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The digital skills in this qualification

1. Creating and editing sound for performance

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

   Sound design is one of four design options in Units 1 and 2, and the glossary covers recorded sound, effects, cues, reverb, sampling and soundscapes. Designers must apply these within a live performance.

   DCF: Creating digital content, Storing and sharing

   Getting pupils ready

   Year 7

   Pupils record their own sound effects for a ghost story scene on iPads, then trim and put them in order in Audacity.

   Year 8

   Pupils build a layered soundscape for a setting in Audacity, using fades, volume and echo to create atmosphere.

   Year 9

   Pupils design and run a sound cue sheet for a devised piece, exporting files in a suitable format and testing playback in the drama studio.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1 and Unit 2 design options, pages 11 and 13; Appendix B glossary, page 28

   “Music Sound effects Sound cue Live sounds Recorded sounds Volume Reverb/echo”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can manage files and folders locally or online, e.g. move files to a folder.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   • I can use appropriate advanced file management techniques, e.g. version history, restore previous version, tagging, compression.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can make informed choices about file types and understand compatibility issues, e.g. the difficulties of editing PDFs, differences between sound files.

2. Planning and running lighting and projection cues in sequence

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

   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: Problem-solving and modelling, Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils put a set of lighting states for a short scene in order on a cue sheet, then test the sequence with torches.

   Year 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.

   Year 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.

   Show the specification wording and the DCF statements

   Where it is in the specification: 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”

   Progression step 3

   • I can understand the importance of the order of statements within algorithms.

   • I can independently create and plan work before beginning a digital task.

   Progression step 4

   • I can identify the different parts of an algorithm to determine their purpose.

   • I can detect and correct errors in algorithms.

   • I can select and effectively use a variety of planning techniques.

   Progression step 5

   • I can develop logical solutions to determine the input, outputs and processes of a program, e.g. following pseudocode or a flowchart to come to an outcome, developing a written sequence of steps that could be followed.

   • I can plan my digital work effectively and with increasing complexity.

3. Researching practitioners and analysing recorded and streamed theatre

   Assessed: In the exam and in coursework (NEA)

   Unit 1 and Unit 2 allow exploration through digital theatre as a source of ideas, and Unit 3 links responding and reflecting to recorded or live-streamed performances. Learners must evaluate what they watch and form a critique.

   DCF: Sourcing, searching and planning digital content

   Getting pupils ready

   Year 7

   Pupils watch a short clip from a filmed production and note one acting choice and one design choice, bookmarking the source.

   Year 8

   Pupils research a theatre practitioner or company using refined searches and compare two websites for reliability.

   Year 9

   Pupils watch a recorded or streamed production, such as a National Theatre or Theatr Genedlaethol Cymru recording, and write a referenced evaluation of how design communicates meaning.

   Show the specification wording and the DCF statements

   Where it is in the specification: Unit 1 overview, page 11; Unit 3 overview, page 15

   “Exploration could also be through the means of live and/or digital theatre, as possible sources of influence for performance or design ideas.”

   Progression step 3

   • I can adjust keywords and search techniques to find relevant information.

   • I can begin to reference sources used in my work, and consider if content is reliable.

   • I can store search results for future use, e.g. bookmark, add to favourites.

   Progression step 4

   • I can search a variety of sources using relevant search techniques with increased complexity.

   • I can evaluate the reliability of sources of information, justify my opinions and reasons for choices, and reference using appropriate methods.

   Progression step 5

   • I can search efficiently for information for my digital work and evaluate the reliability of sources of information, justifying opinions and reasons for choices, and I can reference work using appropriate methods.

   • I can consider the benefits and limitations of digital tools and information sources and of the results I produce and use these results to inform future judgements about the quality of my digital work.

4. Writing analytical answers in an on-screen examination

   Assessed: In the exam

   Unit 3 is a digital only examination of 2 hours with objective, short and extended answers on a set text and unseen extracts. Learners need to read extracts, navigate questions and type sustained answers on screen.

   DCF: Creating digital content, Health and well-being

   Getting pupils ready

   Year 7

   Pupils type a short review of a class performance in Word, using drama terms and checking it with the spellchecker.

   Year 8

   Pupils answer timed drama questions on screen in Microsoft Forms, including short answers and one extended paragraph.

   Year 9

   Pupils complete a mock on-screen paper on an unseen extract, typing an extended answer under time and planning short screen breaks.

   Show the specification wording and the DCF statements

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

   “Digital only examination, marked by WJEC”

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can use keyboard commands such as shortcuts.

   Progression step 4

   • I can explore and develop a range of formal text document structures for different audiences and purposes.

   Progression step 5

   • I can take reasonable steps to avoid health problems caused by the use of technology and suggest strategies to prevent or reduce the problems, both physical and psychological.

5. Keeping a multimedia Reflective Log of the devising process

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

   Unit 1 requires a Reflective Log in a non-prescribed format, in which learners reflect on, analyse and evaluate their creative choices and respond to feedback. Photos, video and audio are allowed but not required.

