At St. George Madrid, we firmly believe in the crucial role of oracy in fostering the success of our pupils as lifelong learners. We strive to develop learners who think critically, reason together and have the vocabulary (and confidence) to express their knowledge and understanding. Our overarching goal is to empower students to elevate their oracy proficiency, equipping them to communicate with clarity and confidence in any setting.
At the beginning of the spring term, we were fortunate to have Dr. Rupert Knight, an associate professor in the Faculty of Social Sciences at Nottingham University and a leading expert on classroom talk/oracy, deliver a workshop to the school. He discussed what we mean by oracy (and why this terminology), why oracy is important in classrooms, what evidence supports its impact, and why it is relevant now. Additionally, he provided insights from research and everyday classroom implications. Three suggested starting points were presented, all including practical strategies and examples to try:
- Creating a culture by discussing talk
- Scaffolding talk, particularly beneficial for pupils with English as an Additional Language (EAL)
- Utilising talk as the foundation for Assessment for Learning (AfL) practices
We acknowledge that many students may enter our school lacking age-appropriate oracy skills, and it is our commitment to encourage these essential abilities through a multifaceted approach. Whether through structured lessons or informal interactions, we endeavour to nurture spoken language skills at every opportunity, ensuring that each student has the tools to thrive both academically and beyond.
How can you teach oracy and achieve a high-quality oracy education for your students?
The most effective oracy teaching and learning occur when students engage in both learning through talk and learning to talk. Teachers at St. George have taken part in ‘masterclasses’ dedicated to oracy instruction, equipping them with numerous strategies to enhance communication in their classrooms. First, teachers were asked to observe the typical talk taking place in their classroom:
- What do they notice or hear when their pupils are discussing a question or problem in small groups?
- How do they position themselves?
- How do they use their tone of voice and body language?
- Is there a balance of talk among the individuals?
- What type of contributions are being made: do children build on, challenge, or question what others have said?
- Are they able to reach an agreement as a group?
Following this, teachers were prompted to ‘elevate’ the talk by considering methods to scaffold and promote conversation in their classrooms. This involved establishing success criteria for any speaking activity, assigning talking roles, offering discussion points, and considering effective groupings. Additionally, the students are explicitly taught oracy skills and engage in consistent self-assessment and peer assessment against the oracy framework.