📚 AS CIE Drama: 2026 Exam Changes and Trends | AS CIE 戏剧：2026年考试变化与趋势
The AS CIE Drama syllabus (9482) is entering a new era with the first examination of the updated specification taking place in 2026. These changes, announced by Cambridge International, aim to modernise assessment methods, broaden creative options, and place greater emphasis on process and reflection. For teachers and students, understanding the revised structure, updated set plays, and new assessment requirements is essential to achieving top marks. This article breaks down every key change and emerging trend, providing a clear roadmap for success in the 2026 AS Drama examination.
剑桥国际 AS 戏剧课程（9482）将迎来全新考纲，首次考试将于 2026 年进行。剑桥国际教育公布的这些变化旨在使评估方法现代化，拓宽创作选项，并更加注重过程与反思。对于教师和学生来说，理解修订后的考纲结构、更新的指定剧目以及新的评估要求，对于取得优异成绩至关重要。本文详细解析了每一项关键变化和新兴趋势，为 2026 年 AS 戏剧考试的成功提供了清晰的路线图。
1. Why the 2026 Update? | 为何2026年要更新？
The 2026 update to the AS Drama syllabus reflects a wider shift in arts education towards holistic assessment and digital readiness. Cambridge International has responded to feedback from educators across the world, who called for a more flexible, inclusive framework that values collaborative creation, design skills, and analytical depth. The new specification aims to reduce reliance on final written examinations alone and to reward sustained engagement with theatrical practice throughout the course. As a result, the 2026 syllabus integrates contemporary plays, cross-cultural perspectives, and digital portfolio submission, ensuring the qualification remains rigorous but also genuinely reflective of real-world theatre-making.
2026 年 AS 戏剧课程的更新反映了艺术教育向整体评估和数字化准备的更广泛转变。剑桥国际教育回应了来自世界各地教育者的反馈，他们呼吁建立一个更灵活、更具包容性的框架，重视合作创作、设计技能和分析深度。新考纲旨在减少对最终笔试的单一依赖，并奖励贯穿整个课程的持续戏剧实践。因此，2026 年的教学大纲融合了当代戏剧、跨文化视角和数字作品集提交，确保该学历资格在保持严谨的同时，也真正反映了现实世界的戏剧制作过程。
2. Revised Set Plays and Prescribed Texts | 修订后的指定剧目与文本
One of the most noticeable changes for 2026 is the refreshed list of set plays for Component 1. The Cambridge selection now includes a more diverse range of playwrights, covering recent works that explore identity, global politics, and digital culture. Titles such as Girls Like That by Evan Placey, The Half-God of Rainfall by Inua Ellams, and Actually by Anna Ziegler are expected to feature alongside enduring classics. The exam board has explicitly aimed to include voices from different cultural traditions, ensuring that students engage with non-Western theatrical forms as well as British and American drama.
2026 年最显著的变化之一是笔试部分指定剧目的更新。剑桥的选剧范围现在包含了更多样化的剧作家，涵盖了探讨身份认同、全球政治和数字文化的最新作品。预计将入选的作品包括埃万·普莱西的《那样的女孩》、伊努阿·埃拉姆斯的《半神降雨记》和安娜·齐格勒的《实际上》，它们将与经久不衰的经典作品一同出现。考试委员会已明确表示，旨在纳入不同文化传统的发声者，确保学生既能接触英美戏剧，也能接触到非西方的戏剧形式。
Teachers should note that the prescribed editions and annotation rules have also been updated. Students will need to use the specific editions listed by Cambridge, and clean copies are required for the examination. The new selections encourage a deeper exploration of non-linear narratives, physical theatre techniques, and multimedia integration, directly linking written analysis to practical exploration in class. This shift demands that learners move beyond plot summary towards a nuanced appreciation of staging, design, and directorial interpretation.
