Oracy

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Case Studies Case studies were conducted to explore variation in survey responses. Effort was made to approach staff working in a variety of schools across the country, including in different phases, regions and school types (state-maintained and independent), and in schools with varying degrees of experience and confidence in developing oracy. For convenience, schools in England were approached, and the analysis in the report makes clear whether the content of interviews is applicable to schools in England only. Semi-structured interviews and focus groups were conducted in these schools with teachers and pupils. These were recorded, before then being transcribed. Teachers and pupils gave informed consent before participating, and teachers could choose whether they wished to be named in the report or not. Any pupils interviewed and quoted in the report have been given pseudonyms. School name Location Phase / School type Ascot Heath CE Junior School Ascot, Bracknell Forest Primary (Junior) / Mainstream Data collected One focus group including the headteacher, one class teacher, and seven year 6 pupils Teachers and their roles Sarah Theaker, Headteacher Katie Browne, class teacher Brookfields School Tilehurst, West Berkshire All-through / Special One interview with a senior leader Sara Avenell, Head of Early Years and Key Stage 1 Chorlton High School Manchester Secondary / Mainstream One interview with a class teacher Susannah Haygarth, Literacy and Language Coordinator and English teacher Eastwood Primary School Keighley, Bradford Primary / Mainstream One interview with a senior leader Jan Carrier, Deputy Headteacher One interview with a year 6 class teacher Rizwana (Riz) Saleem, year 6 class teacher One focus group with three year 6 pupils Green Lane Primary School Bradford (city) Primary / Mainstream (with Designated Special Provision) One focus group with four senior leaders Jane Townend, Deputy Headteacher Lorraine Lee, Pupil Progress Leader for Year 6 Joanne (Jo) Marwood, Pupil Progress Leader for Year 4 Angela Catterick, Manager of the Designated Special Provision One interview with a class teacher Natalie Rhodes, nursery teacher One interview with a class teacher Pip Bailey, year 1 teacher 78
School name Location Phase / School type Highbury Grove School Islington, London Secondary / Mainstream Data collected One interview with a senior leader One interview with a class teacher Teachers and their roles Andrew Fitch, Head of English and Director of Spoken Literacy Victoria (Vicki) Barsby, English teacher King Edward VI School Bury St Edmunds, Suffolk Secondary / Mainstream One interview with a senior leader One interview with a senior leader Geoff Barton, Headteacher Rachel Forward, Assistant Headteacher One interview with a class teacher Mark Crossley, English teacher and Key Stage 4 Coordinator One focus group containing eight pupils in years 10 to 13 Limpsfield Grange School Oxted, Surrey Secondary / Special One interview with a senior leader Sarah Wild, Headteacher Medina House School Isle of Wight Primary / Special One interview with a class teacher Lisa Needs, class teacher and communication specialist School 21 Newham, London All-through / Mainstream One interview with a senior leader Peter Hyman, Headteacher One interview with a class teacher Amy Gaunt, Head of <strong>Oracy</strong> Primary St Ambrose Barlow RC High School Salford Secondary / Mainstream One interview with a class teacher Rebecca (Bec) Tulloch, drama teacher and Specialist Leader of Education (SLE) Stephen Perse Foundation Cambridge All-through / Mainstream (Independent) One interview with a senior leader One interview with a senior leader Tricia Kelleher, Executive Principal Katie Milne, Head of Junior School One interview with a class teacher Marcelle Dobson, year 3 teacher One interview with a year 4 pupil One focus group with a senior leader, one class teacher and a year 9 pupil Helen Kedie, Head of English Tom Williams, English teacher The Brier School Kingswinford, Dudley All-through / Special One interview with a senior leader Alison Whitnall, Deputy Headteacher 79
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
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Learning through talk Oracy should
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Oracy framework School 21 uses the
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2010s • The new National Curricul
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Several secondary practitioners say
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Secondary school and FE teachers al
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3. Why does oracy matter? 21
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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: The Survey Pretesting The survey wa
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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