communicate meaning and editing it before submitting.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 3: Dance Appreciation, overview, page 15 (examination format, page 4)

   “There will also be an unseen work included in the digital examination.”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can use keyboard commands such as shortcuts.

   Progression step 4

   • I can explore and develop a range of formal text document structures for different audiences and purposes.

   • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

   Progression step 5

   • I can create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

2. Studying professional dance works on screen and judging video sources

   Assessed: In the exam

   Learners study three set works and should experience professional performance in person or on screen, including staging such as dance for camera. They need to find reliable recordings, use timestamps and understand what a filmed version shows or hides compared with live performance.

   DCF: Sourcing, searching and planning digital content, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils bookmark a teacher-set playlist of professional clips and note the timestamps where a motif is repeated.

   Year 8

   Pupils find an official company video of a professional work, for example by National Dance Company Wales, check it is an official source and note the choreographer and date.

   Year 9

   Pupils build a referenced digital study sheet on a professional work with timestamped screenshots of key devices, lighting and costume, and compare it with a dance for camera piece.

   Show the specification wording and the DCF statements

   Where it is in the specification: Opportunities for integration of learning experiences, page 19 (dance for camera in Unit 3, Section 3.1.1, page 16)

   “experience professional performance(s) and/or workshops, either in person or onscreen”

   Progression step 3

   • I can begin to reference sources used in my work, and consider if content is reliable.

   • I can store search results for future use, e.g. bookmark, add to favourites.

   Progression step 4

   • I can search a variety of sources using relevant search techniques with increased complexity.

   • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

   Progression step 5

   • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

   • I can refer appropriately to sources of information used in my digital work.

3. Researching a stimulus online and planning choreography digitally

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

   Learners must create a piece in response to a WJEC stimulus, released on the WJEC Portal, after exploring a range of dance forms and contexts. Online research and a digital mood board or plan help them develop ideas and record where they came from.

   DCF: Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils search for images linked to a simple stimulus such as a storm, adjusting keywords, and paste three into a PowerPoint slide to spark movement ideas.

   Year 8

   Groups build a shared PowerPoint mood board in Teams for a stimulus, adding images, words and a clip link, and plan their sections on it.

   Year 9

   Pupils use advanced search to research the context of a poem or photograph stimulus, then plan a structured piece in a digital planner with a referenced source list.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1, Section 1.1.1, page 10 (stimuli release, Section 3.2, page 21)

   “create a piece in response to a stimulus set by WJEC.”

   Progression step 3

   • I can independently create and plan work before beginning a digital task.

   • I can adjust keywords and search techniques to find relevant information.

   Progression step 4

   • I can select and effectively use a variety of planning techniques.

   • I can independently use a range of complex searches, e.g. and/or/+/-/not.

   Progression step 5

   • I can plan my digital work effectively and with increasing complexity.

   • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

4. Filming rehearsals to review and refine movement safely

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

   Learners develop technique and choreography by reflecting in a cycle of practice and improvement. The spec does not name video, but filming and replaying rehearsals is the usual way to check timing, alignment and devices, which also means handling footage of other people responsibly.

   DCF: Evaluating and improving digital content, Identity, image and reputation, Online behaviour and online bullying

   Getting pupils ready

   Year 7

   Pupils film a partner's eight-count phrase on a school iPad, watch it back together to choose one thing to improve, then delete the clip.

   Year 8

   Groups film their motif before and after adding canon, compare the two clips side by side and store them only in the class Team.

   Year 9

   Pupils film their solo each week, use slow-motion playback to check alignment and timing, and keep dated clips in a private OneDrive folder with written targets.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 2: Performance, overview, page 12 (refining choreography, Unit 1, Section 1.1.2, page 10)

   “reflecting on their work in an ongoing cycle of practice and improvement”

   Progression step 3

   • I can explain reasons for layout and content of my own work and the work of others.

   • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

   Progression step 4

   • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

   • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

   Progression step 5

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

   • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

5. Producing a multimedia reflective log

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

   Unit 1 includes a reflective log of the choreographic process, and the format is not prescribed. A digital log combining clips, images and written evaluation lets learners show how their choreography developed and justify their choices.

   DCF: Creating digital content, Storing and sharing, Evaluating and improving digital content

   Getting pupils ready

   Year 7

   Pupils make a three-slide PowerPoint about their group dance with a photo on each slide and captions explaining their action, space and dynamics choices.

   Year 8

   Pupils create a PowerPoint log with short embedded clips showing how they developed a motif using retrograde and repetition.

   Year 9

   Pupils keep an ongoing log in OneNote or PowerPoint with dated clips, stimulus research and a critical evaluation of their choreographic devices.

   Show the specification wording and the DCF statements

   Where it is in the specification: Summary of assessment, Unit 1, page 4 (evaluation content in Unit 1, Section 1.1.4, page 11)

   “Learners will also produce a Reflective Log of the process in a non-prescribed format.”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can manage files and folders locally or online, e.g. move files to a folder.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

   • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

6. Editing accompaniment to fit a timed piece

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

   Choreography must fit set durations, and learners must understand the aural setting, including score and music. The spec does not require learners to edit music, but cutting, joining and fading a track in audio software is the usual way to fit accompaniment to the required length and structure.

   DCF: Creating digital content, Storing and sharing

   Getting pupils ready

   Year 7

   Pupils trim a track in Audacity to a one-minute section for a class warm-up and add a fade out.

   Year 8

   Pupils cut and join two contrasting music sections in Audacity to make an AB binary structure for a group dance.

   Year 9

   Pupils mix music and spoken text in Audacity into a two-minute soundscape for a group piece, export an MP3 and check it plays correctly on the hall system.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1: Choreography, page 10 (aural setting in Unit 3, Section 3.1.1, page 16)

   “Group of 2-5 dancers: 2-4 minutes”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

7. Respecting copyright, crediting creators and sharing dance footage responsibly

   Assessed: Taught, but not assessed

   Centres should build a basic awareness of ethical and legal considerations. In dance this covers crediting the professional choreographers whose repertoire learners perform, music licensing and consent before filming or sharing other dancers.

   DCF: Digital rights, licensing and ownership, Identity, image and reputation, Online behaviour and online bullying

   Getting pupils ready

   Year 7

   Pupils discuss whether copying a viral dance and posting it as your own is fair, then credit the original creator on a class display.

   Year 8

   Pupils compare using a chart song and a royalty-free track for a school showcase, finding the licence terms for each online.

   Year 9

   When learning professional repertoire, pupils record the choreographer, company and music details, and debate when learning someone's choreography becomes appropriation.

   Show the specification wording and the DCF statements

   Where it is in the specification: Opportunities for integration of learning experiences, page 19 (professional repertoire, Section 3.2, page 21)

   “gain a basic awareness of ethical and legal considerations as appropriate.”

   Progression step 3

   • I can understand that copying the work of others and presenting it as my own is plagiarism.

   • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

   Progression step 4

   • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

   • I can understand the implications of online actions, including my digital footprint and the legal implications of sharing inappropriate material.

   Progression step 5

   • I can understand and reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission.

   • I can understand the legal and ethical debates that surround using other people’s creative work; and I consider the points of view of the original creator, potential audiences, and the broader community when using materials belonging to others.

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