GCSE Drama
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
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.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2025
- Faint o waith llythrennedd
- Uchel
- Faint o waith rhifedd
- Isel
- Manyleb
- Agor y fanyleb
Sut mae'r cymhwyster hwn yn cael ei asesu
- 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
Y sgiliau llythrennedd a rhifedd yn y cymhwyster hwn
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Reading and interpreting a set play
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.
Llythrennedd: Strategaethau darllen, Deall, ymateb a dadansoddi
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad er mwyn deall y testun, ac yn gallu ystyried dibynadwyedd yr hyn rwy'n ei ddarllen.
Rwy'n gallu dehongli syniadau nad ydyn nhw wedi'u mynegi'n benodol, e.e. safbwyntiau neu agweddau awdur.
Cam cynnydd 4
Rwy'n gallu dangos dealltwriaeth lawn o destunau drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi.
Rwy'n gallu darllen yn fanwl, gwneud gwaith dilynol a defnyddio deunyddiau ychwanegol mewn testunau i ymestyn fy nealltwriaeth.
Cam cynnydd 5
Rwy'n gallu deall testunau'n llawn drwy ddefnyddio sgiliau dehongli, dod i gasgliad a dadansoddi, gan ddeall cyd-destun y testunau sy'n dylanwadu ar y darllenydd.
Rwy'n gallu dadansoddi ac ymateb i destunau ac is-destunau, gan ddeall, dehongli a gwerthuso ystyr yn hyderus.
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Analysing unseen extracts and performances
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.
Llythrennedd: Deall, ymateb a dadansoddi, Strategaethau darllen
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils complete a timed 20 minute analysis of an unseen extract, explaining how a designer's lighting and sound choices would communicate meaning.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu darllen yn fanwl, gan adnabod a nodi nodweddion testunau, e.e. cyflwyniad, dilyniant, darluniau, ffurfioldeb, geirfa allweddol.
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad er mwyn deall y testun, ac yn gallu ystyried dibynadwyedd yr hyn rwy'n ei ddarllen.
Cam cynnydd 4
Rwy'n gallu darllen a chanolbwyntio ar destunau a argraffwyd a thestunau digidol sy'n newydd i mi a diweddaru, ehangu a dyfnhau fy nealltwriaeth o wybodaeth, syniadau a materion.
Rwy’n gallu defnyddio sgiliau dehongli a dod i gasgliad i ddeall testunau mwy cymhleth, ac ystyried dibynadwyedd ac effaith yr hyn rwy'n ei ddarllen.
Cam cynnydd 5
Rwy'n gallu darllen a dadansoddi ystod o destunau nas gwelais o'r blaen, testunau a argraffwyd a thestunau digidol, gan ganolbwyntio ac yn annibynnol.
Rwy'n gallu darllen yn fanwl, gan ddadansoddi cynnwys, iaith ac effaith testunau er mwyn dyfnhau fy nealltwriaeth.
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Using drama terminology accurately
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.
Llythrennedd: Geirfa, sillafu, gramadeg, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils take a weekly spelling and meaning check on ten staging and lighting terms, such as proscenium arch, traverse and crossfade.
- Blwyddyn 9
- Pupils rewrite a vague review sentence, such as she acted angry, into a precise one using at least three glossary terms.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu defnyddio geirfa amrywiol, briodol a manwl gywir, gan gynnwys geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth at ddibenion gwahanol.
Rwy'n gallu defnyddio strategaethau i sillafu geiriau amlsillafog, cymhleth ac afreolaidd yng nghyd-destun pob maes dysgu a phrofiad.
Cam cynnydd 4
Rwyf wedi cael profiad o ystod o eirfa sy'n benodol i faes dysgu a phrofiad/disgyblaeth a geirfa academaidd gyffredinol, ac yn gallu ei defnyddio wrth i mi gyfathrebu.
