DCF Cymru Digital competence for Wales

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VCSE Performing Arts

RSL VCSE Performing Arts is a practical qualification in acting, dance, music or musical theatre, assessed through a centre-marked Creative Project with research portfolio, filmed performance and filmed evaluation (50%), a filmed one-to-one Viva interview (10%) and an RSL-set and marked filmed Audition with presentation (40%). Digital work supports the assessment rather than forming it: learners research genres and judge their sources, reference everything including AI, may build the portfolio from vlogs, annotated images and voice recordings, may use PowerPoint in presentations and perform to camera. No software is named, there are no technical theatre pathways and the centre does most of the filming.

Awarding body
RSL Awards
Level
Level 1 and Level 2
First taught
September 2027
Amount of digital 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

The digital skills in this qualification

  1. Researching genres, works and practitioners and judging sources

    Assessed: In the exam and in coursework (NEA)

    In Unit 1 Section A learners research existing works, techniques and the social, political and cultural context of one genre, and they must be taught how to judge whether a source is credible. Unit 3 adds research into the audition piece and its genre for the presentation. The specification lists research resources and links to streamed Welsh performances, but does not require the research to be online.

    DCF: Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils use a set list of websites, including the Theatr Cymru education pages, to find three facts about one style of theatre or dance and note the web address of each.
    Year 8
    Pupils search for information on a choreographer or playwright, compare the company's own website with a fan blog, and decide which is more reliable and why.
    Year 9
    Pupils research when a genre such as rock musicals or hip-hop dance began, using refined searches across at least three sources, and rate each source for author, date and purpose in a source log.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Wider Skills, page 16; Unit 1, Section A, page 21; Unit 1, Resources, page 34; Unit 3, Assessment Preparation, page 60

    “how to determine the source of the research and factors that help to assess whether it is a credible source”
    Progression step 3

    • I can adjust keywords and search techniques to find relevant information.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    Progression step 5

    • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

  2. Referencing sources, including AI, accurately

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

    Learners must be taught to reference sources with an established model such as Harvard, and every source used in the Unit 1 portfolio, including AI, must be referenced. If AI is used, learners record the tool, the query, the date and a screenshot and explain how the output was used. Failing to reference is treated as plagiarism and malpractice.

    DCF: Digital rights, licensing and ownership, Sourcing, searching and planning digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils add a simple list of sources to a PowerPoint about a musical, giving the website name, page title and date visited for each.
    Year 8
    Pupils write Harvard references for a website, a YouTube clip of a performance and a book using a class template, and check them with a partner.
    Year 9
    Pupils ask an AI chatbot once to suggest features of a genre, then record the tool, the exact prompt, the date and a screenshot in their reference list and write two sentences on how they checked and used the answer.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Wider Skills, page 16; Unit 1, Authenticity, page 39; Section 4, Plagiarism and referencing, page 71; Section 5, Referencing, page 78

    “How to reference sources accurately, including use of AI”
    Progression step 3

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

    • I can begin to reference sources used in my work, and consider if content is reliable.

    Progression step 4

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

    Progression step 5

    • I can understand individuals' rights and responsibilities as creators and consumers of content, and I can think critically and make ethical decisions about the use of creative works in relation to fair use and reference using formal citation conventions, e.g. Harvard and Oxford.

    • I can refer appropriately to sources of information used in my digital work.

  3. Building a research portfolio in different media

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

    The Unit 1 Section A portfolio may combine written research and analysis, annotated images, vlogs, voice recordings or filmed presentations, within a limit of 1500 words or 15 minutes of audio or video, shared proportionally if both are used. The digital formats are a choice, not a requirement, so a learner can submit a fully written portfolio.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make a two slide PowerPoint about a dance style with a photo they annotate with arrows and labels showing key positions.
    Year 8
    Pupils record a two minute voice note or vlog on an iPad explaining one performance technique in a genre, then trim the start and end.
    Year 9
    Pupils build a short mixed portfolio on a genre in Sway or PowerPoint with written analysis, annotated images and one short embedded vlog, keeping to a set word and minute limit.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section A, page 21; Unit 1, Resources, page 34

    “The portfolio may include written research and analysis, annotated images, vlogs, voice recordings”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

  4. Giving a live filmed presentation with slides

    Assessed: In the exam and in coursework (NEA)

    Unit 1 Section C is a filmed presentation of up to 6 minutes evaluating the learner's own work, and Unit 3 Section B is a 3 to 5 minute filmed presentation answering two set questions. Both must be delivered live and may use resources such as PowerPoint, and in the Unit 3 exam any device used is overseen by the invigilator.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils make three PowerPoint slides with images and key words only, and use them to talk for one minute about a performance they watched.
    Year 8
    Pupils present a two minute evaluation of their class performance using four slides as prompts rather than reading from them.
    Year 9
    Pupils prepare a four minute presentation with slides answering two set questions about a performance piece, rehearse it against a timer and deliver it live to camera.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section C, page 24; Unit 3, Section B, page 63; Unit 3, Assessment Method, page 61

    “this must be delivered live and may include use of resources such as a PowerPoint”
    Progression step 3

    • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

      • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
      • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

    • I can comment on reasons for layout and content.

