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 Understanding, response and analysis

  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. 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.

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).