Is that on the SCQF? An acting qualification that leads to the Edinburgh Fringe Festival

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25 November 2025
2 minutes
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At Acting Coach Scotland (ACS), students take an acting qualification that’s truly unique – it culminates with a performance at the Edinburgh Fringe Festival.

Two gold acting masks are being held up by the two hands of a red-cloaked actor, with the backdrop of a red stage curtain, to promote the SCQF level 8 Professional Acting Diploma

The Professional Diploma in Stage & Screen Performance is at SCQF level 8 with 233–243 credit points — a rare example of a performing arts qualification that combines practical training with a world-famous stage experience.

Hands-on performing arts training

This one-year, full-time diploma in acting prepares students for professional careers on stage and screen. Learners develop acting technique, voice, movement, screen performance and professional preparation skills, all leading to a Fringe production.

Graduates perform in front of agents, casting directors, and industry professionals at the festival, gaining invaluable real-world experience. They also leave with a voice reel, showreel footage, and Spotlight eligibility, essential tools for starting a career in acting.

Who the diploma is for

The programme attracts students from across Scotland, the UK and internationally – from school leavers fast-tracking their training to career changers pursuing a lifelong passion. What unites them is a love of performing and the rare chance to experience the Edinburgh Fringe as part of their qualification.

Why SCQF level 8 matters

Being on the Scottish Credit and Qualifications Framework (SCQF) gives learners a clear understanding of the diploma’s level, workload and quality standards. It also shows that this hands-on, industry-focused acting qualification meets rigorous academic and professional benchmarks.

Learner reflections

One graduate said:

The Diploma gave me the confidence and tools to turn acting from a dream into a profession. The Fringe run was life-changing!

The Professional Diploma in Stage & Screen Performance offers an unconventional, hands-on route into the creative industries – proof that not all paths to success look the same, but the SCQF helps make each one visible.

For more information about the qualification, visit the ACS website.

See how this SCQF level 8 qualification compares on our Interactive Framework.

    Glossary Term

    Authority

    Appears at Level 12 only where it is used in the phrase ‘demonstrate substantial authority’, reflecting a recognised high level and depth of expertise/expert knowledge and understanding, along with confidence. It does not mean ‘exercise authority over staff and resources’ etc, as that could clearly apply at earlier levels.

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    Exercise

    Used in connection with management and/or supervisory responsibility, denotes a requirement of a formal, substantive role.

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    Directive

    Applied to ‘supervision’, signifies a task or activity that is guided.

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    Graphical Data

    Encompasses maps, plans, diagrams, tables and graphs.

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    Synthesis

    Combine discrete elements into a coherent whole.

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    Analysis

    Examine in detail with a view to explanation and interpretation.

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    Present

    Set out, put forward, deliver information using a variety of mediums as appropriate.

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    Hypothetical

    Supposed, assumed for the sake of argument.

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    Straightforward

    Clear and uncomplicated activity, but not as demanding or systematic and therefore not as advanced as ‘routine’.

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    Creativity

    Often used in combination with ‘originality’. There is overlap in definition, but the defining characteristic of creativity appears to be imagination.

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    Originality

    Often used in combination with ‘creativity’. There is overlap in definition, but the defining characteristic of originality appears to be independence.

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    Professional

    Used throughout as an adjective and applied to terms including level, skills, techniques, practices, contexts, and issues where it bears broad interpretation as ‘behaving appropriately/doing things properly and well and to notions of accepted, (including externally) prescribed standards’, as well as narrow, relating to a specific occupation designated as a profession. In this latter sense, the term applies in all contexts including academic study, eg footnoting properly.

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    Unfamiliar

    New territory for an activity.

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    Routine

    Used as an adjective throughout and applied to terms including skills, tasks, elements, practices, contexts, methods and problems where it describes activity that is standard, usual, unvarying, customary, common.

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    Everyday

    Slightly more advanced and beyond personal but a known experience/activity encountered/applied regularly - less advanced than ‘familiar’.

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    Familiar

    Often encountered or experienced; common; something one has a good knowledge of - more advanced than ‘personal’ and ‘everyday’, not as advanced as ‘routine’.

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    Personal

    An experience relating only or primarily to the person – one would expect to start here then widen out into the rest of the world, so not as advanced as ‘familiar’.

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    Critical

    Fully informed, capable of supporting in-depth analysis and assessment.

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    Discerning

    Using judgement to recognise differences but not fully equipped/informed to analyse and discuss them in depth, so less advanced than critical.

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    Awareness

    Consciousness, including a background consciousness. Can be a starting point for further exploration.

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    Appreciation

    A sense, perception, a hold, fix or grasp of one or more of the various aspects of a subject/discipline/sector.

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    Understanding

    A thorough and firm grasp of a subject/discipline/sector or an element or elements of it, derived from education/study, experience and reasoning in appropriate combination. Can be defined as ‘know why’, as opposed to ‘know that’. More holistic knowledge of processes and contexts, so more advanced than appreciation and knowledge.

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    Simple

    Undemanding activity not necessarily part of a formal structure - not as advanced as ‘basic’.

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    Knowledge

    Facts, ideas, theories and concepts in a subject/discipline/sector acquired through experience and/or education – a surer grasp than appreciation so more advanced.

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    Basic

    Activity is early stepping stone on a structure or framework that can be built upon – more advanced than ‘simple’.