LNF Cymru Literacy and numeracy for Wales

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GCSE Drama

Drama makes heavy literacy demands: close reading of a set text and unseen extracts, typed extended answers in a 2 hour on-screen examination, a written Reflective Log, precise drama terminology and sustained spoken performance of scripts. Numeracy is light and practical, mainly timing pieces to set lengths and working to scale on ground plans and model sets for designers. The single biggest thing Key Stage 3 should build is the ability to analyse how actors, designers and directors create meaning, and to write about it using accurate drama terminology.

First taught
September 2025
Amount of literacy work
High
Amount of numeracy work
Low
Specification
Open the WJEC specification (PDF)
How this GCSE is assessed
  • Unit 1: Devising Theatre: Practical non-examination assessment and Reflective Log, marked by centre and moderated by WJEC, 40%, 96 marks
  • Unit 2: Performance from a Text: Practical non-examination assessment, marked by a visiting examiner, 30%, 72 marks
  • Unit 3: Interpreting Theatre: On-screen examination 2 hours, 30%, 72 marks

Skills that use Collaborative talk

  1. Performing a role with vocal control

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

    Actors must communicate their interpretation of character and sustain audience engagement in a devised piece and a scripted extract, each interacting for at least five minutes. Vocal skills such as pitch, pace and pause are central.

    Literacy: Understanding, response and analysis, Clarity and vocabulary, Collaborative talk

    Getting pupils ready

    Year 7
    Pupils perform a short monologue, varying pitch, pace and pause, and the audience identifies which vocal skill changed the meaning.
    Year 8
    Pupils sustain a role in hot seating for three minutes, answering unplanned questions in character.
    Year 9
    Pupils mark pauses and emphasis on a script, then rehearse and perform a five minute scripted duologue.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1, content 1.1.2, page 12; Unit 2, content 2.1.2, page 14; page 21

    “communicate their interpretation of character(s) and sustain audience engagement”
    Progression step 3

    • I can read a wide range of texts aloud with expression, varying intonation, voice and pace.

    • I can speak clearly, recognising the appropriate language for different audiences and purposes, and varying my expression, vocabulary, tone and gestures to engage the audience.

    • I can explore challenging or contentious issues through a variety of authentic contexts, including sustaining a role.

    Progression step 4

    • I can read a range of challenging and authentic texts aloud with expression, varying intonation, voice and pace to convey meaning.

    • I can convey meaning convincingly in a range of contexts so that the audience is fully engaged.

    Progression step 5

    • I can read a range of challenging and authentic texts aloud with expression, varying intonation, voice and pace to convey meaning.

    • I can speak fluently and confidently, using a range of techniques, expressions and gestures.

    • I can confidently and consistently explore challenging or contentious issues through sustaining roles in formal situations, contexts and purposes.

  2. Listening to feedback and devising collaboratively

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

    Learners must respond to feedback from others throughout the development period, and they always work in pairs or groups in Units 1 and 2, though collaboration itself is not assessed.

    Literacy: Listening as part of collaborative talk, Collaborative talk

    Getting pupils ready

    Year 7
    Groups watch another group's freeze frame sequence, and the performers repeat back the feedback they heard before choosing one change to make.
    Year 8
    In devising, each pupil takes a rotating role, such as director, timekeeper or note taker, and the group agrees one scene change through discussion.
    Year 9
    Pupils listen to a peer director's notes on their devised piece and explain aloud how they will act on each note before rehearsing again.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1 overview, page 11; Opportunities for integration of learning experiences, page 19

    “reflect on their own work and respond to the feedback from others as an on-going process throughout the development period”
    Progression step 3

    • I can listen to and respond to others with questions and comments which focus on reasons, implications and next steps.

    • I can listen in order to show agreement and disagreement in collaborative discussion and situations.

    Progression step 4

    • I can listen to and respond to others with questions, comments and suggestions in order to develop collaborative talk and reach compromise/consensus.

    • I can recognise a range of options for action and reach agreement to achieve the aims of the group.

    Progression step 5

    • I can respond with confidence and sensitivity to the ideas of others in different collaborative situations, reflecting on information and ideas and asking relevant questions.

    • I can use a range of options and strategies to enable the group to progress and reach consensus.

Good to know

Links with other GCSEs

Script reading and analytical writing overlap strongly with English, so agreeing a shared paragraph structure with the English department will help pupils.

Source: WJEC GCSE Drama specification, teaching from 2025, for award from 2027, Version 2, September 2026 (© WJEC CBAC Ltd 2024).