教师应注意，指定版本和注释规则也已更新。学生需要使用剑桥列出的特定版本，并且考试中要求使用无任何标记的干净文本。新的选剧鼓励更深入地探索非线性叙事、形体戏剧技巧和多媒体融合，将书面分析直接与课堂实践探索相联系。这一转变要求学习者超越情节摘要，进一步迈向对舞台呈现、设计和导演诠释的细致鉴赏。
3. Structural Changes to Component 1: Written Exam | 笔试部分结构变化
The written examination (2 hours 30 minutes) has been restructured to better assess a range of theatrical understanding. Previously, the paper consisted of two sections based on two set plays. From 2026, the paper will comprise three sections, each with a distinct focus. This change is designed to reduce predictability and encourage students to apply their knowledge in varied contexts.
笔试（2 小时 30 分钟）已重新调整结构，以更好地评估一系列戏剧理解能力。此前，试卷包含基于两个指定剧目的两个部分。从 2026 年起，试卷将包含三个部分，每个部分都有明确的侧重点。这一变化旨在降低可预测性，并鼓励学生在不同的情境中应用他们的知识。
The table below outlines the revised examination format:
下表概述了修订后的考试形式：
| Section | Focus | Marks |
|---|---|---|
| A: Play Analysis | Close reading of an extract from a set play, with questions on character, language, and mood. | 30 |
| B: Directorial Response | A creative task requiring students to outline directorial concepts for a given scene, covering staging, design, and rehearsal techniques. | 30 |
| C: Live Performance Evaluation | An evaluative essay on a live theatre production seen during the course, assessing performance, design, and audience impact. | 20 |
Section C is entirely new to the AS specification. It requires students to keep a log of at least two live productions and to answer a question in the exam that draws on their personal response. This addition aligns Cambridge more closely with other major boards and emphasises the importance of experiencing theatre as a live audience member.
C 部分是 AS 考纲中完全新增的内容。它要求学生记录至少两部现场演出的观剧日志，并在考试中回答一道基于个人感受的题目。这一新增部分使剑桥与其他主要考试局的步调更加一致，并强调了作为现场观众体验戏剧的重要性。
4. Emphasis on Director’s Perspective | 强调导演视角
The 2026 syllabus significantly increases the prominence of the director’s perspective. In Component 1, Section B, students must now propose a coherent directorial vision for a given extract, explaining choices related to blocking, proxemics, rhythm, and design elements. Instead of merely describing how a scene might be played, candidates are assessed on their ability to conceptualise a unified artistic interpretation. This change stems from feedback that universities value applicants who can think as practitioners, not just as literary analysts.
2026 年教学大纲大大提升了导演视角的地位。在笔试的 B 部分，学生现在必须为给定的选段提出一个连贯的导演构想，解释与舞台调度、空间关系、节奏和设计元素相关的选择。考生不再仅仅描述一个场景可能如何演出，而是要评估他们构想统一艺术诠释的能力。这一变化源于来自大学的反馈，即大学重视那些能够像从业者一样思考，而不仅仅是像文学分析者一样思考的申请者。
To prepare, students should practise writing director’s notes that integrate staging decisions, character objectives, and audience engagement strategies. Lessons should incorporate activities where learners take on directorial roles, experimenting with different interpretations of the same text. The new approach rewards creativity grounded in textual evidence, so students must learn to articulate their vision with precision and justification.
为了做好准备，学生应练习撰写导演笔记，将舞台呈现决策、角色目标和观众参与策略融为一体。课堂应融入让学习者担任导演角色的活动，尝试对同一文本的不同诠释。这一新方法奖励立足于文本证据的创造力，因此学生必须学会精确且有根据地阐述自己的构想。
5. Component 2: Practical Performance Adjustments | 实践表演部分调整
Component 2, the non-exam assessment, retains its 50% weighting but undergoes important process-oriented changes. Previously, the final performance or design submission carried the bulk of the marks. In the 2026 syllabus, marks are distributed more evenly across the preparation process, final presentation, and a new reflective statement. Students will be required to submit a concise 'creative journey' document alongside their performance recording or design portfolio, explaining how their piece evolved from initial idea to finished work.
