Oracy

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Yet the school does not believe oracy always needs to be taught discretely. After year 7 it is embedded throughout the curriculum and at primary level, since class teachers work with the same pupils everyday, it is seen simply part of day-to-day practice: “In terms of creating a culture of talk in the classroom it’s a lot easier for a primary school teacher because you’ve got the same pupils all day so you can set up certain routines and practices that you can use across every single lesson” Amy Gaunt, Head of Oracy Primary Peter Hyman, the headteacher does not believe that teaching oracy discretely and embedding it throughout the curriculum are mutually exclusive. He explains, though, that teaching oracy separately can help it spread throughout a school: “One of the challenges for oracy … is that people think that because we speak we’re doing it anyway, and the thinking behind having a separate curriculum is that you do need structures that give it a boost and make teachers focus on it explicitly, and make students think … we are treating with the same status and recognition that you would with reading and writing” “We’re quite aware that as soon as anything is discrete the danger is that it doesn’t then transfer. People think, ‘I’ve done my speaking, I don’t need to use those same skills elsewhere’, but of course if you do it skilfully then they do transfer…. The single biggest way of doing that is using common language, so we’re using the four strands of oracy and every teacher’s aware of them, so every teacher can then be referring to them” “A discrete curriculum should be seen as a sort of pump priming…. If you had a discrete grammar lesson in English where you’re teaching systematically how to use an apostrophe you’d expect that to be seen in a history lesson” Peter Hyman, Executive Headteacher Introducing a discrete curriculum for oracy Chorlton High School in Manchester has introduced a discrete oracy curriculum for its year 7 cohort at the start of the 2016/17 academic year as part of its involvement with the EEF-funded trial of the Voice 21 and University of Cambridge Oracy Framework. The Oracy Framework contains four elements, of which the discrete curriculum is one part. The four elements are: • An oracy curriculum, which includes dedicated oracy lessonsand body language • Strategies for building oracy into every lesson • Strategies for nurturing a whole school oracy culture, including building oracy into assemblies and parents’ evenings • An oracy assessment tool, which was developed in collaboration with Cambridge University and helps teachers to identify specific speaking and listening skills that pupils need to develop and monitor their progress. New year 7s receive one lesson in oracy a week and this is timetabled as part of their English lessons. Literacy and Language Coordinator Susannah Haygarth believes that the discrete curriculum will help raise the status of oracy throughout the school, and enhance pupils’ skills: “Because [oracy was] not embedded in the curriculum … it was something that people could forget to do, and [say], ‘oh yeah, I could have done that, I just didn’t because I got so bogged down in everything else’” “We’re training the teachers starting with English, [and] because we teach every single child between us … we’re hoping that … we will impact on every student eventually [because] our own knowledge of oracy seeping through into different lessons, that’s the idea” “Our target year is year 7…. We’re finding with year 7, because we’ve caught them straight away, they are just blossoming” Susannah Haygarth, Literacy and Language Coordinator 54
5. What helps and hinders oracy in schools? 55
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 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: Embedding oracy into learning The h
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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