LNF Cymru Literacy and numeracy for Wales

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VCSE Performing Arts

RSL VCSE Performing Arts makes heavy literacy demands, much of them spoken. Learners research a genre and write or record a portfolio of up to 1500 words, analyse a live performance, interpret scripts, lyrics and repertoire, give a filmed evaluation, answer five questions in a filmed one-to-one Viva where communication skills earn half the marks, and justify their creative choices in a timed Audition presentation. Accurate discipline vocabulary runs through every unit. Numeracy is light and practical: rhythm, timing and counts for dance, music and musical theatre learners, keeping evidence within time and word limits, and planning 20 hours of Audition preparation.

Awarding body
RSL Awards
Level
Level 1 and Level 2
First taught
September 2027
Amount of literacy work
High
Amount of numeracy work
Low
Specification
Open the specification
How this qualification is assessed
  • Unit 1: Creative Project: Non-examined assessment, 70 GLH (about 30 hours of assessment time), 50%, 100 marks: Section A research portfolio 30 marks, Section B live filmed performance 50 marks, Section C live filmed evaluation presentation 20 marks. Based on RSL instructions, marked by the centre and moderated by RSL in the summer series
  • Unit 2: Viva: Non-examined assessment, 14 GLH, 10%, 40 marks: a private, filmed one-to-one interview of up to 10 minutes in which the tutor asks five questions drafted from RSL topic areas, with no resources allowed. Criterion A communication skills 20 marks, Criterion B self-reflection and discipline knowledge 20 marks. Marked by the centre and moderated by RSL
  • Unit 3: Audition: External assessment, 56 GLH (35 hours of teaching and 20 hours of supervised preparation, both mandatory), 40%, 80 marks: in a 30 minute filmed slot learners record a solo audition piece of up to 6 minutes (50 marks) and a 3 to 5 minute presentation answering two questions from the annual RSL brief (30 marks). Set and marked by RSL, taken in a four-week summer window

The literacy and numeracy skills in this qualification

  1. Researching a genre and its context from several sources

    Assessed: In the exam and in coursework (NEA)

    In Unit 1 Section A learners research existing works, performance techniques and the social, political and cultural context of one genre, and must be taught to assess the reliability of sources and reference them. In Unit 3 they research the full work their audition piece comes from and its genre, and the presentation has to draw on that research.

    Literacy: Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read two short articles about the history of tap dance or musical theatre and pick out three key facts from each in a table, noting where each fact came from.
    Year 8
    Pupils read three sources on a genre such as Epic Theatre, note what was happening in society when it began, and write two sentences on where the sources agree or differ.
    Year 9
    Pupils research a genre from at least four sources, summarise its social, political and cultural context in their own words, and add a reference list with a reliability rating for each source.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section A, page 21; Unit 1, Wider Skills, page 16; Unit 3, Knowledge and Understanding, page 56; Unit 3, Teaching and Learning, page 59

    “Research into the social, political and cultural context of their chosen genre”
    Progression step 3

    • I can make use of reference/digital sources to select, summarise and synthesise information, referencing as appropriate.

    • I can show understanding of and use the main ideas and significant details in different texts on the same topic.

    Progression step 4

    • I can research a wide range of reference and digital sources to develop a full understanding of a topic or issue.

    • I can summarise, synthesise and analyse information to gain in-depth understanding, e.g. of causes, consequences, patterns, using different sources.

    Progression step 5

    • I can independently research a wide range of sources to develop an understanding of an increasingly complex topic or issue.

    • I can use printed and digital texts to search selectively, assessing the reliability, significance and accuracy of what I find.

  2. Writing an analysis of a live performance

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

    Section A also asks learners to reflect on one live or professionally filmed live performance, explaining how it represents the genre and what impact it had on them and why, informed by their research. The portfolio is capped at 1500 words, and learners may present some or all of it as audio or video instead of writing.

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

    Getting pupils ready

    Year 7
    After watching a filmed school or professional performance, pupils write a paragraph on the moment that affected them most and why.
    Year 8
    Pupils write a short review of a streamed Welsh performance from Theatr Cymru, explaining two features that show its genre and the effect on them as an audience member.
    Year 9
    Pupils write a structured 400 word analysis of a live or filmed performance, linking each point about its genre and its impact on the audience to something they found in their research.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section A, page 21; Unit 1, Section A mark scheme and expected evidence, pages 27 and 28

    “What impact did the performance have on you as an audience member?”
    Progression step 3

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

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

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can use paragraphs and sections to give coherence to longer pieces of writing.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

  3. Interpreting the meaning of a script, lyric or piece

    Assessed: In the exam and in coursework (NEA)

