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Skills that use Creating digital content

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. 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.

3. 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.

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