Disciplinary Literacy

• Pupils are introduced to a variety of challenging literacy-based stimulus which provides the initial starting points of their practical work. 
• Modelling of spoken delivery of a range texts. This models articulation, pronunciation and diction. The pupils develop their understanding of vocal range and flexibility. They are shown how vocal nuance can communicate emotions.
• Pupils are introduced to page to stage strategies that allow them to comprehend, analyse and evaluate a variety of written drama stimulus; play text, newspaper articles and verbatim material. 

Targeted Vocabulary Instruction

• All lessons at KS3 introduce or consolidate a performance technique and skill. All success criteria contains targeted subject specific vocabulary.
• The supporting PowerPoints for each lesson visually display the relevant key terminology and contain regular retrieval practice of key terms.
• At KS4 and KS5 pupils are explicitly taught key practitioner terms and related theatrical terms.

Reading Comprehension

• In KS3, KS4 and KS5 pupils are provided with challenging play texts and are taught page to stage theatre conventions. This includes:
  - Close reading of dramatic texts to understand character motivations and subtext
  - Interpreting stage directions and spatial awareness in scenes
  - Using play texts as a stimulus for improvised performance work

Academic Talk

• Pupils are encouraged to speak as Drama specialists and to be precise and clear in their explanations.
• The use of subject specific theatrical vocabulary is modelled and forms the basis of pupils’ verbal contributions to lessons.
• In character work pupils are encouraged to deliver clearly spoken character dialogue.
• Pupils regularly practice vocal projection and articulation.

Scaffolded Writing Activities

• At KS4 and KS5 extended writing tasks include scaffolding such as sentence starters, writing frames and language banks, where appropriate. These are gradually withdrawn as students become more confident.
• Past Btec coursework responses are used as WAGOLLS to model best practice, with attention drawn to the use of subject specific language and sophisticated vocabulary.