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 Gwerthuso a gwella cynnwys digidol
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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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Building a research portfolio in different media
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: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils make a two slide PowerPoint about a dance style with a photo they annotate with arrows and labels showing key positions.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1, Section A, page 21; Unit 1, Resources, page 34
“The portfolio may include written research and analysis, annotated images, vlogs, voice recordings”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
Cam cynnydd 5
Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
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Giving a live filmed presentation with slides
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: Creu cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils present a two minute evaluation of their class performance using four slides as prompts rather than reading from them.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu sôn am y rhesymau dros y cynllun a'r cynnwys.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
Cam cynnydd 5
Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
Rwy'n gallu cyfiawnhau rhesymeg i gynulleidfaoedd beirniadol o ran cynllun a chynnwys fy ngwaith digidol.
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Performing and presenting to camera and choosing the best take
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: Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Cam cynnydd 4
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
Cam cynnydd 5
Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.
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Reviewing recordings to improve performance
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: Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils watch an iPad recording of their group scene and use a simple checklist to note one strength and one target each.
- Blwyddyn 8
- Pupils share a rehearsal clip in a class Teams channel and leave a written comment on another group's clip using performance vocabulary.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.
Rwy'n gallu creu grwpiau a rhannu gwaith rhyngddyn nhw er mwyn iddyn nhw adolygu cynnwys digidol.
Cam cynnydd 4
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
Cam cynnydd 5
Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.
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.