Rwy'n gallu defnyddio amrywiaeth o strategaethau ac adnoddau i sillafu geirfa gyfarwydd ac anghyfarwydd a geiriau sy'n benodol i faes dysgu a phrofiad/disgyblaeth yn gywir.
Cam cynnydd 5
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol yn fanwl gywir.
Rwy'n gallu defnyddio strategaethau i sillafu geiriau sy'n benodol i ddisgyblaeth a geiriau academaidd cyffredinol mewn cyd-destunau priodol.
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol wrth i mi gyfathrebu.
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Writing extended examination answers
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 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.
- Blwyddyn 9
- Pupils write a timed, typed extended answer as a director, organising paragraphs around character, performance style and choice of stage.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu ysgrifennu disgrifiad cynhwysfawr o bwnc, thema neu safbwynt.
Rwy'n gallu defnyddio paragraffau a gwneud cysylltiadau rhyngddyn nhw.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu trefnu a llunio fy ngwaith ysgrifennu'n effeithiol, gan gysylltu a datblygu fy syniadau ar gyfer amrywiaeth o wahanol gyd-destunau.
Cam cynnydd 5
Rwy'n gallu ysgrifennu darnau estynedig sy'n cynnwys tystiolaeth a gwybodaeth fanwl at wahanol ddibenion ac ar gyfer gwahanol gynulleidfaoedd o fewn gwahanol ddisgyblaethau a rhyngddyn nhw.
Rwy'n gallu trefnu gwaith ysgrifennu ar ffurf briodol, gan sicrhau bod y cynnwys yn cael ei nodi o fewn a rhwng paragraffau neu adrannau, a chan ddatblygu a chynnal syniadau'n gydlynus.
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Writing a Reflective Log
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.
Llythrennedd: Cynllunio a threfnu ar gyfer gwahanol ddibenion, cynulleidfaoedd a chyd-destunau
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils keep a dated log of a four week devising project, explaining why the group changed one scene after feedback.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu defnyddio ac addasu gwahanol strwythurau yn fy ngwaith ysgrifennu, e.e. adroddiad ar ddigwyddiad, ymchwiliad neu arbrawf.
Rwy’n gallu ysgrifennu am fy meddyliau, fy nheimladau a fy marn, gan ddangos empathi a pharch.
Cam cynnydd 4
Rwy'n gallu defnyddio crynodebau, trafod materion, rhoi esboniadau manwl a defnyddio rhesymeg wrth ymdrin â phwnc.
Rwy'n gallu defnyddio paragraffau ac adrannau er mwyn rhoi eglurder i ddarnau ysgrifennu mwy estynedig.
Cam cynnydd 5
Rwy'n gallu ysgrifennu'n aeddfed am fy meddyliau, fy nheimladau a fy marn mewn cyd-destunau cynyddol heriol a dadleuol.
Rwy'n gallu trefnu gwaith ysgrifennu ar ffurf briodol, gan sicrhau bod y cynnwys yn cael ei nodi o fewn a rhwng paragraffau neu adrannau, a chan ddatblygu a chynnal syniadau'n gydlynus.
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Performing a role with vocal control
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.
Llythrennedd: Deall, ymateb a dadansoddi, Eglurder a geirfa, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Pupils perform a short monologue, varying pitch, pace and pause, and the audience identifies which vocal skill changed the meaning.
- Blwyddyn 8
- Pupils sustain a role in hot seating for three minutes, answering unplanned questions in character.
- Blwyddyn 9
- Pupils mark pauses and emphasis on a script, then rehearse and perform a five minute scripted duologue.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu darllen amrywiaeth eang o destunau ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder.
Rwy’n gallu siarad yn glir, gan adnabod yr iaith briodol ar gyfer gwahanol gynulleidfaoedd a dibenion, a chan amrywio fy mynegiant, geirfa, tôn ac ystumiau i ennyn diddordeb y gynulleidfa.
Rwy'n gallu ystyried materion heriol neu ddadleuol drwy amrywiaeth o gyd-destunau dilys, gan gynnwys cynnal rôl.
