Oracy: the why and the how

This article has been published as part of the Rethinking Curriculum project, kindly funded by The Helen Hamlyn Trust.

What is oracy?

In simple terms, oracy refers to the development and practice of speaking and listening skills. Beyond this, the term ‘oracy’ can refer to the ability to communicate effectively, articulate thoughts and engage in meaningful discussions. A focus on oracy aims to cultivate students’ confidence in verbal expression, active listening and the ability to construct and convey coherent arguments. It can also play a crucial role in language development, critical thinking and overall communication proficiency within the context of the curriculum.

However, there is no universal definition for the term ‘oracy’ – it can mean different things to different people, depending on context and setting. For example, oracy can be seen as both a set of skills to be taught and as a pedagogy in itself. Voice 21 (2019) advocates that high-quality oracy teaching incorporates students learning through talk, whilst also learning to talk, involving the explicit teaching of skills required to communicate effectively. Oracy can also encompass many types of classroom talk, including presentational talk (i.e. public speaking and debate) and less ‘polished’ forms of talk, including ‘exploratory’ or ‘messy’ talk (Dawes et al., 2000). Oracy also involves honing active listening and listening comprehension skills, which Mercer and Mannion (2018, p. 9) argue is an ‘important aspect of spoken communication which is often overlooked’. 

There are numerous ways oracy can be integrated into the curriculum, depending on the unique characteristics of the school context and/or students. However, it is important to understand the research underpinning this approach so you can make informed decisions about what might work best in your setting. This article intends to summarise the benefits and challenges of adopting this approach, offering some practical implications for primary school leaders and practitioners. 

Why might this be a useful approach?

Research indicates that an oracy-focused curriculum yields numerous benefits for students, including raising academic attainment, developing social and emotional skills and improving life chances, particularly for the most vulnerable students. 

Academic achievement 

An explicit focus on developing oracy skills is associated with improved academic performance across subjects, including English, maths, science and the humanities (Adey and Shayer, 1994; Wilkinson et al., 2015; Jay et al., 2017; Alexander, 2018; Akerman and Neale, 2011). In fact, the Education Endowment Foundation (2021a) demonstrates that oral language interventions, including targeted reading aloud and explicitly extending students’ spoken vocabulary, can result in an additional six months progress in primary school. Developing oracy skills can also have a positive impact on other cognitive skills, including verbal and non-verbal reasoning skills (Mercer et al., 1999; Alexander, 2008; Goswami, 2015) and the transferThe processes of applying learning to new situations of comprehension and reasoning skills across subjects (Jay et al., 2017; Adey and Shayer, 2015; Mannion and Mercer, 2016; Wilkinson et al., 2015).

Research also demonstrates that an oracy-focused education can enhance language development in bilingual students and students with special educational needs and disabilities (SEND). For example, oracy activities that promote debate are shown to have a positive impact on language development of students with English as an additional language (EAL) (Akerman and Neale, 2011). On the other hand, oral language interventions are shown to have a particularly positive impact on students with speech, language and communication needs (SLCN) (Law et al. 2012; Gascoigne and Gross, 2017). Gascoigne and Gross (2017) highlight the positive impact of timely and targeted oral language interventions, particularly when supplemented by specialist support from external services. 

However, wider research literature cautions us against applying specific strategies as a means to support all students within categories such as ‘EAL’ and ‘SLCN’. These terms are broad and diverse, making it difficult to say with any certainty that oracy-specific interventions can positively impact all of these students. Instead, we must attempt to use our holistic understanding of the child to ensure we adopt the most appropriate strategy (Dockrell et al., 2014; EEF, 2021b). 

Social-emotional development

Effective oracy instruction is shown to foster social-emotional skills, including building self-esteem,  promoting empathy and developing interpersonal communication skills (Voice 21, 2023; OfstedThe Office for Standards in Education, Children’s Services and Skills – a non-ministerial department responsible for inspecting and regulating services that care for children and young people, and services providing education and skills, 2010; Trickey and Topping, 2006; Howe and Mercer, 2007; Pienaar, 2016; Jensen 2008). Through collaborative dialogue and active listening, students are arguably better equipped to understand and respect diverse viewpoints, communicate assertively and empathetically, and navigate interpersonal relationships.

