Oracy

Introduction
There has been a growing recognition in recent years that schools have a special role to play in helping
pupils develop their skills in spoken forms of communication, and in pushing the boundaries of learning
itself through talk. Oracy, which encompasses both of these processes, offers a compelling means of
extending pupils’ linguistic, social, emotional and cognitive development. Done well, oracy can permeate
pupils’ lives, both within and beyond the school gates. This has enormous potential for addressing social
disadvantage.
Oracy also holds the keys to broader societal benefits. Employers need a workforce capable of
communicating with clarity and sensitivity, and society needs citizens who can engage thoughtfully and
actively in the democratic process. What is more, our families, friends and neighbours need to be able to
talk about how they feel in a manner that encourages discussion, empathy and understanding, not conflict
and division. Perhaps most importantly, we want in ourselves to feel valued and that we have a voice.
Yet there is little research and evidence available relating to how teachers think about and engage with
oracy. This report is a response to that and aims to fill the void. It draws on the results of a survey involving
over 900 teachers and school leaders across the UK, data from 26 interviews and focus groups with
teachers, school leaders and pupils in thirteen schools, and 11 expert interviews.
This report reveals:
1. What teachers think oracy is
2. Whether teachers believe oracy matters and why
3. What teachers and schools are doing to develop oracy
4. The factors that help and hinder oracy in schools
This report is a practical resource for anyone that wants to find out more about oracy and why it matters.
It also sets the scene for Voice 21’s upcoming inquiry into the future of speaking. It is underpinned by the
existing evidence base on oracy (and the many other terms used to describe the processes of learning
to talk well, and learning well through talk), and draws links between what we already know and what
our surveys, interviews and focus groups reveal. Data from interviews and focus groups is used to help
unpick the survey findings, and vignettes exploring what schools are currently doing to support oracy are
interspersed throughout. Combined, these are intended to give teachers and school leaders inspiration
and practical ideas about how oracy could be developed within their settings. They also provide food for
thought for policy and system leaders thinking about ways in which the learning process can be made
more efficient and engaging, help pupils generate deeper learning and understanding, and promote more
cohesive, open and supportive school environments.
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