Oracy

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This report was commissioned to explore these themes, drawing together the available evidence and crucially, the views and perspectives of teachers and school leaders. The research clearly establishes the case for oracy and its unique importance for students. The polling data highlights the widespread belief in the value of oracy and the obstacles felt by schools and teachers in embracing it. The interviews and case studies illustrate the breadth and depth of what is meant by oracy and how different schools have approached it. Together the findings will inform Voice 21’s work and campaign over the next five years. We hope ‘Oracy – the State of Speaking in our Schools’ will help to light a spark in the minds of educators, business leaders and decision makers, and provide the inspiration and evidence to motivate more schools to get talking in class. Peter Hyman Executive Head Teacher & Founder of School 21 Beccy Earnshaw Director, Voice 21 “I want your voice to fill this school. I want your voice to be one of the many sounds that build this community. I want you not just to talk but to listen. Listen to yourself: your breath, your heart and your true thoughts. I want you to listen to other people. I want you to discover the many voices that make up a human being. I want you to find your voice.”* Daniel Shindler, Drama and Wellbeing Lead, School 21. *His message to his pupils at the start of each year. Acknowledgments Voice 21 would like to thank the authors of this report, Will Millard and Loic Menzies, and all of the interviewees and schools that gave up their time and shared their expertise to contribute to this research. We are very grateful to the English Speaking Union especially Duncan Partridge, Director of Education, for their partnership and collaboration on the development of the Oracy Network and we look forward to working together to ensure this grows and thrives. Thanks to the leadership, teachers and students of School 21 who inform and inspire our work daily and demonstrate what can be achieved with creativity, high expectations and dedication to helping every student find their voice. And finally, huge thanks to our friends at Big Change whose support and commitment has made this research, and everything Voice 21 has achieved so far, possible. 4
Executive Summary What does this report do? This report shines a light on the current state of oracy in schools across the UK. It synthesises existing research on oracy, and explores teachers’ understanding of what oracy is, why they feel it matters, how oracy is supported in classrooms and schools, and the main barriers to oracy. It then sets out recommendations for enhancing the quality and consistency of oracy in our schools. “[Talk is] the most powerful tool of communication in the classroom and it’s fundamentally central to the acts of teaching and learning” Professor Frank Hardman i It is ‘very important’ I help my pupils develop the following skills 906 100% 80% 60% 75% 63% 68% 73% 40% 20% 0% Reading Numeracy Oracy Writing What have we found? 1. Teachers across the UK feel oracy is critically important, and are even more likely to say it is ‘very important’ they develop pupils’ skills in oracy (see graph above) than in numeracy. 2. Teachers believe oracy matters because it is the bedrock of pupils’ ability to use language and communicate. They also highlight its social and emotional benefits. Despite employers placing huge importance on oral communication, teachers are less likely to emphasise its cognitive, civic and economic potential, suggesting oracy has untapped potential to support pupils’ job prospects. 3. Many teachers say they frequently use a range of strategies to develop pupils’ oracy, but worry that support for oracy across different lessons, classrooms and schools is currently patchy. 4. Schools do not consistently provide meaningful opportunities for pupils to develop oracy outside the classroom. Pupils’ opportunities tend to be limited to speaking in assemblies, and few schools evaluate the quality of pupils’ verbal contributions in lessons, or communicate with parents about the quality of these contributions. This is concerning given high quality talk should underpin good teaching and learning. 5. The greatest barrier standing in the way of quality and consistent oracy in all lessons is a lack of time, but other constraints include: • Teachers’ anxiety that shy and under-confident pupils might struggle, or that pupils’ behaviour will get worse • Teachers prioritising other tasks and, in particular, pupils’ writing • Teachers’ lack of confidence and expertise, exacerbated by a paucity of training • Teachers’ perception that oracy is only occasionally relevant when teaching, or relevant only in certain subjects such as English • A lack of active support from school leadership i Professor of Education at the University of York (key Informant interview). 5
Page 1 and 2: Oracy The State of Speaking in Our
Page 3 and 4: Contents Foreword 3 Executive Summa
Page 5: Foreword The things we say and how
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 and 56: Embedding oracy into learning The h
Page 57 and 58:
5. What helps and hinders oracy in
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Lack of time Proportion of teachers
Page 61 and 62:
In contrast, teachers working in in
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Prioritisation Almost one in five t
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Teachers particularly lack confiden
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The applicability of oracy-based ac
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Who is responsible for oracy in you
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Championing oracy from the top Jan
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6. Conclusions 71
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What helps and hinders oracy in sch
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7. Appendix 75
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The Survey Pretesting The survey wa
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School name Location Phase / School
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References 1 Wilkinson, A. (1968)
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51 Dockrell, J. E., Marshall, C., a
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95 Ibid.: 3. 96 Mourshed, M., Farre
Page 89 and 90:
Particular thanks goes to Big Chang
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