   DCF: Creating digital content, Evaluating and improving digital content, Identity, image and reputation, Online behaviour and online bullying

   Getting pupils ready

   Year 7

   Pupils keep a short rehearsal diary in OneNote with a photo of a freeze-frame and one sentence on what to improve.

   Year 8

   Pupils film a rehearsal on an iPad, watch it back and add comments on vocal and physical skills at set timings.

   Year 9

   Pupils build a multimedia log for a devised piece with clips, photos and written evaluation, sharing footage of classmates only with their permission.

   Show the specification wording and the DCF statements

   Where it is in the specification: Summary of assessment, page 5; Unit 1, 1.1.3, page 12; Section 3.2, page 21

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

   Progression step 3

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   • I can invite feedback/responses from others, e.g. use 'comment' in online platforms, asking questions or adding suggestions.

   • I can think critically about information shared online, e.g. the impact of sharing images and videos, metadata of images and videos.

   Progression step 4

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   • I can suggest and make improvements that are relevant for audience and purpose, based on feedback and self-evaluation of my digital work.

   • I can understand that photographs, locations and tags can be tracked and can make informed decisions accordingly.

   Progression step 5

   • I can use a variety of software, tools and techniques to create a professional, individual or collaborative project outcome incorporating a range of multimedia components.

   • I can make detailed and specific changes to my digital work, based upon feedback and self-evaluation, as relevant.

   • I can apply appropriate strategies to protect the rights, identity, privacy and emotional safety of both myself and others in online communities.

6. Presenting and justifying a design to an examiner

   Assessed: Taught, but not assessed

   In Unit 2, every design learner gives a 3 to 5 minute presentation of their design to the visiting examiner after the performance. It is not assessed and no format is set, so slides are optional.

   DCF: Evaluating and improving digital content, Creating digital content

   Getting pupils ready

   Year 7

   Pupils present a costume design to the class on a single slide with images and labels.

   Year 8

   Pupils create a set design mood board in PowerPoint and explain their choices in two minutes.

   Year 9

   Pupils give a timed 3 to 5 minute design presentation with slides, justifying choices and answering questions from the class.

   Show the specification wording and the DCF 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 explain reasons for layout and content of my own work and the work of others.

   • I can use a range of software to select, produce and edit a range of multimedia components for a purpose, such as:

     • text and images, e.g. format text (bold, underline, italics, highlight); insert and edit text boxes; columns; use refine tools (spellchecker, find and replace); word wrap; crop; alter size and shape; alter images; add effects; trim and split sound and video clips; transitions; onion skin
     • presentation, e.g. page orientation; animations; transitions; remove and alter images; use background; use action buttons to create hyperlink; embed objects.

   Progression step 4

   • I can justify the reasons for choices and explain the advantages and disadvantages of the different digital outputs I create.

   • I can select and use a variety of appropriate software, tools and techniques to create, modify and combine multimedia components for a range of audiences and purposes, such as:

     • text and images, e.g. explore and use effectively image manipulation techniques; explore and use appropriately the many aspects of document layout; use animation, video and audio effects such as echo, tempo, envelope, layering, frame rate, key frames
     • presentation, e.g. use design tools; adapt themes and colours to suit the purpose; create master templates.

   Progression step 5

   • I can justify reasoning to critical audiences in terms of layout and content of my digital work.

7. Using music, recordings and images legally and ethically

   Assessed: Taught, but not assessed

   The spec expects a basic awareness of ethical and legal considerations. In Drama this covers using commercial music and sound in designs and filming or sharing performances.

   DCF: Digital rights, licensing and ownership

   Getting pupils ready

   Year 7

   Pupils list where every sound effect and image in their scene came from, and discuss why presenting someone else's work as their own is plagiarism.

   Year 8

   Pupils find copyright-free or Creative Commons music for a scene and record the licence for each track.

   Year 9

   Pupils discuss the rules on filming, sharing performances and using commercial music, then agree a class protocol for recording rehearsals.

   Show the specification wording and the DCF statements

   Where it is in the specification: Opportunities for integration of learning experiences, page 19

   “gain a basic awareness of ethical and legal considerations as appropriate.”

   Progression step 3

   • I can understand that copying the work of others and presenting it as my own is plagiarism.

   • I can cite sources when researching and explain the importance of this, e.g. create simple lists for the referencing of digital and offline sources.

   Progression step 4

   • I can understand copyright and can explain the legal and ethical dimensions of respecting creative work, e.g. exploring the ethical and legal ramifications of piracy and plagiarism and know that they are irresponsible and disrespectful, and I can apply my understanding of the rules and regulations to different scenarios.

   • I can act responsibly as creator and user of creative work, e.g. exploring decisions that creators make when exercising their creative rights and responsibilities, giving consideration to ethical, real-life issues.

   Progression step 5

   • I can identify the key points required for creative work to be considered fair use and comply with data protection laws by exploring the legal and ethical considerations involved in using the creative work of others.

   • I can understand the legal and ethical debates that surround using other people’s creative work; and I consider the points of view of the original creator, potential audiences, and the broader community when using materials belonging to others.

Source: WJEC GCSE Drama specification, teaching from 2025, for award from 2027, Version 2, September 2026.