DCF Cymru Digital competence for Wales

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VCSE Performing Arts

VCSE Performing Arts asks learners to show how performers and designers promote themselves through images, social media and websites, write a CV and cover letter for a job brief and research professional work, and on the music technology, sound design and lighting design pathways to create, edit, mix and programme sound and light. Unit 1 is a one-hour sector test that centres may sit on screen or on paper, and Units 2 and 3 are practical NEA tasks whose performances must be recorded and sent as digital files, with no software named anywhere in the specification. The single biggest thing KS3 should build is presenting themselves and their creative work well for an employer, in a CV and online, with a clear sense of their digital reputation.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2027
Amount of digital work
Medium
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

The digital skills in this qualification

  1. Answering a sector test on screen

    Assessed: In the exam

    Unit 1 is a one-hour sector test that centres may sit on screen, with multiple choice, multiple response, fill-in-the-blank, drag-and-drop and hot spot questions in Section A and short answers on industry scenarios in Section B. Learners taking the on-screen version need to be at ease with these question types and with typing short answers.

    DCF: Creating digital content, Health and well-being

    Getting pupils ready

    Year 7
    Pupils complete a ten-question Microsoft Forms quiz on the jobs in a theatre, with multiple choice questions and two short typed answers, and check their score at the end.
    Year 8
    Pupils answer a timed Forms quiz on Welsh venues such as the Sherman Theatre and Venue Cymru, with ranking and image-based questions, then talk about which question type they found hardest.
    Year 9
    Pupils sit a 20-minute practice sector test on screen with drag-and-drop style questions and two typed short answers on an industry scenario, then review their mistakes.
    Show the specification wording and the DCF statements

    Where it is in the specification: Summary of assessment, page 5; Unit 1, Summary of assessment, page 11; Section 3.2, page 40

    “Available in two formats: paper-based or onscreen”
    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 use keyboard commands such as shortcuts.

    Progression step 4

    • I can explore and develop a range of formal text document structures for different audiences and purposes.

    Progression step 5

    • I can take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological.

  2. Presenting their skills and work online for employers

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

    In Unit 2 learners must show how professionals share their experience and skills through images, social media and websites, and show effective self-promotion for their chosen discipline in response to a job brief. AO4 includes the ability to engage in self-promotion.

    DCF: Identity, image and reputation, Online behaviour and online bullying, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils look at the website of a Welsh company such as National Dance Company Wales and list the photos, videos and words it uses to show its dancers at their best.
    Year 8
    Pupils design a mock social media post in PowerPoint promoting a class performance, and decide which personal details must never appear in it.
    Year 9
    Pupils build a one-page mock performer or designer profile in Sway with a photo, a short biography and a clip of their work, then check it against a list of what an employer would and would not want to see.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 21; Section 3.1, AO4, page 39

    “how professionals share their experience and skills through various methods such as images, social media, websites”
    Progression step 3

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    • I can identify the benefits and risks of mobile devices broadcasting the location of the user/device.

    • I can demonstrate appropriate online behaviour and apply a range of strategies to protect myself and others from possible online dangers, bullying and inappropriate behaviour, e.g. turn off comments on digital media, reporting, block users.

    Progression step 4

    • I can understand that I have a digital footprint and that this information can be searched, copied and passed on.

    • I can discuss the benefits and risks of presenting myself in different ways online.

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can build a positive reputation in the context of employment prospects, e.g. use social media responsibly.

    • I can use online services to share appropriate content with a global audience, e.g. uploading content to public websites to share with specific audiences.

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

  3. Writing a CV and cover letter for a specific job

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

    Learners must show how to create a CV and cover letter for a specific job opportunity in their chosen discipline, as part of responding professionally to the Unit 2 job brief. The written parts of Unit 2 must be submitted digitally, either scanned or completed digitally.