    Learners interpret text or repertoire in both assessed performances, and for the Audition they study the full work their extract comes from, including the plot, themes, chosen role and story arc. Unit 3 Section B marks their understanding of the context and demands of the material and their interpretation of it.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short scene from a Welsh play and highlight lines that show what a character wants but does not say.
    Year 8
    Pupils read the full lyrics of a musical theatre song, work out what has happened to the character before it, and annotate how that should change the delivery.
    Year 9
    Pupils read the whole play or musical an audition extract comes from, write a short note on the plot, themes and their character's journey, and explain how this changes their reading of the extract.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Knowledge and Understanding, page 56; Unit 3, Section B and Mark Scheme, pages 63 and 64; Unit 1, Section B, page 22; Appendix a, Differentiation of Technical Skills, page 97

    “Developing an understanding of the full work and applying this to the performance”
    Progression step 3

    • I can infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    Progression step 4

    • I can gain a full understanding of texts using inference, deduction and analysis.

    • I can read closely, follow up and use additional material in texts to extend my understanding.

    Progression step 5

    • I can analyse and respond to texts and sub-texts, confidently understanding, interpreting and evaluating meaning.

    • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

  4. Using the voice to convey meaning in performance

    Assessed: In the exam and in coursework (NEA)

    Acting and musical theatre learners are marked on physical and vocal characterisation, vocal projection, vocal dynamics and expression, and acting learners on pacing, in both the Unit 1 performance and the Unit 3 audition. Expression in every discipline is judged by how well meaning is conveyed to the audience, though dance and music learners do this through body or instrument rather than spoken text.

    Literacy: Understanding, response and analysis, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils read a short poem or monologue aloud in pairs, trying it at different volumes and paces and agreeing which version best fits its meaning.
    Year 8
    Pupils learn a one minute monologue and mark the script with pauses, emphasis and changes of pace before performing it to the class.
    Year 9
    Pupils perform a two minute audition speech or song, using projection, pace and vocal dynamics to show the character's change of mood, and explain their choices afterwards.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section B, pages 22 and 23; Unit 3, Section A, page 62; Appendix a, Differentiation of Technical Skills, page 98

    “Vocal/physical/instrumental skills are used in a mostly considered way to express some meaning”
    Progression step 3

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

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    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 convey meaning convincingly in a range of contexts so that the audience is fully engaged.

    Progression step 5

    • I can read a range of challenging and authentic texts aloud with expression, varying intonation, voice and pace to convey meaning.

    • I can speak fluently and confidently, using a range of techniques, expressions and gestures.

  5. Listening to and answering interview questions clearly

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

    Viva Criterion A, half of the Viva marks, assesses active listening, interpreting questions accurately, asking for clarification when needed, speaking clearly and calmly at an appropriate volume and keeping focus. Learners answer five questions in a private filmed interview of up to 10 minutes without notes, and teaching must include mock interviews with feedback.

    Literacy: Listening for meaning, Questioning, Clarity and vocabulary, Listening to understand

    Getting pupils ready

    Year 7
    In pairs pupils ask and answer simple questions about a performance they enjoyed, and practise asking politely for a question to be repeated when it is unclear.
    Year 8
    Pupils take part in a three question mock interview about their drama, dance or music work, first restating each question in their own words, then answering in full sentences.
    Year 9
    Pupils sit a five minute mock interview with unseen questions on their skills and plans, ask for clarification at least once, and use a partner's notes on volume, focus and relevance to set one target.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Communication and Interview Skills, page 43; Unit 2, Assessment Method, pages 45 and 46; Unit 2, Criterion A, page 47

    “Asking for clarification when necessary (forming concise and polite ways of asking for clarification)”
    Progression step 3

    • I can listen to, understand, infer, interpret and recall the general meaning of what I have heard.

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    • I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken communication, including in formal situations.

    Progression step 4

    • I can understand and analyse general meaning and implied ideas.

    • I can listen to and consider the relevance and significance of information and ideas presented to me.

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    Progression step 5

    • I can employ a range of strategies to understand, predict and evaluate meaning and implied ideas in a wide range of situations.

    • I can listen to and consider the relevance and significance of information and ideas presented to me.

    • I can speak fluently and confidently, using a range of techniques, expressions and gestures.

  6. Reflecting on own skills, work and aspirations with evidence

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

    Viva Criterion B assesses spoken reflection on learners' strengths and weaknesses, their previous work and creative processes, their future goals and plans, and the practitioners who influence them, each justified with evidence such as feedback and targets. Unit 1 Section C asks for the same kind of evaluation of the rehearsal process and the skills used, delivered as a filmed presentation.