第二部分是非考试评估，保持了 50% 的权重，但经历了重要的过程导向变化。此前，最终的演出或设计提交占据了大部分分数。在 2026 年的教学大纲中，分数更均匀地分布在准备过程、最终呈现和新的反思性陈述中。学生将被要求提交一份简洁的“创作历程”文件，附在他们的表演录像或设计作品集旁，解释他们的作品如何从最初的想法演变为成品。
The performance options now include a devised group piece (lasting 10–15 minutes) or a combination of scripted monologue and duologue. Candidates who choose design must realise either one full design for a group performance or two contrasting design disciplines for selected extracts. The internal marking criteria have been revised to prioritise collaboration, research, and technical skill over star quality alone. All work will be externally moderated via digital upload, with strict deadlines that schools must respect.
表演选项现在包括一个团体创作作品（时长 10-15 分钟），或者剧本独白与对话片段的组合。选择设计方向的考生必须为团体表演实现一个完整的设计，或为选定的片段实现两个对比鲜明的设计领域。内部评分标准已经修订，将合作、研究和技术技能置于明星气质之上。所有作品将通过数字上传进行外部审核，学校必须遵守严格的时间表。
6. Expanded Design and Technical Options | 扩展的设计与技术选项
A welcome trend in the 2026 specification is the broadened recognition of design as an equally valid pathway. Students can now be assessed on costume design, lighting design, sound design, set design, or projection and multimedia. Previously, some centres found it challenging to accommodate design candidates due to limited equipment; the new syllabus explicitly encourages schools to support design pathways and provides clearer marking descriptors for each discipline. This expansion is intended to nurture the full spectrum of theatre-making talents and to align with industry practice, where design is integral to production.
2026 年考纲中一个受欢迎的趋势是更广泛地承认设计作为同等有效的路径。学生现在可以选择服装设计、灯光设计、音效设计、布景设计或投影与多媒体设计进行评估。此前，一些学校由于设备有限，发现接纳设计方向的考生颇具挑战性；新教学大纲明确鼓励学校支持设计路径，并为每个领域提供了更清晰的评分描述。这一扩展旨在培育全面的戏剧制作人才，并与行业实践接轨，在行业中设计是制作不可或缺的一部分。
Design candidates must still compile a portfolio that includes research, initial sketches, technical drawings, and photographs of the realised design in performance. However, the 2026 update allows for digital renderings and 3D model photographs, acknowledging the increasing use of technology in design workflows. Final designs must be evaluated with reference to the performance text and the director’s concept, demonstrating how the designer served the overall production.
设计方向的考生仍需编制一份作品集，包含调研、初期草图、技术制图和演出中已实现设计的照片。然而，2026 年的更新允许使用数字渲染图和 3D 模型照片，承认了技术在设计工作流程中日益增长的应用。最终设计必须结合演出文本和导演理念进行评价，展示设计师如何为整体制作服务。
7. Introduction of the Reflective Portfolio | 引入反思性作品集
Reflective practice is now a formal assessment component. Each candidate for Component 2 must submit a reflective portfolio of approximately 1000–1200 words. This document accompanies the performance or design and should demonstrate critical self-evaluation, awareness of the creative process, and the ability to connect practical work to theoretical understanding. The portfolio is assessed on the quality of reflection, not just on descriptive narrative. Students are expected to discuss challenges faced, decisions made, and the influences that shaped their artistic choices.
反思性实践现在已成为正式的评估组成部分。第二部分评估的每位考生都必须提交一份约 1000-1200 字的反思性作品集。这份文件伴随表演或设计，应体现批判性的自我评估、对创作过程的认识，以及将实践工作与理论理解相联系的能力。作品集的评分标准是反思的质量，而不仅仅是描述性叙述。学生应讨论所面临的挑战、做出的决策，以及塑造其艺术选择的影响因素。
The portfolio must be written in a structured format, using headings such as Intention, Process, Realisation, and Evaluation. Centres are advised to introduce reflective journaling early in the course, so learners build the habit of recording insights after workshops and rehearsals. This change aligns with contemporary pedagogical research that shows reflection enhances long-term learning and performance quality. For many students, the portfolio becomes a source of pride that documents their growth as theatre-makers.
