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.

Awarding body
WJEC
Level
Level 1 and Level 2
First taught
September 2025
Amount of literacy work
High
Amount of numeracy work
Low
Specification
Open the specification
How this qualification 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

The literacy and numeracy skills in this qualification

  1. Reading and interpreting a set play

    Assessed: In the exam

    Learners study one set text and explain how the actor, designer and director communicate meaning, including character motivations and relationships. They must also know the social, historical and cultural context of its first performance.

    Literacy: Reading strategies, Understanding, response and analysis

    Getting pupils ready

    Year 7
    Pupils read a short scene in groups and highlight one line where a character means more than they say, then explain the subtext aloud.
    Year 8
    Pupils annotate a page of script with a character's motivations and relationships, recording evidence from the lines on a role on the wall.
    Year 9
    Pupils study a whole short play, research when and where it was first performed, and write how that context would shape one staging decision.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, content 3.1.2, pages 16 to 17

    “identify and describe, using drama terminology how the actor, designer and director communicate meaning to an audience through the study of their chosen set text”
    Progression step 3

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    • I can infer ideas which are not explicitly stated, e.g. writer’s viewpoints or attitudes.

    Progression step 4

    • I can gain a full understanding of texts using inference, deduction and analysis.

    • I can read closely, follow up and use additional material in texts to extend my understanding.

    Progression step 5

    • I can gain full understanding of texts using inference, deduction and analysis, understanding the context of the texts that influence the reader.

    • I can analyse and respond to texts and sub-texts, confidently understanding, interpreting and evaluating meaning.

  2. Analysing unseen extracts and performances

    Assessed: In the exam

    In the examination learners analyse and evaluate unprepared extracts, identifying performance styles and how actors, designers and directors communicate meaning. Unit 3 also expects critique of live or recorded theatre.

    Literacy: Understanding, response and analysis, Reading strategies

    Getting pupils ready

    Year 7
    Pupils read an unseen half page extract and name its style, such as naturalism or physical theatre, giving two clues from the stage directions.
    Year 8
    Pupils watch a recorded theatre extract and note how one actor uses voice and movement, then write a short paragraph on the effect on the audience.
    Year 9
    Pupils complete a timed 20 minute analysis of an unseen extract, explaining how a designer's lighting and sound choices would communicate meaning.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 3, content 3.1.3, page 17; Unit 3 overview, page 15

    “analyse and evaluate using drama terminology how the actor, designer and director communicate meaning to an audience through the study of unprepared extracts”
    Progression step 3

    • I can read closely, identifying and noting features of texts, e.g. introduction, sequence, illustrations, formality, key vocabulary.

    • I can use inference and deduction to understand the text, and can consider the reliability of what I read.

    Progression step 4

    • I can read, with concentration, printed and digital texts that are new to me and update, broaden and deepen my understanding of information, ideas and issues.

    • I can use inference and deduction to understand more complex texts, and can consider the reliability and impact of what I read.

    Progression step 5

    • I can read and analyse a range of unseen, printed and digital texts with concentration and independence.

    • I can read closely, analysing the content, language and impact of texts to deepen my understanding.

  3. Using drama terminology accurately

    Assessed: In the exam and in coursework (NEA)

    Both the examination and the practical units expect learners to articulate ideas with subject terminology, and the spec gives a long glossary of vocal, physical, design and staging terms. Accurate spelling of terms matters in typed answers.

    Literacy: Vocabulary, spelling, grammar, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils keep a drama word wall of vocal and physical skills, such as pitch, pace and proxemics, and use two of the words when giving feedback on a freeze frame.
    Year 8
    Pupils take a weekly spelling and meaning check on ten staging and lighting terms, such as proscenium arch, traverse and crossfade.
    Year 9
    Pupils rewrite a vague review sentence, such as she acted angry, into a precise one using at least three glossary terms.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix B: Glossary of Terminology, page 27; Unit 3, content 3.1.2 and 3.1.3, pages 16 to 17

    “designed to aid learners in articulating their ideas using subject-specific terminology”
    Progression step 3

    • I can use varied, appropriate and precise vocabulary including area of learning and experience/discipline-specific words for different purposes.

    • I can use strategies to correctly spell polysyllabic, complex and irregular words in the context of each area of learning and experience.

    Progression step 4

    • I have experienced a range of area of learning and experience/discipline-specific and general academic vocabulary, and can use them in my own communication.

    • I can use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and area of learning and experience/discipline-specific words correctly.

    Progression step 5

    • I can use a range of discipline-specific and general academic vocabulary accurately and precisely.

    • I can use strategies to spell discipline-specific and general academic words in appropriate contexts.

    • I can use a range of discipline-specific and general academic vocabulary in my own communication.

  4. Writing extended examination answers

    Assessed: In the exam

    Unit 3 includes short and extended answers on the set text and unseen texts, taken on screen. Learners must organise sustained, evidenced responses from the viewpoint of actor, designer or director.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    Pupils write a point, evidence and explain paragraph on how an actor could use voice to show fear in a scene they have just performed.
    Year 8
    Pupils type a two paragraph answer on how they would direct a short extract, linking a quotation from the script to each staging choice.
    Year 9
    Pupils write a timed, typed extended answer as a director, organising paragraphs around character, performance style and choice of stage.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, page 5; Unit 3 overview, page 15

    “Questions requiring objective responses, short and extended answers, in response to set text and unseen texts.”
    Progression step 3

    • I can write a comprehensive account of a topic, theme or viewpoint.