    Literacy: Purpose, Clarity and vocabulary, Questioning

    Getting pupils ready

    Year 7
    Pupils talk for one minute about one thing they do well in drama, dance or music and one thing to improve, using a comment from their teacher as evidence.
    Year 8
    Pupils keep a short rehearsal log for a term, then explain to a partner how their skills changed, quoting two pieces of feedback and saying whether they met their targets.
    Year 9
    Pupils give a three minute spoken reflection on a performance project covering strengths, weaknesses, one influence on their work and one goal for the future, backing each point with evidence.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Assessment Method, page 46; Unit 2, Criterion B and expected evidence, pages 48 to 50; Unit 1, Section C, page 24

    “articulating conclusions regarding own strengths and weaknesses using evidence and justification”
    Progression step 3

    • I can share, talk and write about my thoughts, feelings and opinions using a range of techniques to show impact.

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

    Progression step 4

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

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

    Progression step 5

    • I can share, talk and write about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

    • I can organise talk effectively to critically evaluate and respond to what I have heard, read or seen.

  7. Presenting and justifying creative choices

    Assessed: In the exam

    In the Unit 3 presentation learners answer two set questions in 3 to 5 minutes, covering the piece's genre, their rehearsal process, the skills used and the challenges, and justifying why they chose the material and made their creative decisions. It is filmed in the exam slot and the tutor may not ask follow-up questions, so the talk must be planned and complete.

    Literacy: Purpose, Clarity and vocabulary, Questioning

    Getting pupils ready

    Year 7
    Pupils explain to the class in one minute why they chose a song or scene for a showcase, giving two reasons.
    Year 8
    Pupils plan a two minute talk in three sections on a piece they performed: what the genre demands, how they rehearsed, and one choice they made and why.
    Year 9
    Pupils answer two set questions about their own performance piece in a timed four minute talk with no follow-up questions, justifying each creative decision with a moment from the performance.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section B, page 63; Unit 3, Mark Scheme, page 64; Unit 3, Communication and Presentation Skills, page 58; Unit 3, Task taking, page 68

    “Why you made the creative decisions that you made”
    Progression step 3

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

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

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can sustain a convincing point of view, anticipating and responding to other perspectives.

    Progression step 5

    • I can present ideas and issues to meet the demands of different audiences.

    • I can make informed choices to enhance my communication skills.

  8. Using discipline-specific vocabulary accurately

    Assessed: In the exam and in coursework (NEA)

    Learners must use the vocabulary of their discipline, including technique terms, stage directions and job titles, when discussing performance work, and Viva Criterion B marks understanding shown through accurate use of that vocabulary. The same vocabulary underpins the Unit 1 portfolio and evaluation and the Unit 3 presentation.

    Literacy: Clarity and vocabulary, Vocabulary, spelling, grammar, Developing vocabulary

    Getting pupils ready

    Year 7
    Pupils label a stage plan with the nine stage areas, such as downstage left, and use three of the terms when giving directions in a scene.
    Year 8
    Pupils build a class glossary of technique terms for their discipline, such as projection, dynamics and characterisation, and use five of them in a spoken comment on a clip.
    Year 9
    Pupils rewrite a vague performance review, replacing words such as good and nice with precise terms from acting, dance, music or musical theatre, and say what each term means.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Knowledge and Understanding, page 14; Unit 2, Content, page 41; Unit 2, Criterion B and expected evidence, pages 48 and 49; Unit 3, Knowledge and Understanding, page 56

    “Demonstrating understanding of the discipline through accurate use of relevant vocabulary”
    Progression step 3

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

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    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 have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary in my own communication.

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

  9. Giving, receiving and acting on feedback

    Assessed: Taught, but not assessed

    Teaching must include peer feedback and self-reflection in practical workshops, and learners are taught how to collect feedback and respond to it. Group discussion and feedback are allowed during the Unit 3 preparation, and in the Viva learners explain how they collected and applied feedback, but the feedback talk itself is not marked.

    Literacy: Listening as part of collaborative talk, Questioning, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils watch a partner's short scene or dance phrase, give one strength and one suggestion, then try the suggestion they received.
    Year 8
    Pupils run a feedback round on a group piece using sentence starters, then summarise the notes they received and choose one to act on.
    Year 9
    Pupils collect feedback on a rehearsal from a peer, their teacher and a recording, record it in a table, and explain at the next rehearsal how they responded to each point.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Wider Skills, page 16; Unit 1, Teaching and Learning, page 18; Unit 3, Conducting the external assessment, page 67; Unit 2, Criterion B expected evidence, page 50

    “How to collect and apply feedback (methods for collating feedback and strategies for responding to it)”
    Progression step 3

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

    • I can respond to others’ points of view by seeking clarity, summarising and explaining what I have heard, read or seen.

    Progression step 4

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

    • I can respond to others' points of view with confidence and sensitivity, summarising and evaluating what I have heard, read or seen.

    Progression step 5

    • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

    • I can use a range of options and strategies to enable the group to progress and reach consensus.

