Oracy

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Teachers and pupils can achieve this through using different types of talk at different points during the learning process. Alexander proposes a repertoire of five forms of teaching talk, of which the first three provide “the familiar bedrock of teaching” 27 : 1. Rote: drilling of facts and ideas through repetition 2. Recitation: accumulation of knowledge through questions designed to stimulate recall 3. Instruction and exposition: telling pupils what to do, or explaining facts and procedures 4. Discussion: the exchange of ideas with a focus on information sharing and problem-solving 5. Dialogue: achieving common understanding through structured, cumulative exchanges Learning to talk well and learning well through talk Oracy underpins provision at School 21 in Newham. School 21 uses the following diagram to explain the relationship of these two ‘types’ of talk. Executive Headteacher, Peter Hyman, explains staff often (but not always) aim to simultaneously help pupils in both respects: “We explain oracy as the overlap between ‘learning to talk and learning through talk’, and I think that’s crucial…. Learning to talk is a skill in itself. How do you learn to be a compelling speaker, to hold an audience, to interest people with how you’re talking? Then learning through talk is how talk gives you better writing, better thinking, better understanding of key concepts.” Peter Hyman, Executive Headteacher, School 21 Learning to talk Oracy Learning through talk 12
Oracy framework School 21 uses the following framework to teach and analyse students’ communication skills. The Oracy Framework isolates the key components of spoken communication, breaking them into four different areas: linguistic, physical, cognitive and social & emotional. Physical Linguistic Voice - Fluency & pace of speech - Tonal variation - Clarity of pronunciation - Voice projection Body language - Gesture & posture - Facial expression & eye contact Content Cognitive - Choice of content to convey meaning & intention - Building on the views of others Structure - Structure & organisation of talk Clarifying & summarising - Seeking information & clarification through questions/ing - Summarising Reasoning - Giving reasons to support views - Critically examining ideas & views expressed Vocabulary - Appropriate vocabulary choice Language - Register - Grammar Rhetorical techniques - Rhetorical techniques such as metaphor, humour, irony & mimicry Social & Emotional Working with others - Guiding or managing interactions - Turn-taking Listening & responding - Listening actively & responding appropriately Confidence in speaking - Self assurance - Liveliness & flair Audience awareness - Taking account of level of understanding of the audience 13
Page 1 and 2: Oracy The State of Speaking in Our
Page 3 and 4: Contents Foreword 3 Executive Summa
Page 5 and 6: Foreword The things we say and how
Page 7 and 8: Executive Summary What does this re
Page 9 and 10: 1. Introduction 7
Page 11 and 12: 2. What is oracy? 9
Page 13: Learning through talk Oracy should
Page 17 and 18: 2010s • The new National Curricul
Page 19 and 20: Several secondary practitioners say
Page 21 and 22: Secondary school and FE teachers al
Page 23 and 24: 3. Why does oracy matter? 21
Page 25 and 26: 55% Oracy is seen as a pre-requisit
Page 27 and 28: Why does oracy matter? Both the lit
Page 29 and 30: Using Makaton sign language to deve
Page 31 and 32: Elklan Language Training Elklan run
Page 33 and 34: Oracy can help pupils gain confiden
Page 35 and 36: Cognition Pupils’ cognitive devel
Page 37 and 38: In comparison with the linguistic a
Page 39 and 40: Yet while employers rate oral commu
Page 41 and 42: Social disadvantage Numerous studie
Page 43 and 44: Which pupils in particular benefit
Page 45 and 46: 4. How do teachers and schools curr
Page 47 and 48: Professor Alexander believes classr
Page 49 and 50: Developing ‘real-life’ oracy sk
Page 51 and 52: Whole-school practices Schools do n
Page 53 and 54: The ‘Woolsack Debating Society’
Page 55 and 56: Embedding oracy into learning The h
Page 57 and 58: 5. What helps and hinders oracy in
Page 59 and 60: Lack of time Proportion of teachers
Page 61 and 62: In contrast, teachers working in in
Page 63 and 64: Prioritisation Almost one in five t
Page 65 and 66:
Teachers particularly lack confiden
Page 67 and 68:
The applicability of oracy-based ac
Page 69 and 70:
Who is responsible for oracy in you
Page 71 and 72:
Championing oracy from the top Jan
Page 73 and 74:
6. Conclusions 71
Page 75 and 76:
What helps and hinders oracy in sch
Page 77 and 78:
7. Appendix 75
Page 79 and 80:
The Survey Pretesting The survey wa
Page 81 and 82:
School name Location Phase / School
Page 83 and 84:
References 1 Wilkinson, A. (1968)
Page 85 and 86:
51 Dockrell, J. E., Marshall, C., a
Page 87 and 88:
95 Ibid.: 3. 96 Mourshed, M., Farre
Page 89 and 90:
Particular thanks goes to Big Chang
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Oracy

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