Studies demonstrate that an oracy-focused curriculum can have a profound impact on student self-esteem (Voice 21, 2023; Ofsted, 2010; Trickey and Topping, 2006). Voice 21’s recent impact report (2023) revealed that students with good spoken language skills are more likely to experience confidence and enjoyment at school. Oracy teaching can also be a powerful means for building peer relationships and maintaining good mental health. Unfortunately, research demonstrates that students with limited language skills are more likely to be excluded from social groups (Laws et al., 2012). There are also strong links between poor mental health and students with speech and language difficulties (RCSLT, 2012). As Pienaar (2016, p. 20) explains ‘too often we see children and young people withdrawing into themselves… because they are unable to articulate the difficulties they are experiencing’. As practitioners, we must consider how we develop students’ emotional vocabulary and respond to others appropriately and empathetically. 

Creating opportunities for collaborative talk is also shown to improve the quality of peer interactions. Howe and Mercer (2007) draw attention to the many benefits of collaborative talk on students’ emotional and interpersonal development in primary school. However, they also warn us of the potential pitfalls – in particular, they remind us that students will often ‘interact unproductively’ if not given structured and scaffolded guidance by the teacher (Howe and Mercer, 2007, p. 19).

Career readiness and professional success

Strong communication skills are highly valued by employers and are essential for success in the workplace. Individuals with proficient oracy skills are arguably better equipped to convey ideas persuasively, collaborate with colleagues and resolve conflicts diplomatically, thus enhancing their career prospects.

A growing body of research suggests employers tend to prioritise ‘softer skills’ over qualifications (in Mercer and Mannion, 2018). Indeed, according to The Skills Imperative 2035 (NFER, 2022), ‘communication’ is one of six ‘Essential Employment Skills’. Fitch and Iwu (2016, p. 97) make the case that developing oracy skills has never been more important – ‘a qualification certificate alone cannot convince an employer you are the right person for the job’. In light of this, schools need to carefully plan, monitor and assess students’ communication skills to ensure all students are adequately prepared for the world of work.

Life chances

Developing oracy skills is shown to positively impact the life chances of all students, particularly those from lower socioeconomic backgrounds (Hanley et al., 2015; Alexander, 2018; Gorard et al., 2015; Doherty and Nuttall, 2022). Evidence suggests that students from lower socioeconomic backgrounds are more likely to be behind their peers in developing early spoken language skills (Gascoigne and Gross, 2017). Timely identification in primary school can ensure appropriate provision is put in place to help these students ‘catch up’. The EEF (2021a) demonstrates the positive impact of targeted oral language interventions in supporting these students to catch up with their peers. However, Gross and Gascoigne (2017) highlight the need for high-quality training to support teachers to deliver these interventions effectively. 

However, wider research literature cautions us not to view students who experience ‘social disadvantage’ as a homogenous group – indeed, not all students who grow up in areas of social deprivation will have poor language development (Schofield, 2023). Other researchers warn against framing oracy in ‘deficit’ terms (Cushing, 2024). Instead, an oracy-rich curriculum should aim to ‘bridge the gap between the language of school…and the language of home and community’ (Schofield, 2023). As practitioners, we need to carefully consider how we provide the knowledge and skills to succeed in formal education and how we celebrate, and make the most of, students’ linguistic and cultural backgrounds. 

Civic engagement and empowerment

Oracy-focused education is shown to enhance democratic participation – it is argued that when people are able to express themselves confidently and articulately, they are more likely to participate in civic activities (Moorghen, 2016; Nagda and Gurin, 2007). In our increasingly complex and polarised world, it is important that we equip students with the tools to tackle topical questions, address disinformation and express an informed opinion (Oracy APPG Report, 2020). Activities that promote debate are shown to be particularly beneficial in developing these skills (Nagda and Gurin, 2007; Akerman and Neale, 2011). As explained by Moorghen (2016), debates provide a space for students to explore the workings of our political system, discuss current affairs and handle disagreement constructively.

