Skills for Life: Music, Dance and Drama
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Music, Dance and Drama is a Skills for Life unit in which learners explore elements, techniques and styles in one or more of music, dance or drama, plan a performance, perform it with others to an audience, and reflect on what worked. It is one 20 hour unit that learners combine with others into a Skills for Life or Skills for Work Award, Certificate or Diploma, from Entry 1 to Level 2. Digital demand is low because the criteria are practical and none requires technology. Digital work sits in making a written or storyboard plan, recording performances on video to watch back and evaluate, and optional tools such as BandLab.
- Corff dyfarnu
- CBAC
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Pecyn uned
- Agor y pecyn cyflwyno ac asesu
Sut mae'r uned hon yn cael ei hasesu
- Entry Level (Entry 1, Entry 2, Entry 3): Four learning outcomes covering basic elements of music, dance or drama, planning a simple performance, taking part in a simple performance, and reflecting on it. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
- Level 1 and Level 2: Four learning outcomes covering elements, techniques and styles, planning and developing a performance, performing effectively, and reflecting on and evaluating performances. Evidence goes in a portfolio, internally assessed by the centre and externally quality assured by WJEC. 20 guided learning hours.
Y sgiliau digidol yn y cymhwyster hwn
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Planning a performance as notes, storyboard or sequence
Learners make a plan for their performance, from basic notes at Entry 2 and an ordered plan at Entry 3 to a plan of the structure at Level 1 and a detailed plan of structure, roles and sequencing at Level 2. The plan is required by the assessment criteria, but it can be on paper or digital, so the digital element is optional.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils order picture cards of four dance moves on a template and type a one line note under each one.
- Blwyddyn 8
- Pupils build a storyboard for a short drama scene in Google Slides, one slide per scene, with who is on stage and what happens.
- Blwyddyn 9
- Pupils make a shared planning table for a group music piece showing sections, timings, roles and cues, and update it after each rehearsal.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level, learning outcome 2, assessment criteria 2.2, page 5; Level 1 and Level 2, learning outcome 2, assessment criterion 2.2, page 7; amplification, page 11
“Produce a detailed plan showing structure, roles, and sequencing”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
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Recording performances and using playback to evaluate
The pack suggests recording rehearsals and performances, then watching them back to identify strengths and areas for improvement, which supports the reflection criteria at every level. Evaluating strengths and improvements is required, but using recordings to do it is only suggested.
DCF: Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils film a 30 second freeze frame sequence on a tablet, watch it back and say one thing that went well.
- Blwyddyn 8
- Pupils record a rehearsal, add timed comments to the video in a shared folder, and pick two moments to improve.
- Blwyddyn 9
- Pupils compare recordings of two rehearsals of the same piece and write an evaluation of what changed and what to improve next.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Suggested activities, pages 13 to 14; Sources of evidence, page 14; Level 1 and Level 2, learning outcome 4, page 8
“recording performances and using playback to evaluate strengths and areas for improvement”
Cam cynnydd 3
Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.
Cam cynnydd 4
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
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Exploring styles and techniques through recorded performances
Learners identify and describe elements, techniques and styles in music, dance or drama, and the pack suggests doing this by watching short video clips and analysing professional or recorded performances, for example from the National Theatre Collection. Knowing the elements is required, but using digital recordings is only suggested.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils watch two short dance clips chosen by the teacher and tick which elements, such as levels and speed, they see in each.
- Blwyddyn 8
- Pupils search a streaming library for a clip of one music genre and note its tempo, dynamics and instruments.
- Blwyddyn 9
- Pupils find and compare clips of two drama styles, such as mime and scripted drama, and save the links with notes on the techniques used.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Entry Level and Level 1 and Level 2, learning outcome 1, pages 5 and 7; suggested activities, page 13; resources, page 15
“analysing professional or recorded performances to identify effective use of elements and techniques”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
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Creating music digitally with BandLab
The pack lists BandLab for Education, a browser based digital audio workstation, as a resource that learners can use for music creation and songwriting. It is only a suggested resource and learners can meet every criterion without it.
DCF: Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils build an eight bar drum loop in BandLab using ready made loops.
- Blwyddyn 8
- Pupils layer a drum loop, bass line and chords in BandLab and change the tempo and volume of each track.
- Blwyddyn 9
- Pupils compose a short backing track in BandLab for their group's dance or drama piece, with a clear structure that matches the performance plan.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Resources available to support delivery, page 15
“A free music creation and collaboration platform for schools”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Da gwybod
- The unit codes are S619E1, S619E2, S619E3, S619L1 and S619L2, and the overview lists "GLH 20" (Unit overview, page 3).
- Centres "may require access to a studio or hall, instruments or playback, and optional props/costumes and simple recording tools" (Resources required for delivery, page 15).
- Performances are usually evidenced on camera: sources of evidence include "photographs or video clips of learners performing music, dance, or drama pieces" (Sources of evidence, page 14), and the portfolio "is not limited to paper-based materials" (Skills for Life and Work specification, section 4.1, page 18).
- Suggested assessment tasks "are not mandatory", and teachers may adapt them or devise their own (Skills for Life and Work specification, section 4.1, page 18).
- AI tools may be used only if acknowledged: "Copying or paraphrasing sections of AI-generated content" so the work is no longer the learner's own is malpractice (Skills for Life and Work specification, section 4.6, page 21).
Cysylltiadau â chymwysterau eraill
Music, Dance and Drama links directly to GCSE Music, GCSE Dance and GCSE Drama, and the pack names the VCSE in Performing Arts and the VCSE and Foundation qualifications in Creative and Media Production and Technology as related WJEC qualifications. Recording and editing performances links to GCSE Digital Media and Film. Within the Skills Suite the pack names Arts and crafts, Digital film and media, Exercise for all, Mental health and wellbeing, and Interview and confidence techniques as units that can be delivered alongside it.
Ffynhonnell: WJEC Music, dance and drama unit delivery and assessment pack, read with the WJEC Entry 1 to Level 2 Skills for Life and Skills for Work specification, approved by Qualifications Wales, teaching from September 2027 (© WJEC CBAC Ltd 2026).