GCSE DRAMA
YEAR 11
GENERAL GUIDANCE ON EXAM PRACTICE QUESTIONS
o You must say clearly which character you are playing.
o You must provide some background to the character as you see
her/him – age (approximately), personality, status and attitude in the
scene, accent, appearance, relationship with other main character(s).
o You must write in the first person, i.e. I would do this, I would do
that.
o Remember the two basic questions you must ask yourself and answer
for the acting question:

WHAT would you do for particular lines that are said by your
character and sometimes the other character when you are
reacting;

WHY do you speak and behave in these ways? – justify your
decisions.
o Make sure that you spell characters’ names correctly and use capital
letters, as well as checking other spelling carefully.
o Try to avoid using informal (slang) expressions and try to make sure
that you use the right word, especially technical expressions such as
costume instead of clothes, or props instead of objects.
o Cover as much of the extract as possible (don’t finish halfway
through) and in the right order, but make sure that you make your
point clearly each time.
GCSE DRAMA
IMPORTANT INFORMATION FOR THE WRITTEN EXAMINATION
 YOU WILL BRING YOUR COPY OF ‘BILLY LIAR’
 YOU MUST NOT WRITE ON THE TEXT OR YOU CAN BE DISQUALIFIED
FROM THE EXAM AND THE WHOLE COURSE
 YOU NEED THIS PLAY TO FIND THE EXTRACTS MENTIONED IN THE
QUESTIONS – THEY ARE NOT INCLUDED IN THE QUESTION PAPER
 CROSS OUT NEATLY ANY NOTES & DIAGRAMS THAT ARE NOT PART OF
YOUR FINAL ANSWER
 DON’T BE PUT OFF BY QUESTIONS ABOUT OTHER PLAYS, E.G ‘BLUE
REMEMBERED HILLS’, ‘TWELFTH NIGHT’ – YOU ONLY NEED TO FIND
AND ANSWER TWO QUESTIONS – THESE ARE YOUR CHOICES:
o ANSWER BOTH QUESTIONS ON ‘BILLY LIAR’ - SECTION A OR
o ANSWER 1 QUESTION ON ‘BILLY LIAR’ (SECTION A) AND
ANOTHER ON A LIVE PRODUCTION YOU SAW, E.G. ‘BLOOD
BROTHERS’ (NOT ‘BILLY LIAR’) – SECTION B OR
o ANSWER 2 QUESTIONS ON A LIVE PRODUCTION – SECTION B
 SECTION A – IN THE DESIGN QUESTION YOU MUST INCLUDE
DIAGRAMS TO HELP EXPLAIN WHAT YOU MEAN. MAKE SURE THAT
THEY ARE CLEARLY LABELLED. YOU CAN ALSO INCLUDE SOME
DIAGRAMS FOR THE ACTING QUESTION IF YOU WANT TO
 SECTION B – a) YOUR WRITING MUST BE IN NOTE FORM, NOT AS AN
ESSAY AND YOU ARE ONLY ALLOWED A MAXIMUM OF TWO SIDES OF
A4 FOR EACH ONE. b) YOU CAN TAKE IN NOTES FOR AS MANY
PRODUCTIONS AS YOU LIKE, BUT YOU CAN ONLY ANSWER
QUESTIONS ON ONE OF THEM, SO IF YOU CHOOSE TO ANSWER TWO
QUESTIONS ON A LIVE PRODUCTION, IT MUST BE THE SAME ONE
P.T.O.
GCSE DRAMA – PAPER 2 - EXAM TECHNIQUE
1 INTRODUCTION
Read instructions and questions carefully
You will have 2 hours – use all of it!
2 TAKE EQUAL TIME ON EACH QUESTION - both are worth the same marks
3 SECTION A - ‘BILLY LIAR’
There will be TWO questions on ‘Billy Liar’ – (a) & (b)
There will a section of the script, mentioned on the paper – your answer refers to
this section only but obviously you can refer to other parts of the play to make a
point
4 ACTING QUESTION
In one of the questions will ask you to imagine you are playing a specified character.
