Standardised Knowledge Discussions for Acting & Devising Drama Examinations
“You spoke, we listened.”
Over the past year, we’ve heard from many Teachers and Examiners who asked for clearer guidance on how the knowledge discussion runs in Acting and Devising Drama examinations particularly in duologue and combined exams.
We couldn’t agree more that every Learner deserves the best possible chance to share their knowledge confidently and fairly. After all, we’re all part of the same community, working toward the same goal helping Learners shine.
The Update — and Why it Matters
During the 2024/25 academic year, we worked closely with Examiners to develop a more consistent and supportive approach to knowledge discussions. This approach is designed to:
• Help Learners express their ideas clearly and logically.
• Allow Examiners to guide discussions naturally, keeping them focused and relevant.
• Ensure fair and equal opportunities for all Learners especially in duologue exams.
• Give Teachers, Learners, and Examiners a clear understanding of what to expect in every discussion.
How the Discussion Will Run
Going forward all Examiners will be using this approach to the knowledge discussion. Examiners will ask the questions for each scene consecutively.
Example: Solo Examinations
“For the knowledge discussion, I’ll be asking questions about each of your scenes. I’ll start by asking all the questions about Scene 1 (Title), then all the questions about Scene 2 (Title).”
Example: Duologue Examinations
“For the knowledge discussion, I’ll be asking questions about each of your scenes. You’ll each have an equal opportunity to share your knowledge. I’ll start by asking Learner 1 all of the questions about Scene 1 (Title), then Learner 2 the same questions about Scene 1.
Then we’ll move on to Scene 2, where I’ll start with Learner 2, followed by Learner 1.”
Any non-scene-specific questions will be asked at the end of the discussion.
Examiners will continue to use subsidiary questions to support Learners who may need a little extra encouragement. They’ll also be mindful of the Learner waiting for their turn, ensuring the process feels calm, fair, and balanced.
If Learners have no preference about who starts first, the Examiner will make the choice.
Duologue and Devising Drama Specifics
• Grade 7 Acting (Duologue):
Each Learner will be asked about a different play.
• Grade 8 Acting (Duologue):
The Examiner will ask ACs 4.1 and 4.2 consecutively to each Learner:
o 4.1 Explain the processes involved in developing the character, including how key themes and characteristics were portrayed.
o 4.2 Explain the role of the character within the context of the play as a whole.
ACs 5.1 and 5.2 will then be discussed together in a balanced, shared discussion:
o 5.1 Summarise the practitioner’s key principles and explain how these have influenced acting.
o 5.2 Explain how the practitioner’s key principles and influences have affected you as an actor.
The Examiner will ensure both Learners have equal opportunity to contribute and that marks are awarded fairly based on the quality and depth of each response.
• Grade 8 Devising Drama:
Knowledge questions will be asked jointly, with the Examiner leading a balanced discussion that gives both Learners space to share their ideas and understanding.
Timed Assessments — A Gentle Reminder
LAMDA examinations are timed to ensure every Learner has enough space to perform, reflect, and discuss their work meaningfully.
Examiners are trained to manage time carefully encouraging Learners to relax, respond thoughtfully, and demonstrate their understanding in full.
Sometimes, an Examiner may move the discussion along. This will always be done sensitively and only when:
• The Learner has already provided a full answer.
• The Examiner has encouraged more detail, but the Learner has no further information to add.
• The Learner is struggling to answer despite encouragement.
• The Learner begins repeating or offering information outside the assessment criteria.
In Summary
This updated, approach ensures:
Fairness and consistency across all examinations.
Clarity for Teachers and Learners about what to expect.
A supportive environment that lets every Learner demonstrate their knowledge with confidence.
Our aim is always to make the examination process as clear, balanced, and as Learner supportive as we can.
Best wishes,
Linda Macrow Chief Examiner