LNF Cymru Literacy and numeracy for Wales

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VCSE Performing Arts

VCSE Performing Arts makes heavy literacy demands: learners read and interpret a job brief and a creative brief, write a CV and cover letter, present and justify their ideas, give and take feedback, and evaluate their own work in accurate performing arts terms, with drama learners also scripting and learning lines. Numeracy is light and sits mostly on the production pathways, covering budgeting, measuring for costume and models, and scheduling rehearsals and cues, plus awareness of ticket pricing, seating capacity and funding for the Unit 1 sector test. The single biggest thing KS3 should build is the habit of reading a brief closely and then explaining, in speech and in writing, how their own work meets it.

Awarding body
WJEC
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: Introduction to the Performing Arts Industry: External sector test 1 hour, 50 marks, 20%, set and marked by WJEC, paper-based or on-screen
  • Unit 2: Getting Work: Non-examination assessment 4 hours (plus up to two hours of research), 50 marks, 20%, set and marked by WJEC, tasks based on a job brief that changes each year
  • Unit 3: Creative Showcase: Non-examination assessment, 60 marks, 60%, set by WJEC, marked by the centre and moderated by WJEC, choice of six creative briefs; page 5 gives 72 hours but Section 3.2 says the assessment takes 12 hours

The literacy and numeracy skills in this qualification

  1. Reading and interpreting a job brief and a creative brief

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

    Unit 2 is built on a job brief that WJEC sets each year, and Unit 3 on a choice of six creative briefs, each with a set audience, location or venue and theme. Learners must follow the brief, pick out its key elements and consider any limits or challenges it sets.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short brief for a class assembly piece and highlight the audience, theme, time limit and venue before they start planning.
    Year 8
    Pupils compare two briefs, one for a performance at a local care home and one for a primary school, and list how the audience changes what they would make.
    Year 9
    Pupils annotate a full mock brief for a performance at Aberystwyth Arts Centre, list its key elements and limits, and explain which one will be hardest to meet.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.1, page 30; Section 3.2, pages 40 and 41

    “pick out key elements of a creative brief and respond to these appropriately”
    Progression step 3

    • I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

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

    Progression step 4

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information.

    • I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

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

    Progression step 5

    • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

    • I can use a range of strategies, e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information, extracting and commenting maturely on key ideas and themes.

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

  2. Writing a CV and cover letter for a specific job

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

    Learners must show how to create a CV and cover letter for a specific job opportunity in their chosen discipline and respond to it appropriately and professionally. This is part of the Unit 2 job brief, where AO4 includes the ability to engage in self-promotion.

    Literacy: Planning and organising for different purposes, audiences and context, Vocabulary, spelling, grammar, Connectives and syntax

    Getting pupils ready

    Year 7
    Pupils write a short paragraph introducing themselves for a cast list, using formal language rather than chat.
    Year 8
    Pupils write a short letter applying to be a runner for the school show, with a clear opening, two reasons and a polite close.
    Year 9
    Pupils write a cover letter for a mock dancer or set designer job at Wales Millennium Centre, matching each paragraph to a point in the advert and redrafting after peer feedback.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 21; Section 3.1, AO4, page 39

    “how to create a CV and cover letter for a specific job opportunity”
    Progression step 3

    • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

    • I can make appropriate choices about vocabulary, idiomatic language and syntax in order to express myself with fluency and clarity for different audiences and purposes.

    Progression step 4

    • I can adapt my writing style, choosing and using the best structures for different contexts and purposes, e.g. to successfully describe, explain, persuade, discuss.

    • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

    • I can present my work appropriately in digital contexts using appropriate digital conventions, e.g. thumbnails, language preferences.

    Progression step 5

    • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

    • I can show sustained awareness of different readers by selecting from a range of styles and structures, and adapting my use of language confidently.

    • I can understand and use formal conventions of language in a range of purposes, making effective use of reference tools and accuracy aids.

  3. Presenting and justifying ideas and choices

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

    In Unit 3 learners present their creative ideas to others and explain and justify them before choosing one to develop. In Unit 2 they select work that suits the job opportunity and justify that choice.

    Literacy: Purpose, Clarity and vocabulary, Questioning

    Getting pupils ready

    Year 7
    Pupils pitch an idea for a short scene to their group in one minute, giving one reason it suits the theme.
    Year 8
    Pupils present two ideas for a piece on a theme such as cynefin, explain the strengths of each and answer two questions from the class.
    Year 9
    Pupils pitch their chosen idea for a brief to a panel of classmates, justify it against the audience and venue, and answer challenge questions.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.2, page 30; Unit 2, Section 2.1.2, page 21

    “presenting creative idea to others and explaining and justifying them”
    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 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 speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

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

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

  4. Giving and responding to feedback and direction

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

    Every performance discipline lists rehearsal skills that include giving and responding to direction and feedback, and Unit 3 asks learners to give and receive constructive feedback and respond to it. Production learners give and respond to feedback with the director and performers, and stage managers give briefings.