    DCF: Creating digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils write a short Word profile of themselves as a performer or backstage helper for the school show, using headings and bullet points.
    Year 8
    Pupils use a Word template to write a one-page CV for a role in a school production, then check spelling, layout and font choices with a partner.
    Year 9
    Pupils read a mock job advert for an assistant stage manager at Theatr Clwyd and write a matching CV and cover letter in Word, changing the wording so it fits the advert.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.1.2, page 21; Section 3.2, page 40

    “how to create a CV and cover letter for a specific job opportunity”
    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 explore and develop a range of formal text document structures for different audiences and purposes.

    • 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 create formal text documents for a professional audience, incorporating the use of collaborative review tools into activities.

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

  4. Researching professional repertoire and practitioners

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

    For Unit 2 learners explore a range of existing professional work, practitioners, styles and themes in their chosen discipline, and production pathways in Unit 3 list research as a planning skill. Up to two extra hours of research can be scheduled before the Unit 2 tasks, and the assessment pack sets out the research approach and referencing. The specification does not say the research must be online.

    DCF: Sourcing, searching and planning digital content, Evaluating and improving digital content

    Getting pupils ready

    Year 7
    Pupils use a set website, such as the Urdd Eisteddfod site, to find three facts about a past winning performance and note the web address for each.
    Year 8
    Pupils search for clips and articles on one practitioner or choreographer, rate two sources for reliability, and record the title, link and date for each.
    Year 9
    Pupils research three professional versions of the same song, scene or dance using refined searches, and write a short referenced note on which one best suits a given theme and why.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.2.1, page 21; Unit 3, Section 3.3.1, page 33; Section 3.2, page 40; Section 3.3, page 41

    “a range of existing professional work covering a broad scope”
    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.

    • I can store search results for future use, e.g. bookmark, add to favourites.

    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.

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

  5. Creating, editing and mixing sound and music

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

    Learners who choose music technology must show editing, live playback, mixing and sound creation or selection, and sound designers must create and edit sounds, set up equipment, plan cues and mix. These skills are only assessed for learners on those pathways in Units 2 and 3.

    DCF: Creating digital content, Storing and sharing

    Getting pupils ready

    Year 7
    Pupils record sound effects such as footsteps and door slams on iPads and trim each clip in GarageBand for a short radio story.
    Year 8
    Pupils layer music and sound effects in GarageBand or Audacity to build a soundscape for a scene set on a Welsh beach, adjusting volume and fades.
    Year 9
    Pupils create a cue list and edited sound files for a two-minute scene, mixing diegetic and non-diegetic sound, and run the playback live for another group.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Sections 2.3.4 and 2.4.6, pages 23 and 25; Unit 3, Sections 3.2.4 and 3.3.6, pages 32 and 35

    “creating and editing sounds, setup of equipment, playback, mixing.”
    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 manage files and folders locally or online, e.g. move files to a folder.

    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 use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

    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 make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

  6. Programming lighting and planning cues

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

    Lighting designers must show rigging and/or programming of equipment and adjusting focus, intensity, colours and effects, and in Unit 3 must identify equipment needs and plan cues. Appendix C lists a lighting console, either manual or programmable, so programming is possible but not required. This applies only to learners on the lighting design pathway.

    DCF: Problem-solving and modelling, Sourcing, searching and planning digital content

    Getting pupils ready

    Year 7
    Pupils write a numbered list of lighting changes for a short scene in order, saying what each light does and the line that triggers it.
    Year 8
    Pupils plan a cue sheet in Excel for a two-minute scene with cue number, trigger line, colour and intensity, then test it with a partner calling the cues.
    Year 9
    Pupils programme five cues on the school lighting desk, test them in a run-through and fix any cue that fires in the wrong order or at the wrong level.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 2, Section 2.4.2, page 24; Unit 3, Section 3.3.2, page 33; Appendix C, page 53

    “rigging and/or programming of equipment, adjusting focus”
    Progression step 3

    • I can understand the importance of the order of statements within algorithms.

    • I can independently create and plan work before beginning a digital task.

