VCSE Performing Arts
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Canolig
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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
Sgiliau sy'n defnyddio Cyrchu, chwilio a chynllunio cynnwys digidol
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Researching professional repertoire and practitioners
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: Cyrchu, chwilio a chynllunio cynnwys digidol, Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu addasu geiriau allweddol a thechnegau chwilio er mwyn dod o hyd i wybodaeth berthnasol.
Rwy'n gallu dechrau cyfeirnodi ffynonellau a ddefnyddir yn fy ngwaith, ac ystyried a yw’r cynnwys yn ddibynadwy.
Rwy'n gallu storio canlyniadau chwilio i’w defnyddio yn y dyfodol, e.e. creu nod tudalen, ychwanegu at ffefrynnau.
Cam cynnydd 4
Rwy'n gallu chwilio amrywiaeth o ffynonellau gan ddefnyddio technegau chwilio perthnasol a mwy cymhleth.
Rwy'n gallu gwerthuso dibynadwyedd ffynonellau gwybodaeth gan gyfiawnhau fy marn a’m rhesymau dros ddewisiadau, a chyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Cam cynnydd 5
Rwy'n gallu chwilio’n effeithlon am wybodaeth ar gyfer fy ngwaith digidol a gwerthuso dibynadwyedd ffynonellau gwybodaeth, gan gyfiawnhau fy marn a’m rhesymau dros fy newisiadau, ac rwy'n gallu cyfeirnodi gwaith gan ddefnyddio dulliau priodol.
Rwy'n gallu cyfeirio’n briodol at ffynonellau o wybodaeth a ddefnyddir yn fy ngwaith digidol.
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Programming lighting and planning cues
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: Datrys problemau a modelu, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Cam cynnydd 4
Rwy'n gallu nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.
Rwy'n gallu canfod a chywiro camgymeriadau mewn algorithmau.
Cam cynnydd 5
Rwy'n gallu datblygu datrysiadau rhesymegol er mwyn pennu prosesau rhaglen, ei mewnbynnau a’i hallbynnau, e.e. dilyn ffug-god neu siart lif i sicrhau canlyniad, datblygu dilyniant ysgrifenedig o'r camau y gellid eu dilyn.
Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.
Da gwybod
- Unit 1 can be sat on paper or on screen: "Centres may enter candidates for either a paper based or an onscreen format of the test." (Section 3.2, page 40).
- Unit 2 written work may be handwritten: "The written parts of the assessment must be submitted digitally, either as scanned handwritten responses or completed digitally." (Section 3.2, page 40).
- Recordings of assessed performances may not be cut: "All recordings must be complete and unedited." Panning and zooming are allowed (Appendix B, page 51).
- The cover carries a warning that "The UK Government has announced plans to restrict social media use by children under 16", which may affect the Unit 2 self-promotion content (cover, page 1).
- Rules on AI are not in the specification itself; it points to separate WJEC guides for "information on the use of AI" in NEA (Section 3.3, page 42).
- No software is named. Equipment is described in general terms, for example a "lighting console, either manual or programmable" for lighting design (Appendix C, page 53).
Cysylltiadau â chymwysterau eraill
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.
Ffynhonnell: 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).