Cam cynnydd 4
Rwy'n gallu darllen amrywiaeth o destunau heriol a dilys ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder er mwyn cyfleu ystyr.
Rwy’n gallu argyhoeddi wrth gyfleu ystyr mewn ystod o gyd-destunau gan ennyn diddordeb llawn y gynulleidfa.
Cam cynnydd 5
Rwy'n gallu darllen amrywiaeth o destunau heriol a dilys ar goedd gyda mynegiant, gan amrywio goslef, llais a chyflymder er mwyn cyfleu ystyr.
Rwy'n gallu siarad yn rhugl ac yn hyderus, gan ddefnyddio ystod o dechnegau, edrychiadau ac ystumiau.
Rwy'n gallu ystyried materion heriol neu ddadleuol yn hyderus ac yn gyson drwy gynnal rolau mewn sefyllfaoedd, cyd-destunau a dibenion ffurfiol.
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Presenting a design in a viva
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.
Llythrennedd: Diben, Eglurder a geirfa
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils present a lighting idea for a scene using a simple mood board, then answer two questions from the teacher acting as examiner.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Unit 2 overview, Viva, page 22
“All learners opting for design must give a 3-5 minute presentation of their design to the examiner.”
Cam cynnydd 3
Rwy'n gallu trefnu sgwrs fel y gall gwahanol gynulleidfaoedd mewn gwahanol gyd-destunau ddilyn yr hyn sy'n cael ei ddweud, gan gynnwys defnyddio iaith ffurfiol.
Rwy’n gallu myfyrio ar safon fy mynegiant a defnyddio ystod o strategaethau i sicrhau mwy o eglurder yn fy nghyfathrebu llafar, gan gynnwys mewn sefyllfaoedd ffurfiol.
Cam cynnydd 4
Rwy’n gallu siarad yn glir, gan ddewis ac addasu fy iaith yn briodol ar gyfer ystod o gynulleidfaoedd a dibenion, a chan gyfleu ystyr yn effeithiol i’r gynulleidfa.
Rwy'n gallu trefnu'r hyn sy'n cael ei ddweud yn effeithiol er mwyn ymateb i adwaith gwrandawyr drwy addasu'r hyn rwy'n ei ddweud a'r ffordd rwy'n ei ddweud.
Cam cynnydd 5
Rwy'n gallu cyflwyno syniadau a materion er mwyn bodloni gofynion gwahanol gynulleidfaoedd.
Rwy'n gallu defnyddio ystod o eirfa sy'n benodol i ddisgyblaeth a geirfa academaidd gyffredinol wrth i mi gyfathrebu.
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Listening to feedback and devising collaboratively
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.
Llythrennedd: Gwrando fel rhan o siarad cydweithredol, Siarad cydweithredol
Paratoi disgyblion
- Blwyddyn 7
- Groups watch another group's freeze frame sequence, and the performers repeat back the feedback they heard before choosing one change to make.
- Blwyddyn 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.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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”
Cam cynnydd 3
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy ofyn cwestiynau a gwneud sylwadau sy'n canolbwyntio ar resymau, goblygiadau a'r camau nesaf.
Rwy'n gallu gwrando er mwyn dangos cytundeb ac anghytundeb mewn trafodaeth a sefyllfaoedd cydweithredol.
Cam cynnydd 4
Rwy'n gallu gwrando ar eraill ac ymateb iddyn nhw drwy gwestiynau, sylwadau ac awgrymiadau er mwyn datblygu sgiliau siarad cydweithredol a dod i gyfaddawd/consensws.
Rwy'n gallu adnabod ystod o opsiynau ar gyfer gweithredu a dod i gytundeb er mwyn cyflawni nodau'r grŵp.
Cam cynnydd 5
Rwy'n gallu ymateb gyda hyder a sensitifrwydd i syniadau pobl eraill mewn sefyllfaoedd cydweithredol gwahanol, gan fyfyrio ar wybodaeth a syniadau a gofyn cwestiynau perthnasol.
