Oracy

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Appendix 2: Number of survey respondents by category – summary Region / Country Job Role North East 39 North West 85 Yorkshire and the Humber 67 East Midlands 63 West Midlands 93 East of England 111 London 113 South East 137 South West 73 England (NET) 781 Wales 46 Scotland 71 School type Local authority/ Community school Academy/ Free school/ City Technology college 80 353 205 Faith school 64 Independent school 109 Grammar school 29 Special school/Pupil Referral Unit (PRU)/ Alternative Provision (AP) 33 Sixth form/ FE college 66 Other 106 Phase in which respondent teachers Infant 12 Early years 29 Primary 251 Middle 13 Secondary 409 All through 53 Post-16 50 Further Education (FE) 89 Headteacher/ Principal 32 Deputy or Assistant Headteacher 70 Head of Department 161 Head of Year 35 Classroom teacher 562 Other leadership responsibility 255 Main subject taught, if any Art 12 Business Studies 27 Citizenship 4 Computing or Information and Communication Technology (ICT) 22 Design and Technology 19 Drama 11 English 102 Geography 18 History 38 Languages 58 Mathematics 84 Media studies 3 Music 20 Psychology 9 Physical Education (PE) 16 Physical, Social, and Health Education (PSHE) Religious Education (Religious Studies, R.E., RS) 4 21 Science 69 Sociology 4 Other 73
References 1 Wilkinson, A. (1968) ‘Oracy in English Teaching’, Elementary English, 45 (6), 743- 747 (744). 2 Wilkinson, A. (1965) Spoken English, Birmingham: University of Birmingham Press. 3 Maclure, M. (1988) ‘Introduction - Oracy: current trends in context’, in M. Maclure, T. Phillips and A. Wilkinson (eds.), Oracy Matters: The Development of Talking and Listening in Education, Milton Keynes: Open University Press, 1-12 (2, 5-7). 4 Alexander, R. (2012) Improving Oracy and Classroom Talk in English Schools: Achievements and Challenges. Extended and referenced version of a presentation given at a Department for Education seminar on Oracy, the National Curriculum and Educational Standards, London, 20 February 2012 (10). 5 Wilkinson, 1968. 6 Alexander, 2012: 10. 7 Department for Education (DfE) (2014a) The National Curriculum in England: Framework Document, London: DfE (18). The framework also contains guidelines for pupils in Key Stage 3 and 4, and for spoken language across the curriculum (11, 85, 88). 8 DfE, 2014a: 11. 9 Department for Education (DfE) (2011) The Framework for the National Curriculum: A Report by the Expert Panel for the National Curriculum Review, London: DfE (52). 10 Department for Education and Employment (DfE) and Qualifications and Curriculum Authority (QCA) (1999) The National Curriculum: Handbook for Primary Teachers in England, London: HMSO (20). 11 Department for Education (DfE) (2014b) Statutory Framework for the Early Years Foundation Stage, London: DfE (7). 12 Ofqual (2013) An Announcement on Speaking and Listening Assessments, available at: https://ofqual.blog. gov.uk/2013/09/04/our-announcement-on-speaking-andlistening-assessments/ [accessed 19 August]. 13 Scottish Qualifications Authority (SQA) (2015) National 5 English Course Specification (C724 75), available at: http://www.sqa.org.uk/files/nq/ CourseSpecN5English15_16.pdf [accessed 20 August 2016]. 14 Curriculum for Wales (2016) Routes to Literacy and Numeracy, Cardiff: Learning Wales. 15 Alexander, 2012: 11. 16 Ibid.: 12. 17 Wilkinson, 1968: 743. 18 Ibid.: 743. 19 Alexander 2012: 12. 20 Michaels, S., O’Connor, C. and Resnick, L. (2008) ‘Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life’, Studies in Philosophy and Education, 27 (4), 283-297. 21 Alexander 2012: 12. 22 Maclure, 1988: 2. 23 Alexander, 2012: 10. 24 Centre for Education Research and Practice (CERP) (2014) It’s Good to Talk, available at: https://cerp.aqa.org. uk/perspectives/its-good-talk [accessed 21 August 2016]. 25 Wegerif, R. and Mercer, N. (1997) ‘A Dialogical Framework for Investigating Talk’, in R. Wegerif and P. Scrimshaw (eds.) Computers and Talk in the Primary Classroom, 49-65 (49). 26 Alexander, R. (2008) Towards Dialogic Teaching: Rethinking Classroom Talk, Fourth Edition, York: Dialogos UK (39). 27 Ibid.: 30. 28 Maxwell, B., Burnett, C., Reidy, J., Willis, B. and Demack, S. (2015) Oracy Curriculum, Culture and 81
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 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: School name Location Phase / School
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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