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
Skills that use Evaluating and improving digital content
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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: 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.
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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: 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.
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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: 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.
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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: 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.
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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: 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.
Good to know
- 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.
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.