  10. Working within timings and evidence limits

    Assessed: In the exam and in coursework (NEA)

    Learners must keep evidence within set limits: up to 6 minutes for the Unit 1 evaluation and the audition piece, 3 to 5 minutes for the Unit 3 presentation, performance lengths that depend on group size, and a portfolio of 1500 words or 15 minutes shared proportionally. Marking stops where evidence runs more than 20% over, and learners must fit both Audition recordings into a 30 minute slot using a clock.

    Numeracy: Measurement, Calculation, Strategic competence

    Getting pupils ready

    Year 7
    Pupils time each section of a group piece with a stopwatch, add the times in minutes and seconds, and cut a section so the total fits a three minute limit.
    Year 8
    Pupils work out that a limit of 600 words or 6 minutes of video could be split as 300 words and 3 minutes, then find two other fair splits.
    Year 9
    Pupils calculate the cut-off point for a 5 minute presentation that may run no more than 20% over, then time their rehearsal and plan takes of a performance and a talk inside a 30 minute slot.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section A, page 21; Unit 1, Section B, page 23; Unit 1, Section C, page 24; Unit 3, Assessment Method, page 61; Unit 3, Maximum length, page 64

    “a portfolio may contain 750 words AND 7.5 minutes of audio/visual evidence.”
    Progression step 3

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

    • I can time events in minutes and seconds, and order the results.

    • I can calculate percentage quantities based on 10%, e.g. 20%, 5%, 15%.

    Progression step 4

    • I can express one quantity as a percentage of another.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 5

    • I can use multipliers as an efficient method when working with percentages, e.g. multiply by 1.2 to increase an amount by 20%.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

  11. Rhythm, timing and counting in performance

    Assessed: In the exam and in coursework (NEA)

    Dance, music and musical theatre learners are marked on rhythm and timing in the Unit 1 performance and the audition, and music learners also on pitch and key and on listening when playing with others or a backing track. This means counting beats and bars, holding a tempo and placing movement or sound accurately, but it is treated as a performance skill with no written calculation, and acting learners work on pacing instead.

    Numeracy: Conceptual understanding, Relationships within the number system, Measurement

    Getting pupils ready

    Year 7
    Pupils clap and step a dance phrase in counts of eight, then write the counts under each move on a simple count sheet.
    Year 8
    Pupils use a metronome app to perform the same short phrase at 80 and 120 beats per minute, and work out how long 16 bars of four beats last at each tempo.
    Year 9
    Pupils map a song or routine onto a count sheet showing bars, beats and half beats, then use it to fix a section where the group drifts out of time in rehearsal.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Section B, page 22; Unit 3, Section A, page 62; Appendix a, Differentiation of Technical Skills, page 97

    “The performance demonstrates mostly considered rhythm and timing.”
    Progression step 3

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

    • I can use and interpret different representations of fractions, e.g. mixed numbers and improper fractions.

    Progression step 4

    • I can represent and use compound measures, using standard units.

    • I can interpret fractions of a second appropriately.

    Progression step 5

    • I can understand and use a variety of compound measures.

    • I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

  12. Planning rehearsal time against deadlines

    Assessed: Taught, but not assessed

    Learners are taught to set targets and create realistic plans that identify timeframes, resources and risks. In Unit 3 they manage 20 hours of preparation, which they may split however they choose, to select, research and rehearse an audition piece and a presentation, and in the Viva they discuss plans and timelines for their goals, but planning itself is not marked.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils plan four rehearsals for a short class piece on a printed calendar, deciding what to cover in each and counting back from the performance date.
    Year 8
    Pupils split ten hours of project time across research, rehearsal and evaluation in a table, then compare planned and actual hours at the end.
    Year 9
    Pupils draw up a 20 hour preparation plan for a mock audition with time for choosing, researching and rehearsing a piece and a presentation, then adjust it after a missed session.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, Wider Skills, page 16; Unit 3, Wider Skills, page 58; Unit 3, Assessment Preparation, page 60; Unit 2, Content, page 42

    “How to create realistic plans (identifying timeframes, resources and risks)”
    Progression step 3

    • I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 4

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 5

    • I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

Good to know

Links with other qualifications

Compared with WJEC VCSE Performing Arts, the RSL version is more spoken and less written: WJEC learners read job and creative briefs, write a CV and cover letter and answer short scenario questions in a sector test, while RSL learners write or record a research portfolio and are assessed on a spoken evaluation, a one-to-one Viva and an Audition presentation. WJEC also brings budgeting and measuring in through its costume, set and stage management pathways, which RSL does not offer. Analysing live performance and using subject vocabulary overlap with GCSE Drama, GCSE Dance and GCSE Music, the Viva closely matches the WJEC Skills Suite unit Interview and Confidence Techniques, and researching and referencing sources is shared with the WJEC Personal Project.

Source: RSL Level 1 / Level 2 VCSE Performing Arts Syllabus Specification, May 2026, covering qualifications from September 2027.