You will be asked to comment on how you would play this character in the selected
scene. You must include:
period & setting – 1960, in an industrial town in the north of England Stradhoughton
(fictitious)
The chosen character’s age and status,and how this status changes throughout
the extract (if relevant)
Include comments on:
VOICE, ACCENT, PITCH, TONE and EMPHASIS;
MOVEMENT, GESTURE, POSTURE and FACIAL EXPRESSION;
INTERACTION with any other characters on stage and relationship with other
characters.
5 DESIGN QUESTION
Mention period and place. For example 1960 in an industrial town in the north of
England, Stradhoughton (fictitious). In the Fisher’s house or outside the Fisher’s
house.
How does the period and place affect the chosen design element?
Style of production and staging – proscenium arch, in-the-round etc.
If you are given a choice of design
element to write about (e.g. either costume or make-up) specify which element.
When discussing the chosen element of design refer to other elements of design.
For example if you choose to write aboutset you will need to say how this ties in
with costume and lights
Overall design concept – what atmosphere are you hoping to create in
the specified scene
Health and safety factors
5 Read any stage directions CAREFULLY and refer to them in your answer
6 WHAT TO DO BEFORE THE EXAM
REVISE ‘Billy Liar’:
Read the script again to remind yourself about the plot, the characters and themes
Make sure you are aware of the period and place
Practice drawing a set, costumes, and props for a production
Decide how you would stage a production of Billy Liar – proscenium arch, in-theround etc. Use of levels - show the outside of the Fisher’s house etc.
REVISE Live Production:
Get your notes organized;
Highlight areas in your notes in different colours for different design and acting
elements. For example highlight all references to set in blue;
Make sure you know what makes a good acting performance. i.e. voice (tone, pitch,
intonation, accent etc); movement ( stance, gesture, body language, facial
expression etc); other characterisation skills - relationship to other
actors/characters; acting style suitable to style of performance (comic timing for
a comedy, ability to use physicality in physical theatre, singing and dancing skills for
a musical etc); focus and presence on stage
HOW TO STRUCTURE YOUR EXAM ESSAY
Introduction - address the question and say how you are going to
answer it. For example;
QUESTION ‘In this extract from ‘Billy Liar’ how would you play the role of Billy or
Barbara ?’
INTRODUCTION ‘The following will outline some of the considerations I would
make in playing the role of Billy in this extract of Billy Liar. I will discuss the use of
voice, movement, characterisation and his relationship with the other characters on
stage. I will also make reference to historic period and place, as well as relevant
areas of the plot.’
MAIN - P.E.E. As in an English essay - POINT/EXAMPLE/EXPLAIN - for example
(using the same question about Billy):
start by making reference to period and place and how this would affect your
characterization;
how is Billy at the beginning of the scene, what has happened prior to this
scene, what is his motivation?;
how does he speak and move? – give specific examples quoting from the script. pay
particular attention to stage directions. If you feel at one point he might ‘back
away down stage’ explain why he is backing away and why it would be down stage;
what is his relationship with others onstage and how would you demonstrate this?;
what is his status and does it change during the extract? How would you
demonstrate this?;
mention any climaxes/anticlimaxes in the extract and how you would play them;
Conclusion - sum up main importance of the extract and the role you have discussed.
Make reference to where this an extract fits in the rest of the play
– i.e. its relevance in the play
Look at the examples on the Extranet in the GCSE Drama section. This shows
questions from previous exam papers.
Try to write an answer under timed conditions (you should give yourself ¾ hour, ¼
will have been used reading and planning).
Find Section B and read the questions.
Identify different areas that are covered by the questions and see if you can
match these to your live performance notes.
Find the GCSE Drama area on the Extranet. Try to answer some of the questions in
Section B (again give yourself ¾ hour for each question, ¼ hour for reading and
planning).
SECTION A - WATERHOUSE and HALL: BILLY LIAR
EITHER (a) Selected scene: Act 1.