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

    Getting pupils ready

    Year 7
    Pupils watch a partner's short movement sequence and give one thing that went well and one thing to try, then try the suggestion.
    Year 8
    Pupils take turns as director in a rehearsal, giving clear notes and checking the performers understood by asking them to repeat them back.
    Year 9
    Pupils run a structured feedback round on a devised piece, summarise the notes they received, agree which to act on and explain why.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.1.2, page 30; Unit 2, Sections 2.3.1 to 2.3.5, pages 22 and 23; Unit 3, Section 3.3.7, page 35

    “giving and receiving constructive feedback”
    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.

  5. Writing an evaluation of the response to a brief

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

    Unit 3 asks learners to evaluate how well they understood and met the brief and planned for the audience, venue and purpose, and to set out strengths, weaknesses, mistakes and practical goals for the future. AO3, evaluating skills, is worth 20% of the qualification and sits wholly in Unit 3.

    Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

    Getting pupils ready

    Year 7
    Pupils write three sentences after a performance: what they did, what worked and one thing to change.
    Year 8
    Pupils write a paragraph evaluating their piece against the brief, using "because" and "however" to explain a strength and a weakness.
    Year 9
    Pupils write a structured evaluation of a devised piece with sections on the brief, the process and their own skills, ending with two practical goals and how they would reach them.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.4.1 and 3.4.2, page 36; Section 3.1, page 39

    “Learners should understand how to review the effectiveness of their response to a creative brief.”
    Progression step 3

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

    • I can use paragraphs and make links between them.

    • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

    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.

    • I can improve writing through independent review and redrafting.

    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.

    • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

  6. Using performing arts terminology accurately

    Assessed: In the exam and in coursework (NEA)

    Learners must describe the quality of their work using accurate subject-specific terms and refer to industry standards such as health and safety. The Unit 1 sector test also expects them to know named disciplines, styles and job roles, from naturalistic lighting to foley sound.

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

    Getting pupils ready

    Year 7
    Pupils build a word wall of ten terms such as motif, cue and blocking, and use three of them in a spoken comment on a scene.
    Year 8
    Pupils match job roles such as dramaturg, choreographer and stage manager to their duties, then spell and define each one in a class glossary.
    Year 9
    Pupils rewrite a vague evaluation, replacing words such as "good" and "nice" with precise terms from dance, drama, music or design, and explain what each term means.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.4.3, page 37; Unit 1, Sections 1.1.2 and 1.1.3, pages 14 and 15

    “describing the quality of their work using accurate subject-specific terms”
    Progression step 3

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

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

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

    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 can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    • 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 accurately and precisely.

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

    • I have experienced a range of discipline-specific and general academic vocabulary, and can use them precisely in different contexts.

  7. Scripting, learning lines and using the voice in performance

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

    Drama learners must show structuring and scripting and learning lines, and drama and physical theatre learners show character development and vocal skills in performance. This applies only to learners who choose those pathways in Units 2 and 3.

    Literacy: Understanding, response and analysis, Clarity and vocabulary, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils read a short scene from a Welsh play aloud in pairs, varying pace and volume for each character.
    Year 8
    Groups script a two-minute scene from an improvisation, set out with character names and stage directions, and learn their lines for the next lesson.
    Year 9
    Pupils script, learn and perform a three-minute devised scene, using vocal skills such as pause, pitch and emphasis to show character.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Sections 3.2.2 and 3.2.5, pages 31 and 32; Unit 2, Section 2.3.2, page 22

    “development of ideas, scene selection and refinement, structuring and scripting”
    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.

    • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

    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.

    • I can confidently and consistently explore challenging or contentious issues through sustaining roles in formal situations, contexts and purposes.

  8. Reading industry scenarios and writing short answers

    Assessed: In the exam

    Section B of the Unit 1 sector test is worth 25 marks and asks short answer questions, some based on short industry scenarios. Learners must read each scenario and apply what they know about the industry in Wales, such as audience development, funding cuts and the cost of producing work in English and Welsh.

