VCSE Performing Arts
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg RSL Awards.
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.
- Corff dyfarnu
- RSL Awards
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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
Sgiliau sy'n defnyddio Hawliau digidol, trwyddedu a pherchenogaeth
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Referencing sources, including AI, accurately
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: Hawliau digidol, trwyddedu a pherchenogaeth, Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Rwy'n gallu cyfeirio at ffynonellau wrth ymchwilio ac esbonio pwysigrwydd gwneud hynny, e.e. creu rhestrau syml ar gyfer cyfeirnodi ffynonellau digidol a ffynonellau all-lein.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Cam cynnydd 4
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
Cam cynnydd 5
Rwy'n gallu deall hawliau a chyfrifoldebau unigolion fel crewyr a defnyddwyr cynnwys, ac rwy'n gallu meddwl yn feirniadol a gwneud penderfyniadau moesegol am y defnydd o waith creadigol mewn perthynas â defnydd teg a chyfeirio gan ddefnyddio systemau cyfeirnodi ffurfiol, e.e. Harvard a Rhydychen.
Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.
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Judging and acknowledging AI output
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: Cyrchu, chwilio a chynllunio cynnwys digidol, Hawliau digidol, trwyddedu a pherchenogaeth
Paratoi disgyblion
- Blwyddyn 7
- With the teacher, pupils ask a chatbot for facts about a well known musical and check each fact against the official show website.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu deall mai llên-ladrad yw copïo gwaith eraill a'i gyflwyno fel fy ngwaith fy hun.
Cam cynnydd 4
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.
Cam cynnydd 5
Rwy'n gallu ystyried manteision a chyfyngiadau dulliau a ffynonellau gwybodaeth digidol a’r canlyniadau rwy’n eu cynhyrchu ac yna defnyddio’r canlyniadau hyn fel sail i feirniadu ansawdd fy ngwaith digidol yn y dyfodol.
Rwy'n gallu deall a myfyrio ar y gwahaniaethau rhwng cael ysbrydoliaeth o waith creadigol pobl eraill a meddiannu'r gwaith hwnnw heb ganiatâd.
Da gwybod
- Only four performance disciplines are offered and there are no technical theatre or design pathways: "Learners can be taught and assessed for the qualification in any of these four disciplines" (acting, dance, musical theatre, music) (Section 2, page 8). Learners choose one discipline for Unit 1 and one for Unit 3, which may differ.
- The centre films the Unit 1 performance, which "must be performed live and filmed by the centre." (Unit 1, Assessment Method, page 20). No software or editing is required, and the Unit 3 recording "must be a single, uninterrupted and unedited performance" (page 64).
- Devices are tightly limited in the Audition: "Learners must not use a mobile phone, tablet or computer for any other purpose than those stated above during the assessment." (Unit 3, page 61), the stated uses being backing tracks and presentation resources such as PowerPoint. In the Viva "Learners must not have access to any resources during their assessment, including mobile phones." (Unit 2, page 45).
- AI use must be fully documented: learners "must reference the AI source used, the query that was posed, and the date the output was generated, and a screen shot of the content" (Section 5, page 78). Failing to reference sources, including AI, "will be classed as plagiarism and treated as malpractice" (Unit 1, page 39).
- Over-long evidence is cut off: if evidence exceeds the limits by more than 20%, "tutors will stop marking at the point at which this is exceeded." (Unit 1, Section A, page 21). The portfolio limit is 1500 words or 15 minutes of audio or video.
- Digital storage of assessed recordings is the centre's job: "In the case of digital storage, centres must ensure that a backup policy is in place" with firewalls and antivirus software (Section 4, page 74).
- No unit codes are printed: each unit page shows "Unit code:" with nothing after it (pages 13, 40 and 55), and the "Entry codes" heading on page 86 has no content.
- Appendix references do not match the appendices: the text sends tutors to "Creative Project Authentication Form (please see Appendix A)" (page 39), the Viva form at Appendix B and the Assessor Record at Appendix D (page 54), but these are printed as appendices b, c and e (pages 101, 102 and 104). Page 81 also cites "Appendix 8.1" for the table that page 29 calls appendix 8.a.
- The Audition is timetabled as "a pre-arranged 30 minute time slot" (Unit 3, page 61), but the sample learner brief in the RSL documents also refers to a one-hour time slot, so check the live brief.
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: RSL Level 1 / Level 2 VCSE Performing Arts Syllabus Specification, May 2026, covering qualifications from September 2027.