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 Vocabulary, spelling, grammar
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Writing a CV and cover letter for a specific job
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.
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Using performing arts terminology accurately
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.
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).