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
Skills that use Clarity and vocabulary
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Using the voice to convey meaning in performance
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.
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Listening to and answering interview questions clearly
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.
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Reflecting on own skills, work and aspirations with evidence
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.
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Presenting and justifying creative choices
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.
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Using discipline-specific vocabulary accurately
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.
Good to know
- Communication is marked directly in the Viva: "Communication skills throughout the discussion are generally sound." is the Level 2 descriptor for Criterion A, worth 20 of the 40 Viva marks (Unit 2, page 47). No separate marks for spelling, punctuation and grammar are mentioned anywhere.
- Much of the evidence can be spoken rather than written: the portfolio "must not exceed 1500 words or 15 minutes audio/visual evidence" (Unit 1, Section A, page 21), and the Unit 1 evaluation, the Viva and the Unit 3 presentation are all spoken and filmed.
- The Viva is unscripted and unaided: "Learners will respond to five questions in their interview." (page 45) with no resources or phones, though "Asking follow up questions is permitted guidance" for the tutor (page 46). In the Unit 3 presentation "The teacher/tutor is not permitted to ask follow-up questions." (page 68).
- Assessment is "available in English and Welsh, or a combination of the two languages." (Section 5, page 76).
- Welsh content is compulsory: learners must "view and discuss at least one Welsh performance" in Unit 1 (page 13) and "explore the work of at least one Welsh practitioner" in Unit 3 (page 55).
- No calculation is assessed and calculator use is not mentioned. Numeracy appears only through timings and limits, such as "Performances must not exceed 6 minutes." (Unit 3, page 64).
- The Viva topic areas are listed differently in two places: page 45 includes "Understanding of their chosen discipline/s", while the Viva Assessor Record lists "Previous creative experiences" instead (Appendix e, page 104), so check the Viva Tutor Instructions before writing questions.
- No unit codes are printed: each unit page shows "Unit code:" with nothing after it (pages 13, 40 and 55), and the appendix letters cited in the text (A, B, C, D) do not match the printed appendices (b, c, d, e).
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.