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
Skills that use Collaborative talk
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Giving and responding to feedback and direction
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.
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Scripting, learning lines and using the voice in performance
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.
Good to know
- No marks for spelling, punctuation and grammar are mentioned. All marks sit under AO1 to AO4, and AO3 "Evaluate skills relevant to the performing arts industry." is worth 20%, all in Unit 3 (Section 3.1, page 39).
- Unit 2 written work may be handwritten: "The written parts of the assessment must be submitted digitally, either as scanned handwritten responses or completed digitally." (Section 3.2, page 40).
- Unit 3 written evidence can be spoken instead, "completed as an audio or audio/visual response" (Section 3.2, page 41).
- Unit 2 allows research time before the tasks: "a further two hours can be scheduled for research prior to the completion of the assessment tasks" (Section 3.2, page 40).
- Calculator use is not stated. Section 3 says "The Assessment Pack will include all detailed information relating to assessment." (page 39).
- Each learner must introduce themselves on the recording "using a clear pace and audible volume", with name, candidate number and role (Appendix B, page 52).
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).