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

Skills that use Clarity and vocabulary

  1. 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.

  2. 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.

  3. 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.

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).