← All qualifications

Skills that use Identity, image and reputation

1. 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.

2. 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).