From: “BILLY: Yes. (BARBARA turns away abruptly.) Are you cross?”
To: “BILLY: You and your bloody oranges!”
Discuss, in detail, how you would play either Barbara or Billy in the selected scene.
You will need to refer to voice, movement, gesture and facial expression, as well as to
how your chosen character responds to the other character on stage.
In relation to the Assessment Criteria below, expect answers to include reference to the
following aspects of performance:
the chosen character’s age and status
voice, accent, pitch, tone, emphasis – urban West Riding of Yorkshire
movement, gesture, posture
facial expression
interaction with the other character on stage
Barbara – expect references to include some of the following:
about nineteen years old, a large well-built girl – uses endearments coldly and flatly
upset at being lied to by Billy, sits with head turned away from him in the first part of
scene
softens on ‘I forgive you’ but backs away from proffered kiss
accepts Billy’s statement, that he’ll never lie again, at face value – comic effect
gives him sympathetic peck of a kiss
accepts drink with reluctance and sips it
comic potential of her talk of soft furnishings as Billy hopes to seduce her with ‘passion
pills’
displacement activity of peeling and eating orange as they talk about the cottage
sudden change of mood on mention of lily pond
leaden approach, lacks response to Billy’s advances – comic foil
only positive reaction is to offer an orange
horrified reaction to Billy’s outburst
Billy – expect references to include some of the following:
vehement that he is not ashamed of his father – perhaps too strong for credibility
does he almost tell the shameful (to Billy) truth as he stops himself on ‘conscientious ob
…’ or is it another lie suppressed?
false attempt at sincerity as he ‘confesses’
his ‘understanding’ manner is only a ruse to get the ring off Barbara so that he can
return it to Rita
opportunistically moves to cocktail cabinet (and passion pills) when Barbara kisses him
his attempts at seduction are comically frustrated by her leaden responses
need for careful timing of the business with the orange and his attempts to kiss her
simulated dreamy voice and evocation of garden frustrated by her safety objections – it
is hard work for him
comic effect of his assumption that the ‘passion pills’ are working and Barbara’s stolid
lack of response
build up to Billy’s frustrated action of throwing the bag and oranges over the floor
Mark Bands
For the award of Band 5 marks (0-8), candidates will refer to some of the indicators
mentioned. There will be some attempt to realise the role of Barbara or Billy, but at a
simplistic level.
For the award of Band 4 marks (9-16), candidates will make adequate reference to a
limited range of the indicators mentioned and will show some evidence of knowledge,
understanding and insight into the needs of the role of Barbara or Billy.
For the award of Band 3 marks (17-24), candidates will refer appropriately to a reasonable
number of the indicators mentioned, showing a grasp of knowledge, understanding and
insight into the needs of the role of Barbara or Billy.
For the award of Band 2 marks (25-32), candidates will refer confidently to a fair range of
the indicators mentioned, showing good knowledge, understanding and insight into the
needs of the role of Barbara or Billy.
For the award of Band 1 marks (33-40), candidates will give a sound and competent
discussion, using many of the indicators mentioned. There will be a high degree of
sensitivity, understanding and insight into the needs of the role of Barbara or Billy.
OR (b) Selected scene: Act 3.
From: “GEOFFREY: Go, then! I’ve finished with you!
BILLY enters the hall and moves up the stairs. GEOFFREY
crosses to the door and calls after BILLY …”
To: The end of the play.
Discuss, in detail, how one area of design might add to the overall effectiveness of
the selected scene. In your answer you will need to show how your ideas relate to
other aspects of design.
In relation to the Assessment Criteria below, expect answers to include reference to the
following aspects of design:
complex set with interior/exterior
style of production
period - 1960
costumes, fabrics, textures, colours, use of space and levels – requires staircase, front
door and garden
make-up
lighting, colours, intensity, plot, special effects
properties and their use and management awareness of health and safety factors
integration with overall design concept
Mark Bands
For the award of Band 5 marks (0-8), candidates will refer to some of the indicators
mentioned. There will be some attempt to offer a design for the selected scene, but at a
simplistic level.
