GCSE Drama
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.
- Awarding body
- WJEC
- Level
- Level 1 and Level 2
- First taught
- September 2025
- Amount of digital work
- Medium
- 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 visiting examiner, 30%, 72 marks
- Unit 3: Interpreting Theatre: On-screen examination, 2 hours, 30%, 72 marks
Skills that use Sourcing, searching and planning digital content
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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: 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.
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Researching practitioners and analysing recorded and streamed theatre
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.
Good to know
- 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.
Links with other qualifications
Sound editing and cue sequencing overlap with Music and Digital Technology, and set, costume and projection design overlap with Art and Design.
Source: WJEC GCSE Drama specification, teaching from 2025, for award from 2027, Version 2, September 2026.