作品集必须采用结构化的格式撰写，使用意图、过程、实现和评估等标题。建议学校在课程初期就引入反思性日志，以便学习者在工作坊和排练后养成记录洞见的习惯。这一变化符合当代教学研究，研究表明反思能够增强长期学习和表演质量。对许多学生而言，作品集成为一份珍贵的记录，见证了他们作为戏剧创作者的成长。
8. Digital Evidence and Online Moderation | 数字证据与在线评审
From 2026, all practical submissions for AS CIE Drama will be digital. Schools will record performances using a single, static high-definition camera and upload video files to the Cambridge Submit portal. This move replaces in-person moderation visits, which were costly and logistically challenging. The new system requires audio clarity and adequate lighting, and centres should conduct a trial recording to ensure compliance with the technical specifications set by Cambridge. The shift to digital moderation also means that performances are viewed by multiple examiners, potentially leading to more consistent grading outcomes.
从 2026 年起，AS CIE 戏剧的所有实践提交都将采用数字形式。学校将使用一台固定的高清摄像机录制表演，并将视频文件上传至剑桥提交门户网站。此举取代了成本高昂、后勤复杂的实地评审访问。新系统要求音频清晰、照明充足，各学校应进行一次试录，以确保符合剑桥规定的技术规范。向数字评审的转变也意味着表演将由多位考官审查，从而可能带来更一致的评分结果。
For design candidates, the digital portfolio must be a single PDF containing annotated images, design statements, and any supporting media. Live demonstration of lighting or sound cues is no longer required; instead, candidates may include cue sheets and a virtual simulation. This adjustment reduces stress for students and allows design work to be assessed purely on its creative and technical merits. Teachers must verify the authenticity of each submission and sign a declaration form to confirm it is the candidate’s own work.
对于设计方向的考生，数字作品集必须是一个单一的 PDF 文件，包含带注释的图像、设计说明和任何辅助媒体。不再需要现场演示灯光或音效提示；取而代之的是，考生可以包含提示表和虚拟模拟。这一调整减轻了学生的压力，并使设计作品能够纯粹基于其创意和技术优点进行评估。教师必须核实每份提交材料的真实性，并签署声明表，确认其为考生本人的作品。
9. Updated Assessment Objectives and Weightings | 更新的考核目标与权重
The 2026 syllabus introduces refined assessment objectives (AOs) and rebalanced weightings. The new AOs are: AO1 – Understand and interpret theatrical texts and styles; AO2 – Apply performing or design skills with control and creativity; AO3 – Analyse and evaluate own work and the work of others; and AO4 – Demonstrate critical reflection throughout the creative process. This four-objective structure places equal emphasis on practical application and reflective, analytical thinking. The table below compares the old and new weightings for the overall AS qualification:
2026 年教学大纲引入了更精细的考核目标（AO），并重新平衡了权重。新的考核目标为：AO1 – 理解并诠释戏剧文本与风格；AO2 – 有控制力和创造力地运用表演或设计技能；AO3 – 分析与评价自己及他人的作品；AO4 – 在整个创作过程中展现批判性反思。这一四目标结构对实践应用和反思性、分析性思维给予了同等重视。下表比较了整体 AS 学历资格新旧权重的变化：
| Component | Old Weighting (pre-2026) | New Weighting (2026 onwards) |
|---|---|---|
| Component 1: Written Examination | 60% | 50% |
| Component 2: Practical Coursework | 40% | 50% |
This rebalancing signals that practical work and reflective evidence now carry equal weight to the written examination. While the exam remains the most efficient way to assess analytical skills under timed conditions, the increase in practical weighting rewards sustained engagement and process-based learning. Students should spread their effort evenly across both components from the start of the course.