For the award of Band 4 marks (9-16), candidates will make adequate reference to a
limited range of the indicators mentioned and will show some evidence of knowledge,
understanding and insight into the design needs of the selected scene.
For the award of Band 3 marks (17-24), candidates will refer appropriately to a reasonable
number of the indicators mentioned, showing a grasp of knowledge, understanding and
insight into the design needs of the selected scene.
For the award of Band 2 marks (25-32), candidates will refer confidently to a fair range of
the indicators mentioned, showing good knowledge, understanding and insight into the
design needs of the selected scene.
For the award of Band 1 marks (33-40), candidates will give a sound and competent
discussion using many of the indicators mentioned. There will be a high degree of
sensitivity, understanding and insight into the design needs of the selected scene.
SECTION B: RESPONSE TO LIVE PRODUCTIONS
Choose a scene or section from a production you have seen during your course.
Discuss, in detail, what you felt to be either the strongest or the weakest
performance by one actor and explain the reasons for the strengths or weaknesses.
You will need to give details of a particular scene or section. You may wish to include
reference to voice, movement, characterisation and relationships between characters
on stage.
In relation to the Assessment Criteria below, expect answers to include reference to some
of the following aspects:
accept candidates definition of scene or section
focus on strongest or weakest performance
details of a particular scene or section
the age and status of the character being played
voice, accent, pitch, tone, emphasis
movement, gesture, posture
facial expression
interaction with other characters on stage
impact on audience
characterisation
Mark Bands
For the award of Band 5 marks (0-8), candidates will refer to some of the indicators
mentioned. There will be some attempt to offer a discussion, but at a simplistic level.
For the award of Band 4 marks (9-16), candidates will make adequate reference to a
limited range of the indicators mentioned and will show some evidence of knowledge,
understanding and insight into the performance skills displayed in the selected scene or
section.
For the award of Band 3 marks (17-24), candidates will refer appropriately to a reasonable
number of the indicators mentioned, showing a grasp of knowledge, understanding and
insight into the performance skills displayed in the selected scene or section.
For the award of Band 2 marks (25-32), candidates will refer confidently to a fair range of
the indicators mentioned, showing good knowledge, understanding and insight into the
performance skills displayed in the selected scene or section.
For the award of Band 1 marks (33-40), candidates will give a sound and competent
discussion using many of the indicators mentioned. There will be a high degree of
sensitivity, understanding and insight into the performance skills displayed in the selected
scene or section.
Choose a production you have seen during your course in which the acting or the
design surprised you. Discuss, in detail, how either the acting or the design
contributed to the overall effectiveness of one scene or section and explain in what
ways you found it surprising.
In relation to the Assessment Criteria below, expect answers to include reference to some
of the following aspects:
accept candidates definition of scene or section
explanation and justification of ways in which the acting or design was surprising
audience reaction
style of production or interpretation of text
communication of period or place
set design
costumes, fabrics, textures, colours
use of space and levels
make-up, puppets or masks
lighting, colours, intensity, plot, special effects
properties and their use and management
movement on stage
use of sound and/or music
Mark Bands
For the award of Band 5 marks (0-8), candidates will refer to some of the indicators
mentioned. There will be some attempt to offer a discussion, but at a simplistic level.
For the award of Band 4 marks (9-16), candidates will make adequate reference to a
limited range of the indicators mentioned and will show some evidence of knowledge,
understanding and insight into the performance and design skills displayed in the selected
scene or section.
For the award of Band 3 marks (17-24), candidates will refer appropriately to a reasonable
number of the indicators mentioned, showing a grasp of knowledge, understanding and
insight into the performance and design skills displayed in the selected scene or section.
For the award of Band 2 marks (25-32), candidates will refer confidently to a fair range of
the indicators mentioned, showing good knowledge, understanding and insight into the
performance and design skills displayed in the selected scene or section.
For the award of Band 1 marks (33-40), candidates will give a sound and competent
discussion, using many of the indicators mentioned. There will be a high degree of
sensitivity, understanding and insight into the performance and design skills displayed in
the selected scene or section.
