Cambridge IGCSE Drama (0411) – Principles, Aims and Objectives
1. Overview of the Syllabus
- The syllabus is built around **two complementary approaches**:
- From Script to Performance – working with a published play or an extract.
- Devising Original Drama – creating a short piece from a stimulus.
- Both approaches develop the same core skills: knowledge of drama concepts, analytical and creative application, and practical performance abilities.
- Assessment is divided into three components:
- Component 1 – Written (30 min): analysis of a script extract and a written plan for a devised piece.
- Component 2 – Practical (30 min): performance of a prepared extract (scripted or devised).
- Component 3 – Coursework (optional in some centres): extended investigation or portfolio (not required for the core IGCSE).
2. Assessment Objectives (AOs) and Weighting
| AO |
What is assessed |
Overall weighting |
Component‑specific weighting |
| AO1 |
Knowledge and understanding of drama concepts, terminology and theatrical context. |
40 % |
Component 1 – 70 % of the mark |
| AO2 |
Application of drama knowledge in analysis, planning and evaluation of performances (scripted or devised). |
30 % |
Component 1 – 30 % of the mark |
| AO3 |
Practical performance skills – vocal, physical, spatial and collaborative abilities. |
30 % |
Component 2 – 100 % of the mark |
3. Core Drama Terminology (AO1)
| Term |
Cambridge‑style definition |
| Contrast | Purposeful juxtaposition of opposing ideas, characters, moods or staging choices to create interest or meaning. |
| Climax | The point of greatest tension in a drama; the turning point of the plot. |
| Devising | Creating an original piece of drama from a stimulus rather than from a published script. |
| Dialogue | Spoken interaction between two or more characters, including sub‑text and rhythm. |
| Ensemble | A group of actors working together as a unit, sharing responsibility for the whole piece. |
| Focal point | The area of the stage that attracts the audience’s attention at a given moment. |
| Physicality | Use of the body (movement, gesture, posture) to convey character and meaning. |
| Pacing | The speed at which a scene or piece progresses, influencing tension and audience engagement. |
| Proxemics (spatial awareness) | Understanding and using the distance between actors and the audience, and the use of stage zones, levels and pathways. |
| Stimulus | A source of inspiration (image, text, sound, object, event) used to begin the devising process. |
4. Elements of Practical Drama (AO2)
These are the building blocks that must be considered in any performance, whether scripted or devised.
- Structure & Plot – beginning, middle, climax, resolution; logical sequence of events.
- Characterisation – creating believable characters through voice, movement, objectives and relationships.
- Dialogue & Language – choice of words, rhythm, sub‑text and how they reveal character and plot.
- Physicality & Movement – gestures, posture, stage business that support the text and intention.
- Pacing & Rhythm – timing of actions and beats to build suspense or release.
- Contrast & Conflict – opposing forces (ideas, characters, moods) that drive drama forward.
- Spatial Awareness & Proxemics – use of stage zones, levels, pathways, and distance between actors and audience.
- Climax & Resolution – the peak of conflict and its subsequent settling.
Example: Contrast in Romeo and Juliet
The youthful optimism of Romeo contrasts with the bitter feud of the Montagues, creating dramatic tension that culminates in the tragic climax.
5. Design Elements (AO2)
Design supports and enhances meaning. The syllabus expects the following six areas to be considered:
- Costume – indicates period, status, personality; can be symbolic.
- Set & Props – create the physical world; suggest location, mood, theme.
- Lighting – shapes atmosphere, focus, time of day, emotional tone.
- Sound & Music – establishes setting, builds tension, underscores action.
- Stage Space – proscenium, thrust, arena, black‑box – each influences audience‑actor relationship.
- Special Effects (optional) – fog, projections, etc., used sparingly to reinforce ideas.
Design Worksheet (AO2)
Give students a 200‑word extract (e.g., from A Midsummer Night’s Dream) and ask them to:
- Identify the key mood and themes.
- Sketch a simple set plan indicating focal points and stage zones.
- Choose three design elements (costume, lighting, sound) and justify how each supports the text.
6. Practical Performance Skills (AO3)
| Skill Area |
Key Techniques |
Suggested Classroom Drill (AO) |
| Vocal |
Projection, articulation, pitch, pace, breath control. |
“Echo” – students repeat a line louder and clearer each time, focusing on breath support. (AO3) |
| Physical |
Body alignment, weight transfer, gesture vocabulary, neutral mask work. |
“Statue” – create a frozen character, then alter posture to show a change in emotion. (AO3) |
| Use of Space |
Levels, pathways, zones, focal points, audience proximity (proxemics). |
“Stage map” – students draw movement routes on a scaled diagram of the stage. (AO3) |
| Role Creation |
Back‑story, objectives, super‑objectives, choices. |
“Hot‑seat” – peers ask a character questions; the actor must stay in role. (AO3) |
| Audience Communication |
Eye contact, timing of beats, modulation of energy. |
Perform a short monologue to a small audience, then discuss how audience reaction altered the performance. (AO3) |
7. Working with Published Plays (Script → Performance)
- Selecting an Extract – choose a passage (max 200 words) that offers clear character, conflict and staging potential.
