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

Skills that use Purpose

  1. 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.

  2. 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.

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.