Choose a production you have seen during your course in which design played an
important part. Discuss, in detail, the strengths and/or weaknesses of one scene or
section. You will need to give reasons to justify your answer. You will need to explain
in what ways the design contributed to the production.
In relation to the Assessment Criteria below, expect answers to include reference to some
of the following aspects:
accept candidates definition of scene or section
focus on scene or section
strengths and weaknesses
style of production
communication of period or place
set design
costumes, fabrics, textures, colours
use of space and levels
make-up, puppets or masks
lighting, colours, intensity, plot, special effects
properties and their use and management
use of music and/or sound
statement of how the design elements contributed to the overall effectiveness
Mark Bands
For the award of Band 5 marks (0-8), candidates will refer to some of the indicators
mentioned. There will be some attempt to offer a discussion, but at a simplistic level.
For the award of Band 4 marks (9-16), candidates will make adequate reference to a
limited range of the indicators mentioned and will show some evidence of knowledge,
understanding and insight into the design needs of the selected scene or section.
For the award of Band 3 marks (17-24), candidates will refer appropriately to a reasonable
number of the indicators mentioned, showing a grasp of knowledge, understanding and
insight into the design needs of the selected scene or section.
For the award of Band 2 marks (25-32), candidates will refer confidently to a fair range of
the indicators mentioned, showing good knowledge, understanding and insight into the
design needs of the selected scene or section.
For the award of Band 1 marks (33-40), candidates will give a sound and competent
discussion, using many of the indicators mentioned. There will be a high degree of
sensitivity, understanding and insight into the design needs of the selected scene or
section.
Choose a production you have seen during your course that created a strong audience
response. Discuss, in detail, the scene or section that made the strongest impression
and explain how the effect on the audience was created.
In relation to the Assessment Criteria below, expect answers to include reference to some
of the following aspects:
accept candidates definition of scene or section
the strong audience response
explanation of how the impact was created
style of production
communication of period or place
set design
costumes, fabrics, textures, colours
use of space and levels
make-up, puppets or masks
lighting, colours, intensity, plot, special effects
properties and their use and management
movement on stage
use of music and/or sound
Mark Bands
For the award of Band 5 marks (0-8), candidates will refer to some of the indicators
mentioned. There will be some attempt to offer a response, but at a simplistic level and
with little indication of understanding of the dramatic effectiveness and/or emotional
impact of the chosen scene or section.
For the award of Band 4 marks (9-16), candidates will make adequate reference to a
limited range of the indicators mentioned and will show some evidence of knowledge and
understanding with insight into the dramatic effectiveness and/or emotional impact of the
chosen scene or section.
For the award of Band 3 marks (17-24), candidates will refer appropriately to a reasonable
number of the indicators mentioned, showing a grasp of knowledge and understanding with
competent insight into the dramatic effectiveness and/or emotional impact of the chosen
scene or section.
For the award of Band 2 marks (25-32), candidates will refer confidently to a fair range of
the indicators mentioned, showing good knowledge and understanding with insight into the
dramatic effectiveness and/or emotional impact of the chosen scene or section.
For the award of Band 1 marks (33-40), candidates will give a sound and competent
discussion, using many of the indicators mentioned. There will be a high degree of
sensitivity and understanding with incisive insight into the dramatic effectiveness and/or
emotional impact of the chosen scene or section.
NEW FILM VERSION: BILLY LIAR
CASTING DIRECTOR
CHOOSE YOUR IDEAL MODERN ACTORS FOR PLAYING THESE PARTS:
CHARACTER
BILLY
ALICE
GEOFFREY
FLORENCE
ARTHUR
BARBARA
LIZ
RITA
ACTOR
PICTURE PUZZLE: TRY TO PUT THESE PICTURES FROM DIFFERENT PRODUCTIONS IN
ORDER OF WHEN THEY HAPPEN IN THE PLAY.
1
2
3
5
4
6
7
8
9
10