Oracy

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Which pupils benefit from oracy? Given the numerous benefits of oracy explored above, it is heartening that most teachers believe oracy benefits most pupils, with a large minority saying all pupils benefit. xxv Primary school teachers are significantly more likely to believe all pupils benefit from oracy than teachers in secondary or FE settings. What proportion of pupils benefit from oracy being taught in school? 906 All 27% Most An even split A few 11% 48% Don’t know 8% None 1% 5% As was highlighted in Section 2, this may be because teachers in this phase see ‘communication’ as something pupils need in order to engage with their immediate environment, and that this is more of a focus for them than the more formal interaction teachers of older pupils emphasise. English teachers (for example) are significantly more likely than maths or science teachers to believe all pupils benefit from oracy, so the differences in phases may also be due to teachers specialising in subjects at secondary- and FE-level. There is some geographical variation in teachers’ perceptions of oracy’s importance with teachers in London (58%) significantly more likely to believe all pupils benefit from oracy than teachers in the North West (39%), East Midlands (41%), East of England (42%), or South West (42%). Survey respondents particularly highlight the benefits of oracy for socio-economically disadvantaged pupils, those with English as an additional language and those with low prior attainment. Proportion of teachers, by region, who believe all pupils benefit from oracy. 906 39% 41% North West East Midlands 58% 42% East of England London 42% South West 40 xxv Practitioners were asked what proportion of and which pupils in particular benefit from oracy, with oracy defined as ‘the development of children’s capacity to use speech to express their thoughts and communicate with others in education and in life, and talk through which teaching and learning is mediated’ (based on Alexander, 2012: 10).
Which pupils in particular benefit from oracy? 906 Pupils for whom English is an additional language 73% Pupils from socioeconomically disadvantaged backgrounds 71% Pupils with low prior attainment 68% Pupils with a form of special educational need or disability 58% Pupils for whom English is their first language 48% Pupils from socioeconomically advantaged backgrounds 42% Pupils with high prior attainment 42% Pupils without a form of special educational need or disability 40% Not applicable - I don’t think any pupils would benefit 1% 0% 20% 40% 60% 80% 100% There are some significant differences in views across regions: 47% The proportion of teachers in the South East (47%) that believes oracy particularly benefits pupils with high prior attainment is higher than that in the North West (32%) 78% The proportion of teachers in the West Midlands (78%) that believes oracy particularly benefits pupils with low prior attainment is higher than that in the North West (65%), North East (62%), East of England (59%), London (59%) or Wales (61%) xxvi 78% The proportion of teachers in Yorkshire and Humberside (78%) that believes oracy particularly benefits pupils with low prior attainment is higher than that in the East of England (59%) or London (59%) 78% The proportion of teachers in Scotland (78%) that believes oracy particularly benefits pupils with low prior attainment is higher than that in the East of England (59%) or London (59%) 81% The proportion of teachers in Yorkshire and Humberside (81%) that believes oracy particularly benefits pupils from socioeconomically disadvantaged backgrounds is higher than that in the East of England (62%) or London (63%) 83% The proportion of teachers in Scotland (83%) that believes oracy particularly benefits pupils from socioeconomically disadvantaged backgrounds is higher than that in the North West (68%), East of England (62%), London (63%), or the South East (69%) xxvi The base sizes for the North East (n=39) and Wales (n=46) are below 50. Findings relating to these areas should therefore be regarded as indicative rather than representative. 41
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 and 14: Learning through talk Oracy should
Page 15 and 16: Oracy framework School 21 uses the
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: Social disadvantage Numerous studie
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

Oracy

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