    Progression step 4

    • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

      • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
      • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

    • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

    Progression step 5

    • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

    • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

  5. Performing and presenting to camera and choosing the best take

    Assessed: In the exam and in coursework (NEA)

    In the Unit 3 Audition learners deliver their performance and presentation to the camera, not the invigilator, may film as many takes as they like within the 30 minute slot, and tell the invigilator which take to submit, and the recordings must not be edited. In Unit 1 the centre films the live performance and presentation, and each learner identifies themselves at the start of every recording.

    DCF: Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils film a 30 second monologue or dance phrase on an iPad from a fixed position and check that they can be seen and heard throughout.
    Year 8
    Pupils introduce themselves to camera with their name and role, record two takes of a short piece, watch both back and choose the stronger one, giving a reason.
    Year 9
    Pupils run a mock audition in a 15 minute slot, recording a performance and a short presentation to camera in several takes, and tell the teacher which take of each to keep and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Assessment Method, page 61; Unit 3, Continuity of recording, page 64; Unit 1, Recording Assessment Evidence, page 39; Section 7, Best practice for recording live performances, page 86

    “The learner must ensure that their performance and presentation are delivered to the camera, not the invigilator.”
    Progression step 3

    • I can ensure my output is appropriate for specific purposes.

    Progression step 4

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

    Progression step 5

    • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

  6. Understanding how technology shapes a genre

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

    Unit 1 Section A asks what technology was developing when the genre began, how it affected the genre and how technology is used in it now, and the content of Units 1 and 3 includes technical conventions such as lighting, sound and special effects. Teaching must also cover supporting technical roles such as technical theatre and sound reinforcement. This is understanding of technology's influence, not a software skill.

    DCF: Health and well-being, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils compare a clip of an early music hall or silent film act with a modern stage show and list three things technology now lets performers do.
    Year 8
    Pupils research how the electric guitar and amplifier changed popular music, or how electric stage lighting changed theatre, and make a simple timeline in PowerPoint.
    Year 9
    Pupils investigate how radio microphones, backing tracks or projection are used in one genre today and write a paragraph on one benefit and one drawback for performers.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section A, page 21; Unit 1, Knowledge and Understanding, page 14; Unit 1, Teaching and Learning, page 18; Unit 3, Knowledge and Understanding, page 56

    “What technology was being developed when the genre was first developed?”
    Progression step 3

    • I can identify the wider positive and negative influences of technology, e.g. on my life, on society, on the environment.

    Progression step 4

    • I can search a variety of sources using relevant search techniques with increased complexity.

    Progression step 5

    • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

  7. Reviewing recordings to improve performance

    Assessed: Taught, but not assessed

    Teaching must include frequent peer feedback and self-reflection in practical workshops, and the Viva resources suggest filming practice interviews so learners can watch or listen back. Watching recordings back is a suggested method rather than an assessed task, but it feeds the Unit 1 Section C evaluation and the reflection marked in the Viva.

    DCF: Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils watch an iPad recording of their group scene and use a simple checklist to note one strength and one target each.
    Year 8
    Pupils share a rehearsal clip in a class Teams channel and leave a written comment on another group's clip using performance vocabulary.
    Year 9
    Pupils film a mock interview, watch it back with a partner, check their eye contact, pace and volume against a checklist, and re-record one answer to show the improvement.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Resources, page 52; Unit 1, Teaching and Learning, page 18; Unit 2, Teaching and Learning, page 44

    “It may also be useful to film/record practice interviews”
    Progression step 3

    • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

    • I can create groups and share work between them to allow review of digital content.

    Progression step 4

    • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

    Progression step 5

    • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

  8. Judging and acknowledging AI output

    Assessed: Taught, but not assessed

    Centres must make learners aware of the risks of both using and misusing generative AI, including that chatbots can give convincing but incorrect or biased answers, and that submitting AI-made work as their own is malpractice. This awareness is taught through the centre's plagiarism policy rather than assessed.

    DCF: Sourcing, searching and planning digital content, Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    With the teacher, pupils ask a chatbot for facts about a well known musical and check each fact against the official show website.
    Year 8
    Pupils compare an AI summary of a dance style with two reliable sources, highlight anything wrong or missing, and discuss why the AI got it wrong.
    Year 9
    Pupils sort scenarios where a learner uses AI for a performance analysis into honest use and malpractice, then write a class rule for acknowledging AI.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 4, Artificial Intelligence (AI), page 71; Section 4, Non-Examined Assessment unit delivery, page 70

    “AI chatbots often produce answers which may seem convincing but contain incorrect or biased information.”
    Progression step 3

    • I can begin to reference sources used in my work, and consider if content is reliable.

    • I can understand that copying the work of others and presenting it as my own is plagiarism.

    Progression step 4

    • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

    • I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.

    Progression step 5

    • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

    • I can understand and reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission.

Good to know

Links with other qualifications

Compared with WJEC VCSE Performing Arts, the RSL version has no sector test, no job brief with a CV, cover letter and online self-promotion, and no lighting, sound, costume or set pathways, so its digital content is limited to research, referencing including AI, an optional audio-visual portfolio, presentations and filmed evidence; WJEC also offers its Unit 1 test on screen. Researching practitioners and filming performance evidence overlap with GCSE Drama, GCSE Dance and GCSE Music, and filming practice interviews links with the WJEC Skills Suite unit Interview and Confidence Techniques. Judging sources and referencing them, including AI, 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.