Whilst debate activities are popular, Mercer and Mannion (2018) remind us that not all oracy skills can be developed in this way. Skills including collaborative problem-solving and listening empathetically are equally important (Mercer and Mannion, 2018). Furthermore, they remind us that the transfer of these oracy skills is not always automatic – as practitioners, we must explicitly model these skills across the formal (and hidden) curriculum to ensure students can employ them in a range of situations.

Towards successful implementation

There are numerous barriers to be aware of when implementing an oracy-centred curriculum. In the ‘State of speaking in our schools’ report (Millard and Menzies, 2016), teachers identified challenges they experienced when integrating oracy-based activities into lessons. We have summarised these challenges, considering some of the wider research literature, to help you think about how you might preempt or overcome these in your own context.

Time 

Limited time within the curriculum can hinder successful integration of oracy instruction. The report (Millard and Menzies, 2016) demonstrated that over a third of teachers felt that a lack of time is a significant barrier to integrating oracy-based activities into lessons.

To overcome this, Millard and Menzies (2016) highlight the importance of demonstrating the connection between high-quality talk and academic rigour. They suggest that school leaders and experienced staff play a crucial role in modelling how oracy-based activities can support and enhance learning. Gaunt (in Millard and Menzies, 2016) also emphasises the importance of developing whole-school oracy scaffolds that can be used across the curriculum, thus reducing workload for classroom teachers.

Response from pupils

Student anxiety around speaking in front of others can deter teachers from incorporating oracy-based activities into lessons. Millard & Menzies’ report (2016) revealed that a quarter of teachers tended to avoid talk-based activities for fear of making shy or anxious students feel uncomfortable. Large class sizes, diverse student needs and managing behaviour can also pose significant challenges. In the same report (2016), one in five respondents felt that activities that promote classroom talk often led to classroom disruption.

To overcome these challenges, Mercer and Mannion (2018) highlight the importance of establishing clear expectations for classroom talk. Ideally, these ‘ground rules’ are co-constructed with the students and regularly reviewed. Cook et al.’s (2020) research concurs that the creation of a ‘safe and supportive’ classroom environment is greatly valued by students. Cook et al. (2020) also promote the use of low-stakes oracy activities (i.e. exploratory talk) to build confidence of more anxious students. 

Accountability 

Our current system places great emphasis on written forms of assessment. Indeed, Millard and Menzies’ report (2016) revealed that almost one in five teachers felt that talk-based activities were often sidelined by the expectation to produce ‘enough’ written work in lessons. There are also significant challenges with effectively assessing oracy skills. Mercer and Mannion (2018, p. 60) acknowledge that the ‘ephemeral’ nature of oracy makes it difficult to evaluate and demonstrate progress whilst others (Christodoulou and Wheadon, 2024) have raised concerns about assessor unreliability and vague assessment criteria 

Millard and Menzies (2016) suggest that these challenges are often overcome through strong leadership and a supportive school ethos that promotes classroom talk. As Gaunt (in Millard and Menzies, 2016, p. 62) states, in these environments oracy is not seen as an ‘addition’ to the curriculum but the means in which to deliver it. Mercer and Mannion (2018) also signpost evidence-informed resources, including the Cambridge Oracy Assessment Toolkit, to support the development of oracy assessment criteria.

Expertise and guidance

Many teachers feel they lack the expertise to deliver effective oracy instruction. The report by Millard and Menzies (2016) revealed that over half of teachers (57 per cent) said they had not received any oracy training in the last three years, whilst over half (53 per cent) said they would not know where to go if they needed further support. 

Senior leaders play a key role in supporting teachers to develop this knowledge. In their report, Millard and Menzies (2016) highlight the need for school leaders to provide oracy-specific training for all teaching staff. They also draw attention for leaders to provide space for colleagues to share and evaluate their approach to develop best practice over time. 

Subject-specific to English

A common misconception is that oracy is only relevant when teaching certain subjects. Indeed, the report (2016) revealed that maths and science teachers are more likely to feel that talk-based activities are not useful in their subjects. Encouraging teachers to integrate oracy across the curriculum is a challenging task – it is therefore important that senior leaders and experienced staff take a leading role in modelling how oracy-based strategies can complement and enhance teaching and learning in their subject area (Millard and Menzies, 2016). Equally, senior leaders are advised to give subject leads flexibility to adapt their approach to suit the needs of their subject (Mercer and Mannion, 2018).

