← All qualifications

Skills that use Online behaviour and online bullying

1. 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.

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