Rwy'n gallu defnyddio ystod o opsiynau a strategaethau i alluogi’r grŵp i wneud cynnydd a dod i gonsensws.
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Timing performances and cues
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.
Rhifedd: Mesur, Cymhwysedd strategol
Paratoi disgyblion
- Blwyddyn 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.
- Blwyddyn 8
- Pupils time each actor's interaction in a rehearsal, record it in a table and check everyone reaches the agreed minimum.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: 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.”
Cam cynnydd 3
Rwy'n gallu cwblhau gweithgareddau ymarferol sy'n cynnwys digwyddiadau a amserir, ac esbonio pa uned o amser yw'r mwyaf priodol.
Rwy'n gallu amseru digwyddiadau mewn munudau ac eiliadau, a threfnu'r canlyniadau.
Cam cynnydd 4
Rwy'n gallu dehongli ffracsiynau o eiliadau yn briodol.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
Cam cynnydd 5
Rwy'n gallu nodi, mesur neu gasglu'r wybodaeth sy'n ofynnol er mwyn cwblhau'r dasg.
Rwy'n gallu blaenoriaethu a threfnu'r camau perthnasol sydd eu hangen i gwblhau'r dasg neu ddod o hyd i ddatrysiad.
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Ground plans and model sets to scale
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.
Rhifedd: Mesur, Siâp a gofod, Ongl, Cyfrifiad
Paratoi disgyblion
- Blwyddyn 7
- Pupils measure the drama studio in metres and mark stage left, stage right and centre stage on a squared paper ground plan.
- Blwyddyn 8
- Pupils draw a ground plan of a traverse staging at 1:50 and check sight lines from two audience seats with a ruler.
- Blwyddyn 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.
Dangos geiriad y fanyleb a datganiadau'r Fframwaith Llythrennedd a Rhifedd
Ble mae yn y fanyleb: Appendix B, Set design/staging, page 29; Appendix A, page 25
“Ground plan Sight lines”
Cam cynnydd 3
Rwy'n gallu trosi unedau metrig o hyd i unedau llai, e.e. cm i mm, m i cm, km i m.
Rwy'n gallu mesur a chyfrifo perimedr.
Cam cynnydd 4
Rwy'n gallu cymhwyso dealltwriaeth o gyfeiriannau a graddfa i ddehongli mapiau a chynlluniau, ac i greu cynlluniau a lluniadau wrth raddfa.
Rwy'n gallu defnyddio cymarebau a chyfrannau gan gynnwys graddfeydd map.
Cam cynnydd 5
Rwy'n gallu cymhwyso newid cyfrannol i ddyluniadau dau ddimensiwn.
Rwy'n gallu mesur a lluniadu onglau.
Da gwybod
- Unit 3 is a "Digital only examination, marked by WJEC" (page 15), 2 hours (page 5), so extended answers are typed on screen, not handwritten.
- No separate marks are awarded for spelling, punctuation and grammar. Written analysis is credited through AO1 (20%) and AO3 (10%) in Unit 3 (page 20).
- The Unit 1 Reflective Log is "in a non-prescribed format" (page 5), with no word limit stated. It supports AO3, worth 5% in Unit 1 (page 20).
- Piece length depends on group size, for example "Group of two actors: 5-10 minutes", and each actor must interact "for a minimum of five minutes" (pages 21 to 22).
- The design viva is a "3-5 minute presentation" and "is non-assessed" (page 22).
- Learners "are not assessed on their collaborative skills" although they must work in a pair or group in Units 1 and 2 (page 19).
- There are no calculator rules; numeracy appears only in practical design and timing work.
Cysylltiadau â chymwysterau eraill
Script reading and analytical writing overlap strongly with English, so agreeing a shared paragraph structure with the English department will help pupils.
Ffynhonnell: WJEC GCSE Drama specification, teaching from 2025, for award from 2027, Version 2, September 2026 (© WJEC CBAC Ltd 2024).