- Script Analysis (AO1 & AO2)
- Identify plot points, character objectives and dramatic techniques (contrast, pacing, proxemics, etc.).
- Discuss the playwright’s possible intentions and the historical/cultural context.
- Perspectives
- Actor – explore sub‑text, physical choices, vocal colour.
- Director – decide on concept, pacing, blocking, use of focal points.
- Designer – develop visual and auditory language that reflects the concept (costume, set, lighting, sound, stage space).
- Rehearsal Process
- Table work → improvisation → blocking → run‑throughs.
- Peer feedback after each stage, focusing on AO3 criteria.
- Evaluation (AO2)
- What worked well? What would you change?
- Link evaluation to specific AO criteria (e.g., “My use of contrast improved the climax”).
Sample Extract for Practice (Component 2)
Excerpt from “The Woman Who Cooked Her Husband” (short comedy, 180 words) – focuses on the moment the cook discovers a secret ingredient. The piece offers clear character contrast, comedic timing and opportunities for physical comedy.
8. Devising Original Drama (Stimulus → Performance)
The devising process is assessed in Component 1 (written) and Component 2 (practical). It follows six stages.
| Stage |
Key Actions |
Linked AO(s) |
| 1. Choose a Stimulus |
Image, news article, piece of music, object, or personal experience. |
AO1 – terminology (stimulus) |
| 2. Brainstorm & Generate Ideas |
Free‑writing, mind‑maps, “what‑if” questions, character sketches. |
AO2 – creative planning |
| 3. Develop Structure |
Decide on beginning, middle, climax, resolution; map beats. |
AO2 – plot & structure |
| 4. Create Characters & Dialogue |
Define objectives, relationships, sub‑text; write short dialogue fragments. |
AO2 – characterisation & language |
| 5. Rehearse & Refine |
Blocking, physicalisation, vocal work; incorporate peer feedback. |
AO3 – performance skills |
| 6. Evaluate |
Written reflection on the devising process, successes, challenges and possible improvements. |
AO2 – evaluation |
Devising Activity Example
- Provide each group with a photograph of a bustling market.
- Task: devise a 5‑minute piece that explores “conflict arising from misunderstanding”.
- Students follow the six‑stage process, producing:
- a brief script outline (AO2),
- a short performance (AO3), and
- a 200‑word written evaluation (AO2).
9. Suggested Classroom Activities (Linking AOs)
- Debate (AO1 & AO2) – “Should schools stage full‑length published plays for public audiences?”
- Design Sprint (AO2) – 20‑minute rapid design of a set for a given extract; students present a sketch and justify choices.
- Hot‑seat Role‑Creation (AO3) – peers interrogate a character; the actor must stay in role throughout.
- Devising Workshop (All AOs) – from stimulus to performance, ending with a written evaluation.
- Peer‑Review Circle (AO2 & AO3) – students give constructive feedback using a checklist that mirrors the marking rubric.
10. Checklist for Teachers (Quick Reference)
- AO1 – Knowledge (40 %)
- Drama terminology (contrast, pacing, proxemics, etc.)
- Understanding of theatrical context and conventions
- AO2 – Application & Evaluation (30 %)
- Analysis of script extracts (structure, character, techniques)
- Planning and evaluation of devised pieces
- Design considerations (costume, set, lighting, sound, stage space)
- AO3 – Practical Performance (30 %)
- Vocal, physical, spatial and collaborative skills
- Effective use of contrast, pacing, tension and proxemics
- Ability to work as an ensemble and respond to audience
11. Summary
The Cambridge IGCSE Drama syllabus aims to develop learners’ knowledge (AO1), analytical and creative application (AO2) and practical performance abilities (AO3). Mastery of drama terminology, the core elements of practical drama, design principles, and the two approaches – working with published texts and devising original work – enables students to meet the assessment objectives. Regular reflection, peer feedback and clearly linked classroom activities ensure that the aims of the syllabus—creativity, critical thinking, collaboration and communication—are achieved.
12. Suggested Diagram (Flowchart)
From Principles to Performance:
- Principles – Learner‑centred, Creative, Collaborative, Reflective.
- Aims – Develop knowledge, analytical skills, practical abilities.
- Objectives – Master terminology, analyse scripts, devise original drama, design effectively, perform confidently.
- Teaching & Learning Activities – Script analysis, devising workshops, design sprints, performance drills, peer review.
- Assessment Outcomes – AO1 (knowledge), AO2 (application/evaluation), AO3 (performance).