GCSE Drama
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg CBAC.
Every learner sits Unit 3 as a digital only, 2-hour on-screen examination, and learners who choose sound or lighting design in Units 1 and 2 work with recorded sound, cues and projection. Learners also use recorded and live-streamed theatre as influences and keep a Reflective Log in any format. The single biggest thing KS3 should build is fluent on-screen analytical writing about performances, with sound and lighting cueing as the main practical digital strand.
- Corff dyfarnu
- CBAC
- Lefel
- Level 1 and Level 2
- Addysgu gyntaf
- Medi 2025
- Faint o waith digidol
- Canolig
- 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 visiting examiner, 30%, 72 marks
- Unit 3: Interpreting Theatre: On-screen examination, 2 hours, 30%, 72 marks
Sgiliau sy'n defnyddio Datrys problemau a modelu
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Planning and running lighting and projection cues in sequence
Lighting design is a design option in Units 1 and 2, and the glossary includes lighting cues, cue sheets and projections. A cue sheet is an ordered sequence of instructions that must run correctly in a live performance.
DCF: Datrys problemau a modelu, Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils put a set of lighting states for a short scene in order on a cue sheet, then test the sequence with torches.
- Blwyddyn 8
- Pupils plan lighting cues in a shared Excel cue sheet and check the order as a group, fixing any cue that is out of sequence.
- Blwyddyn 9
- Pupils program and run a short lighting sequence on the school lighting desk, including a projected image from PowerPoint, and explain the purpose of each cue.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit 1 and Unit 2 design options, pages 11 and 13; Appendix B glossary, page 28
“Lighting cue Projections Lanterns Cold wash Warm wash Gobos Specials Strobe Cue sheets”
Cam cynnydd 3
Rwy’n gallu deall pwysigrwydd trefn datganiadau o fewn algorithmau.
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Cam cynnydd 4
Rwy'n gallu nodi’r gwahanol rannau o algorithm er mwyn gweld beth yw eu dibenion.
Rwy'n gallu canfod a chywiro camgymeriadau mewn algorithmau.
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Cam cynnydd 5
Rwy'n gallu datblygu datrysiadau rhesymegol er mwyn pennu prosesau rhaglen, ei mewnbynnau a’i hallbynnau, e.e. dilyn ffug-god neu siart lif i sicrhau canlyniad, datblygu dilyniant ysgrifenedig o'r camau y gellid eu dilyn.
Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.
Da gwybod
- Unit 3 must be taken on screen: "Digital only examination, marked by WJEC" (page 15) and "On-screen examination: 2 hours" (page 5).
- Assessed performance and design are live, not recorded: Units 1 and 2 are assessed "within a live performance" and Unit 2 "within a live performance of a published performance text" (pages 12 and 14). Digital theatre is a source of influence only (pages 11 and 13).
- The Reflective Log is "in a non-prescribed format" (page 5), so digital recording is optional.
- The design viva "is non-assessed" (page 22), so any slides used are not marked.
- Group work is required but learners "are not assessed on their collaborative skills" (page 19), so online collaboration tools are optional.
Cysylltiadau â chymwysterau eraill
Sound editing and cue sequencing overlap with Music and Digital Technology, and set, costume and projection design overlap with Art and Design.
Ffynhonnell: WJEC GCSE Drama specification, teaching from 2025, for award from 2027, Version 2, September 2026.