Oracy

Oracy at Bidston Village CE Primary School 

We believe spoken language to be fundamental to the achievement of our pupils. To ensure we are teaching oracy skills across the curriculum and providing our children with a range of oracy opportunities, and a variety of audiences, we have partnered with Voice 21 (an education charity which aims to improve the teaching of oracy in schools). This will ensure that teachers and leaders are equipped with the skills to develop oracy for teaching and learning, to plan for talk across the curriculum and to elevate speaking beyond the classroom. It will build a culture of oracy within our school to support and develop our pupils’ confidence, spoken language and written outcomes across and beyond the curriculum.

Intent

Pupils at Bidston Village will have proficient oracy skills and be able to use language to communicate confidently, fluently and articulately. With this aspect of culture capital, our children will be able to contribute positively to their society both now and in the future.

Respectful and productive relationships between all who form part of the school community are crucial aspects of this ethos. As a staff, we foster good communication amongst ourselves and with our pupils, their parents and carers, and with the wider community. We place a high priority on supporting the development of good speaking and listening skills amongst our pupils.

Our oracy curriculum will enable children to:

• speak with confidence, clarity and fluency;

• recognise the value of listening;

• be confident in the value of their own opinions and to be able to express them to others;

• adapt their use of language for a range of different purposes and audiences, including using Standard English;

• sustain a logical argument and respond to others appropriately;

• concentrate, interpret and respond appropriately to a wide range of listening experiences;

• be open-minded, to value the contribution of others and to take account of their views;

• appreciate the diversity of languages, dialects and accents in the school and value the experience and contributions of children with a wide variety of linguistic backgrounds;

• share their learning in an engaging and informative manner, through formal presentations.

Implementation

Correct spoken language is fundamental to learning. From the first days in school, speaking and listening play a large part in a child’s progress in all curriculum areas and teachers plan to develop these skills in a wide variety of ways. We aim to develop and encourage fluent speakers, who can confidently articulate their ideas in a wide range of situations.

Pupils should have a range of planned oracy experiences (this is not an exhaustive list), which include:

• drama;

• talking partners;

• listening to stories;

• reading lessons;

• debating;

• recitation;

• preparation for writing;

• visiting speakers;

• giving and receiving instructions;

• paired/collaborative work;

• problem solving in maths;

• presentation of learning;

• It should also be recognised that there are opportunities for children to develop their oracy skills outside of the curriculum, including (but not limited to):

• assemblies, including class assemblies;

• school council and other pupil voice activities;

• extra-curricular and year group productions;

Impact

This will be evidenced through the monitoring of attainment and progress of all children by class teachers. Each year group has oracy objectives which build on the preceding years’ study to ensure progression over the four strands of oracy: physical, linguistic, cognitive, social and emotional. 

Children will be able to express issues and ideas, speak clearly, listen carefully, contribute to discussion, respond to questions and comments and use a wide and interesting vocabulary. When children explore learning through the varied oracy strategies, and are exposed to new vocabulary, they retain this knowledge. This leads to children using higher level language with a deeper understanding when presenting or writing.