这种重新平衡表明，实践工作和反思性证据现在与笔试具有同等分量。虽然笔试仍然是在限时条件下评估分析技能的最有效方式，但实践权重的增加奖励了持续投入和基于过程的学习。学生应从课程开始就均匀地将精力分配在这两个部分上。
10. How to Prepare for Success in 2026 | 如何为2026年考试成功做准备
Adapting to the 2026 AS Drama changes requires a proactive strategy. First, start exploring the new set plays immediately and build a resource bank of production images, directorial concepts, and critical essays. Engage with live theatre early and often; maintaining a detailed theatre diary will be invaluable for the Section C evaluation. For practical work, select your performance or design pathway by the end of the first term, and begin documenting your creative process from day one to ease the portfolio submission workload.
适应 2026 年 AS 戏剧的变化需要积极主动的策略。首先，立即开始探究新的指定剧目，并建立一个包含制作图片、导演理念和批评文章的资源库。尽早并经常接触现场戏剧；坚持写详细的观剧日志对于 C 部分的评估将极为宝贵。对于实践工作，要在第一学期结束前选定你的表演或设计方向，并从第一天起就开始记录创作过程，以减轻作品集提交的工作量。
Centres should review internal deadlines, upgrade filming equipment if needed, and train staff on the digital upload procedure. Mock examinations should mirror the new three-section format, and feedback must target the updated assessment objectives. Finally, embrace the reflective ethos of the new syllabus: consistent self-evaluation will not only secure high marks in the portfolio but also deepen your artistry as a performer or designer. The 2026 changes are ultimately an opportunity to learn drama in a more authentic, dynamic, and satisfying way.
学校应审视内部截止日期，如有需要则升级拍摄设备，并让工作人员熟悉数字上传流程。模拟考试应反映新的三部分考卷格式，反馈必须针对更新的考核目标。最后，拥抱新教学大纲的反思精神：持续的自我评估不仅会确保作品集获得高分，还会深化你作为表演者或设计师的艺术造诣。2026 年的变化最终是一个以更真实、更动态和更富有成就感的方式学习戏剧的机会。
11. Emerging Trends: Beyond 2026 | 新兴趋势：2026 年以后
Looking beyond the immediate 2026 examination, several long-term trends are likely to shape the future of AS Drama. Hybrid theatre forms that blend live performance with digital media are increasingly valued, and Cambridge’s inclusion of multimedia design anticipates this shift. The growing emphasis on global theatre and diverse voices suggests that future set play lists will continue to expand beyond the Western canon, introducing students to African, Asian, and Indigenous performance traditions. Additionally, sustainability in theatre production is emerging as a topic, which may eventually find its way into design briefs and portfolio reflections.
展望 2026 年考试之后，若干长期趋势很可能塑造 AS 戏剧的未来。融合现场表演与数字媒体的混合戏剧形式日益受到重视，而剑桥将多媒体设计纳入考纲正预示了这一转变。对全球戏剧和多元声音的日益强调表明，未来的指定剧目列表将继续超越西方经典，向学生介绍非洲、亚洲和原住民的表演传统。此外，戏剧制作中的可持续性正在成为一个话题，最终可能被纳入设计任务和作品集反思中。
As universities and drama schools adapt their own entry requirements, AS Drama graduates can expect their qualification to be prized for demonstrating not only performance talent but also critical thinking, collaboration, and technological literacy. By embracing the 2026 syllabus, students position themselves at the forefront of these developments, ready to lead in the ever-evolving landscape of theatre and performance.
随着大学和戏剧学校调整自身的入学要求，AS 戏剧的毕业生可以预期，他们的学历资质将因其不仅展示了表演才华，还展现了批判性思维、协作能力与技术素养而备受青睐。通过拥抱 2026 年的教学大纲，学生们得以站在这些发展的前沿，准备好在不断演变的戏剧与表演领域中发挥引领作用。
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