A pedagogy of professional noticing and co-inquiry: Embedding drama for oracy across the primary curriculum
Written by: Lisa Stephenson and Rachel Lofthouse
- Curriculum |
- Drama |
- Oracy
9 min read
LISA STEPHENSON AND RACHEL LOFTHOUSE, CARNEGIE SCHOOL OF EDUCATION, LEEDS BECKETT UNIVERSITY, UK
Introduction
Oral language skills underpin children’s educational success and enhance positive cognitive, social, emotional and life outcomes. However, significant numbers of children struggle to develop competence in speaking and listening, especially children from areas of high economic deprivation (Dobinson and Dockrell, 2021). This is highlighted by the Oracy All-Party Parliamentary Policy Group (APPG), whose reports are advocating a renewed focus on oracy (2020).
This case study shares the emerging findings from year one of a two-year project, funded by the Paul Hamlyn Teacher Development Fund. We are utilising drama pedagogy to bring the curriculum to life through storytelling, with an explicit focus on children’s oracy. The project is co-led by research and practice experts in drama pedagogy (Stephenson, 2022) from the Story Makers Company, Leeds Beckett University and sch
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
- Cultural Alliance ( 2019) The arts for every child: Why arts education is a social Justice issue. Available at: https://culturallearningalliance.org.uk/wp-content/uploads/2019/10/Arts-for-every-child-CLA-Social-justice-briefing.pdf (accessed 30 March 2023).
- Dobinson KL and Dockrell JE (2021) Universal strategies for the improvement of expressive language skills in the primary classroom: A systematic review. First Language 41(5): 527–554.
- Lander V, Holloman TR and Tan J (2022) Collaboratives on addressing racial inequality in COVID Recovery: Education briefing paper. Race Equality Foundation. Available at: www.academia.edu/49241317/Collaboratives_on_Addressing_Racial_Inequality_in_COVID_Recovery_Education_A_Briefing_Paper (accessed 22 March 2023).
- Lofthouse R (2019) Coaching in education: A professional development process in formation. Professional Development in Education 45(1): 33–45.
- Mercer N and Mannion J (2018) Oracy across the Welsh curriculum: A research-based review –key principles and recommendations for teachers. Oracy Cambridge. Available at: https://oracycambridge.org/wp-content/uploads/2018/07/Oracy-across-the-Welsh-curriculum-July-2018.pdf (accessed 22 March 2023).
- Oracy All-Party Parliamentary Group (APPG) (2020) Speak for change: Initial findings and recommendations from the Oracy All-Party Parliamentary Group Inquiry. Available at: https://d5119182-bdac-43d5-be55-e817e7736e5b.filesusr.com/ugd/2c80ff_33e3208ce4dd4764b154682488c53ef7.pdf (accessed 22 March 2023).
- O’Toole J and Stinson M (2013) Drama, speaking and listening: The treasure of oracy. In: Anderson M and Dunn J (2013) How drama activates learning: Contemporary Research and Practice. London: Bloomsbury Academic, pp. 159–177.
- Rooney D and Boud D (2019) Toward a pedagogy for professional noticing: Learning through observation. Vocations and Learning 12(3): 441–457.
- Stephenson L (2022) Collective creativity and wellbeing dispositions: Children’s perceptions of learning through drama. Thinking Skills and Creativity 47:101188.
Please login to comment
0 Comments
Oldest