    Progression step 4

    • I can identify the different parts of an algorithm to determine their purpose.

    • I can detect and correct errors in algorithms.

    Progression step 5

    • I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

    • I can plan my digital work effectively and with increasing complexity.

  7. Recording performances and submitting work as digital files

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

    Performances in Units 2 and 3 must be recorded and sent as digital files, with each learner introducing themselves to camera with their name, candidate number and role. Recordings must be complete and unedited, saved with the centre number, qualification title and unit number, backed up and kept secure.

    DCF: Storing and sharing, Identity, image and reputation, Online behaviour and online bullying

    Getting pupils ready

    Year 7
    Pupils film a 30-second group scene on an iPad from a fixed position and check that every pupil can be seen and heard.
    Year 8
    Pupils film a rehearsal, introduce themselves to camera first, then save the file to a shared Teams folder using an agreed file name.
    Year 9
    Pupils plan and run the filming of a class showcase: they check battery, storage and sound levels, record a test clip, then save, back up and name the final file correctly.
    Show the specification wording and the DCF statements

    Where it is in the specification: Section 3.2, pages 40 and 41; Appendix B, pages 51 and 52

    “The performance part of the assessment must be recorded and sent as a digital file.”
    Progression step 3

    • I can manage files and folders locally or online, e.g. move files to a folder.

    • I can upload files from a local drive to online storage.

    • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

    Progression step 4

    • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

    • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

    Progression step 5

    • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

    • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

  8. Evaluating their work in written, audio or video form

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

    In Unit 3 learners evaluate how well their work met the creative brief and review their own skills and techniques. Written evidence can be scanned, completed electronically or given as an audio or audio/visual response, so learners can choose to record a spoken evaluation.

    DCF: Evaluating and improving digital content, Creating digital content

    Getting pupils ready

    Year 7
    Pupils record a one-minute voice note on an iPad saying one thing that went well in their scene and one thing to improve.
    Year 8
    Pupils watch a recording of their performance and record a two-minute video review that uses drama or dance terms and sets one goal.
    Year 9
    Pupils produce a short audio or video evaluation of a devised piece against its brief, pointing to moments in the recording, and keep it under three minutes by planning bullet points first.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 3, Sections 3.4.1 and 3.4.2, page 36; Section 3.2, page 41

    “completed as an audio or audio/visual response”
    Progression step 3

    • I can explain reasons for layout and content of my own work and the work of others.

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

    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.

    • 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.
    Progression step 5

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

    • 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.

  9. Understanding copyright when using other people's work

    Assessed: In the exam

    Unit 1 asks learners to understand copyright, and licensing and insurance, as part of organising a performing arts event, and this is tested in the sector test. Appendix B adds that performances of repertoire in copyright outside the Unit 2 assessment need copyright permission.

    DCF: Digital rights, licensing and ownership

    Getting pupils ready

    Year 7
    Pupils find out who wrote a song used in a class dance and credit the writer and performer on the programme slide.
    Year 8
    Pupils compare a copyright-free music library with a chart song and explain which they could use in a filmed school performance and why.
    Year 9
    Pupils plan a school showcase and list every script, song and image it uses, with the owner and whether permission or a licence is needed.
    Show the specification wording and the DCF statements

    Where it is in the specification: Unit 1, Section 1.1.4, page 15; Appendix B, page 51

    “must seek copyright permission for works in copyright”
    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.

    Progression step 4

    • 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.

    • 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 identify the key points required for creative work to be considered fair use and comply with data protection laws by exploring the legal and ethical considerations involved in using the creative work of others.

    • I can understand the legal and ethical debates that surround using other people’s creative work; and I consider the points of view of the original creator, potential audiences, and the broader community when using materials belonging to others.

Good to know

Links with other qualifications

Recording and editing sound and video overlaps with GCSE Digital Media and Film and GCSE Music, and researching practitioners and respecting copyright overlap with GCSE Drama and GCSE Dance.

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).