Oracy

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120 McIntosh, E. (2012) Stop Ping Pong Questioning. Try Basketball Instead, available at: http://edu.blogs.com/edublogs/2012/02/stopping-pong-questioning-try-basketball-instead. html [accessed 15 September 2016]. 121 Littleton, K. and Mercer, N. (2013) Interthinking: Putting Talk to Work, London: Routledge. 122 Siraj-Blatchford, I. (2009) ‘Conceptualising Progression in the Pedagogy of Play and Sustained Shared Thinking in Early Childhood Education: A Vygotskian Perspective’, Educational and Child Psychology, 26 (2), 77-89. 135 Myhill, D. and Fisher, R. (2005) Informing Practice in English: A Review of Recent Research in Literacy and the Teaching of English (Document reference number: HMI 2565), London: Ofsted (2). 136 Department of Education and Science (DfES) (1988) Report of the Committee of Inquiry into the Teaching of English Language, London: HMSO (iii, 63). 137 Alexander, 2012: 5-6. 138 Alexander, 2008. 139 DfES, 1988. 123 Alexander, 2008. 124 Wells, G. (1999) Dialogic Inquiry: Towards a Sociological Practice and Theory of Education, Cambridge: University of Cambridge Press. 125 Lindfors, J. W. (1999) Children’s Inquiry: Using Language to Make Sense of the World, New York: Teacher’s College Press. 126 Barnes, D. and Todd, F. (1995) Communication and Learning Revisited: Making Meaning Through Talk, Portsmouth, NH: Boynton/Cook Publishers. 127 Maclure, 1988. 128 Alexander, 2008: 42-46. 129 Wilkinson, 1968: 743. 130 Alexander 2012: 12. 131 Maclure, 1988: 2. 132 QCA, 2008. 133 Black, P. (2007) ‘Formative Assessment: Promises or Problems?’, The Journal for Drama in Education, 23 (2), 37-42 (38). 134 Education Endowment Foundation (EEF) (2016) Voice 21, available at: https:// educationendowmentfoundation.org.uk/ourwork/projects/voice-21 [accessed 24 August 2016]. 86
Particular thanks goes to Big Change, Charitable Trust who funded the report. Thanks also goes to key informants and supporters: Andy Buck, Duncan Partridge, Leela Koenig, Professor Frank Hardman, Hywel Jones, Kate Pretsell, Martin Robinson, Professor Maurice Galton, Professor Neil Mercer, Professor Robin Alexander, Sarah Jones, Sarah Theaker, Simon Knight, Danny Jones, Clare Reed, David Reedy & Catherine Pass With additional thanks to the schools, teachers and students involved from: Ascot Heath CE Junior School, Brookfields School, Chorlton High School, Eastwood Primary School, Green Lane Primary School, Highbury Grove School, King Edward VI School, Limpsfield Grange School, Medina House School, St Ambrose Barlow RC High School, Stephen Perse Foundation & The Brier School
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Oracy The State of Speaking in Our
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Contents Foreword 3 Executive Summa
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Foreword The things we say and how
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Executive Summary What does this re
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1. Introduction 7
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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
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Why does oracy matter? Both the lit
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Using Makaton sign language to deve
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Elklan Language Training Elklan run
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Oracy can help pupils gain confiden
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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 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: 95 Ibid.: 3. 96 Mourshed, M., Farre
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