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The Plymouth Oracy Project: Its impact on non-academic measures of pupil success

Written by: Gill Golder, Donna Briggs and Frances Child
8 min read
The Plymouth Oracy Project was designed to develop theoretical and pedagogical understanding of dialogic talk for learning amongst school staff, with a particular focus on improving the oracy development and educational outcomes of pupils falling into the ‘disadvantaged’ category. This article reports on the impact of the Plymouth Oracy Project, rather than the methods applied in improving ‘other measures’ of student success, and presents two case studies exploring the impact of embedding oracy on confidence, conflict resolution, emotional literacy, prosocial behaviours and attendance. The importance of oracy in the classroom Oracy is the confidence to express oneself in speech using physical, cognitive, linguistic, social and emotional skills. Research stresses the reciprocal nature of oracy and therefore the important role that adults, such as teachers, play in supporting oracy (Alexander, 2012; Nichol and Andrews, 2018; Millard and Menzies, 2016). Alexander et al. (2017) a

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This article was published in September 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.

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