    Literacy: Reading strategies, Understanding, response and analysis, Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils read a short paragraph about a youth theatre group in a rural village and answer two questions on the problems it faces.
    Year 8
    Pupils read a scenario about a show touring Wales and write three short answers, each using a fact from the text.
    Year 9
    Pupils answer timed short answer questions on scenarios about venues such as Venue Cymru, explaining the impact of funding cuts or bilingual performance in two or three sentences.
    Show the specification wording and the LNF statements

    Where it is in the specification: Section 3.2, page 40; Unit 1, Section 1.2.1, page 16

    “short answer questions some of each could be based on short industry scenarios”
    Progression step 3

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    • 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 use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

    • 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 read and analyse a range of unseen, printed and digital texts with concentration and independence.

    • I can gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

    • I can summarise confidently, adapting style and form for the reader or intended audience and purpose for writing.

  9. Budgeting, ticket pricing and funding

    Assessed: In the exam and in coursework (NEA)

    Costume designers in Unit 3 must show budgeting as a planning skill. Unit 1 also asks learners to be aware of grants, self-funding, tickets and pricing, and venue types and seating capacities when organising a performing arts event.

    Numeracy: Financial literacy, Strategic competence, Conceptual understanding

    Getting pupils ready

    Year 7
    Pupils cost a simple costume from a price list and check that it stays under a £20 budget.
    Year 8
    Pupils work out how much a school show would take if 120 of the 150 seats sell at £3 each, and what is left after £150 of costs.
    Year 9
    Pupils build a simple Excel budget for a school production with costume, set and licence costs, ticket income and a small grant, then change the ticket price to break even.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.3.1, page 33; Unit 1, Section 1.1.4, page 15

    “research, understanding stylistic context, sketching, budgeting”
    Progression step 3

    • I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

    • I can realise that budgeting is important.

    • I can use profit and loss in buying and selling calculations.

    Progression step 4

    • I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

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

    Progression step 5

    • I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

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

    • I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

  10. Measuring and making to size

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

    Costume designers must measure, cut patterns, construct and alter garments, and set and puppetry designers show model creation and construction skills. These apply only to learners on those production pathways in Units 2 and 3.

    Numeracy: Measurement, Shape and space, Angle, Strategic competence, Communicating with symbols

    Getting pupils ready

    Year 7
    Pupils measure a partner's waist, arm length and height in centimetres for a simple costume and record them in a table.
    Year 8
    Pupils draw a ground plan of the drama studio to scale on squared paper and mark where the set pieces will go.
    Year 9
    Pupils make a 1:25 scale model box of a set for a scene, converting real measurements and checking that actors can move between the pieces.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2, Section 2.4.1, page 23; Unit 3, Section 3.3.1, page 33; Unit 3, Section 3.3.5, page 35

    “measuring, pattern cutting, garment construction, altering.”
    Progression step 3

    • I can read and interpret scales or divisions on a range of measuring instruments.

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    • I can measure and calculate perimeter.

    Progression step 4

    • I can use the common units of measure, convert between related units of the metric system and carry out calculations.

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

    • I can read and interpret scales on a range of measuring instruments.

    Progression step 5

    • I can apply proportional change to two-dimensional designs.

    • I can identify, measure or obtain required information to complete the task.

    • I can use appropriate notation, symbols and units of measurement, including compound measures.

  11. Scheduling rehearsals, cues and deadlines

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

    Performance learners and stage managers in Unit 3 must plan rehearsal schedules and work to a deadline, set designers plan a set construction timeline, and lighting and sound designers plan cues. The Unit 3 assessment itself takes 12 hours, which centres may split across shorter sessions.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils time each section of a short performance with a stopwatch and check the total fits a three-minute limit.
    Year 8
    Pupils plan a four-week rehearsal calendar for a class piece, counting back from the performance date.
    Year 9
    Pupils draw up a rehearsal and technical schedule for a showcase, with cue timings and a deadline for each department, and adjust it when one session is lost.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, Section 3.2.1, page 31; Unit 3, Section 3.3.2, page 33; Unit 3, Sections 3.3.5 and 3.3.7, page 35; Section 3.2, page 41

    “planning skills: rehearsal schedules, production meetings, working to a deadline”
    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 carry out practical activities involving timed events and explain which unit of time is the most appropriate.

    Progression step 4

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

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

    Progression step 5

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

    • I can identify, measure or obtain required information to complete the task.

Good to know

Links with other qualifications

Reading a brief, evaluating against it and using subject terms overlap with GCSE Drama, GCSE Dance and GCSE Music, and costume measuring and budgeting overlap with Mathematics and Numeracy and GCSE Design and Technology.

Source: WJEC Level 1/Level 2 VCSE Performing Arts specification, approved by Qualifications Wales, teaching from September 2027, for award from 2029 (© WJEC CBAC Ltd 2026).