Leadership

Senior leadership teams play a crucial role in improving the status and uptake of oracy-based teaching strategies. Indeed, Millard and Menzies’ report (2016, p. 66) revealed that some teachers felt it was ‘near impossible’ to embed talk-based activities without support from leadership. The Oracy APPG report (2020) highlights that school leaders are also in need of guidance in order to do this effectively. Mercer and Mannion (2018) encourage leaders to draw on the expertise and support of the many organisations offering high-quality professional development.

Others suggest that nominating a senior leader to take responsibility for delivering and promoting a whole-school approach to oracy can be particularly effective (Millard and Menzies, 2016; Mercer and Mannion, 2018). Whilst this can be beneficial initially, it could also result in teachers not taking ownership of this approach in their classroom (Millard and Menzies, 2016). Instead, Mercer and Mannion (2018, p. 62) advocate for leaders to adopt a ‘tight but loose’ approach to embed a sustainable model. 

Implications for practice

As with any pedagogical approach, there are numerous ways an oracy-rich curriculum can be implemented, depending on the unique characteristics of the school context and/or students. 

However, it may be helpful to consider the following take-aways from the research findings above to inform your approach: 

For leaders: 

• The development of oracy skills should not be seen as a ‘stand-alone’ activity, or otherwise ‘left to chance’. It is imperative that schools value the explicit teaching of oracy across the formal curriculum and beyond.
• The development of oracy skills is most effective when it is integrated into a whole-school approach, endorsed and prioritised by school leadership teams.
• At the outset of your journey, you may consider appointing a senior leader with the responsibility of developing and championing oracy across your school setting.
• Work with teachers and students to develop a common language to the teaching of oracy that can be used across phases and subjects. You may also wish to consider subject-specific languages of learning.
• Provide all teaching staff with oracy-specific training to improve expertise and enhance  confidence. This includes strategies for effective listening. We recommend that you draw on the knowledge and expertise of specialist organisations to strengthen your professional development offer. 
• Consider adopting a ‘tight but loose’ approach to implementing an oracy-rich curriculum in your setting. Whilst establishing clear whole-school expectations and practices is important, consider allowing flexibility depending on subject, year group or phase to encourage teachers to take ownership over how they will develop speaking and listening skills in their context. 
• Effectively assessing oracy skills can be complex and time-consuming. However, it is important to provide regular opportunities to assess speaking and listening skills across the curriculum. Consider developing a consistent assessment criteria for your context that can be implemented in a range of subject areas. You may wish to use the Oracy Assessment Toolkit to help you on this journey. 
• Early identification of SLCN can prove to be pivotal in improving students’ life chances. It may be useful to (re)evaluate your current processes for assessing and monitoring these students to ensure it is robust. Equally, it is important to be mindful of the diversityThe recognition of individual differences in terms of race, ethnicity, gender, sexual orientation, socio-economic status, physical ability, religious beliefs and other differences that exists within this category; oral language interventions should be applied based on a holistic understanding of students’ needs.  
• Ensure your whole-school approach to developing oracy does not create a hierarchy of language within your community. Consider ways students can make use of and celebrate their unique linguistic and cultural backgrounds at school. 

For teachers: 

• Co-construct a set of ‘ground rules’ with your students to create a safe and supportive environment, where all feel able to contribute. This may be underpinned by whole-school expectations and practices.
• Endeavour to model the talk you expect from your students, scaffold their responses and interactions and provide timely and specific feedback.
• Consider embedding a range of talk-based activities in your lessons. Remember that ‘messy’ forms of talk can be just as valuable as more ‘polished’ tasks such as debates and presentations. As part of this, it is also important to consider how you approach the teaching of ‘active listening’ in your classroom.
• Consider how you can integrate oracy-based activities across the curriculum. An oracy-centred approach can be of great value in all subjects but may need adapting to suit the subject area. 
• Avoid making assumptions about students who fall into categories, such as EAL, SEND or FSM. It is important to remain mindful of the diversity that exists within these groups; oral language interventions therefore must be planned with a holistic understanding of the student. 
• Seek and provide colleagues’ feedback on their use of talk-based activities during development lesson observations.

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