    • I can use paragraphs and make links between them.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

    Progression step 5

    • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

  5. Writing a Reflective Log

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

    Unit 1 requires a Reflective Log in which learners reflect on, analyse and critically evaluate their creative choices linked to the stimulus, practitioner or style, and their own skills.

    Literacy: Planning and organising for different purposes, audiences and context

    Getting pupils ready

    Year 7
    After each devising lesson pupils write three sentences in a drama journal: what the group made, one choice they made and whether it worked.
    Year 8
    Pupils keep a dated log of a four week devising project, explaining why the group changed one scene after feedback.
    Year 9
    Pupils write an evaluative log entry judging how well their piece used a practitioner's techniques, such as Brecht's placards, with evidence from rehearsal.
    Show the specification wording and the LNF statements

    Where it is in the specification: Summary of assessment, page 5; Unit 1, content 1.1.3, page 12

    “Learners will also produce a Reflective Log of the process in a non-prescribed format.”
    Progression step 3

    • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

    • I can write about my thoughts, feelings and opinions, showing empathy and respect.

    Progression step 4

    • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

    • I can use paragraphs and sections to give coherence to longer pieces of writing.

    Progression step 5

    • I can write with maturity about my thoughts, feelings and opinions in increasingly challenging and contentious contexts.

    • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

  6. 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.

  7. Presenting a design in a viva

    Assessed: Taught, but not assessed

    Designers in Unit 2 give a short spoken presentation explaining their design to the examiner after the performance. It is not assessed, but it requires clear, organised explanation.

    Literacy: Purpose, Clarity and vocabulary

    Getting pupils ready

    Year 7
    Pupils explain their costume sketch for a character to the class in one minute, naming a colour and a fabric and why they chose them.
    Year 8
    Pupils present a lighting idea for a scene using a simple mood board, then answer two questions from the teacher acting as examiner.
    Year 9
    Pupils give a timed three minute pitch for a set or sound design, structured as concept, key features and how it serves the performance.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 2 overview, Viva, page 22

    “All learners opting for design must give a 3-5 minute presentation of their design to the examiner.”
    Progression step 3

    • I can organise talk so that different audiences in different contexts can follow what is being said, including using formal language.

    • I can reflect on the quality of my expression and use a range of strategies to ensure greater clarity in my spoken communication, including in formal situations.

    Progression step 4

    • I can speak clearly, selecting and adapting my language appropriately for a range of audiences and purposes, conveying meaning effectively to the audience.

    • I can organise talk effectively to respond to how listeners are reacting by adapting what I say and how I say it.

    Progression step 5

    • I can present ideas and issues to meet the demands of different audiences.

    • I can use a range of discipline-specific and general academic vocabulary in my own communication.

  8. 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.

  9. Timing performances and cues

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

    Unit 1 and Unit 2 pieces must fit set lengths by group size, such as 5 to 10 minutes for two actors, and each actor needs at least five minutes of interaction. Designers also work with cue sheets.

    Numeracy: Measurement, Strategic competence

    Getting pupils ready

    Year 7
    Pupils time their group's scene with a stopwatch in minutes and seconds and adjust it to fit a window of two to three minutes.
    Year 8
    Pupils time each actor's interaction in a rehearsal, record it in a table and check everyone reaches the agreed minimum.
    Year 9
    Pupils write a sound or lighting cue sheet with cue times in minutes and seconds, then run the scene and record how far each cue drifted.
    Show the specification wording and the LNF statements

    Where it is in the specification: Unit 1 and Unit 2 overviews, pages 21 to 22; Appendix B, page 28

    “Each actor must interact with other actors and/or the audience for a minimum of five minutes.”
    Progression step 3

    • I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

    • I can time events in minutes and seconds, and order the results.

    Progression step 4

    • I can interpret fractions of a second appropriately.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

    Progression step 5

    • I can identify, measure or obtain required information to complete the task.

    • I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

  10. Ground plans and model sets to scale

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

    Set design is a design option in Units 1 and 2, and the glossary lists ground plans, sight lines and model sets. Appendix A ticks the geometry and measurement strand for both practical units.

    Numeracy: Measurement, Shape and space, Angle, Calculation

    Getting pupils ready

    Year 7
    Pupils measure the drama studio in metres and mark stage left, stage right and centre stage on a squared paper ground plan.
    Year 8
    Pupils draw a ground plan of a traverse staging at 1:50 and check sight lines from two audience seats with a ruler.
    Year 9
    Pupils build a shoebox model set at 1:25 from their ground plan, calculating the model size of each flat and piece of furniture.
    Show the specification wording and the LNF statements

    Where it is in the specification: Appendix B, Set design/staging, page 29; Appendix A, page 25

    “Ground plan Sight lines”
    Progression step 3

    • I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

    • I can measure and calculate perimeter.

    Progression step 4

    • I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

    • I can use ratio and proportion including map scales.

    Progression step 5

    • I can apply proportional change to two-dimensional designs.

    • I can measure and draw angles.

Good to know

Links with other qualifications

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).