Far from being “soft” or “easy” options, the creative arts, design and physical education have an essential part to play in delivering a broad, challenging and opportunity-rich curriculum. NACE trustee Liz Allen CBE explores the current status of these subjects in UK schools, and shares next steps for school leaders…

“In whatever way you construct your list of 21st century skills, you will always come across creativity – creating new value… bringing together the processes of creating, of making, of bringing into being and formulating and looking for outcomes that are fresh and original… This is all about imagination, inquisitiveness, collaboration, self-discipline.” - Andreas Schleicher, Director for Education and Skills and Special Adviser on Education Policy, OECD

Why prioritise creative arts, design and physical education?

If one of the purposes of education is to prepare young people for their working lives, we need to ensure they are equipped with the creative, imaginative, problem-solving skills that will enhance their economic future. The growing opportunities in creative businesses, science, technology and the media offer them a bright future: those who have experienced a rich, creative curriculum will have a head start and their quality of life will be enhanced in many ways.

Social impact

The social value of creative arts and design education is widely evidenced. Schools with a strong academic and enrichment offer in the arts, design technology and physical education create a culture of citizenship, service and tolerance. Young people who engage in creative activities are more likely to feel socially confident, to take on roles of responsibility and to be active members of their community.

Most significantly, there is a growing body of evidence that participation can improve social mobility. The Cultural Learning Alliance (CLA)’s 2018 briefing on arts in schools found that students from low-income backgrounds are three times more likely to get a degree. They benefit most from access to their cultural heritage and the opportunity to develop their creative thinking and the perseverance and self-discipline to succeed.

Cross-curricular benefits

The educational value goes beyond the creative arts, DT and PE curriculum. Studying these subjects improves young people’s cognitive abilities and enhances their performance in English and mathematics, especially for young people from low-income backgrounds. The CLA paper argues that “they are as essential as literacy and numeracy in equipping children with the skills for life and the creativity to contribute to the building of a successful nation.”

Wellbeing and personal development

The personal value of creative arts, design and PE may have been grossly underestimated. It is possible there is a causal link between the decline in the arts, technology and PE curriculum and enrichment provision and the worrying rise in young people’s mental health issues, feelings of low self-esteem and lack of self-regulation.

There is no doubt that participation in the creative arts, design and sport make us happier and healthier. The Time To Listen research articulates the value that both young people and their teachers place on their relationships: “…teachers approached students as ‘artists’… (working) to encourage intellectual and disciplinary skills development… to take risks, to be responsible for deadlines… to engage in critical interpretation of their own and others’ work.”

The high levels of trust and respect between teachers and students allow young people to build both the empathy and resilience to succeed in collaborative and challenging environments. The experience of being part of a team – preparing for a production, performance, competition, exhibition – may not eliminate the pressures young people face but it can give them a strong sense of self-worth and the socio-emotional confidence and skills to overcome them and thrive.

The decline in arts, design and PE provision in our schools

Despite all the well-documented evidence, arts and design provision continues to decline; the CLA paper cites a 2017 ASCL/BBC survey which found 90% of school leaders had reduced arts provision in their schools over the past two years. A number of factors are pushing them further out of reach:

Misguided perceptions

For many years, the prevailing view in the state sector has been that the arts, design and sport are a pleasant diversion from academic rigour for the more able and good choices for students who are less academic and more practically inclined – all far from the truth, as the independent sector has demonstrated.

To excel in music, art, dance, design technology or sport, young people develop high levels of critical analysis and creative thinking, the rigour of listening, sharing expertise and collaborating, the self-discipline to practise and persevere. Far from being “soft” options, they help to build the character and competencies that lead to success in the core and foundation subjects.

School performance measures

Recent national strategies and their accountability systems have had unintended consequences, making it increasingly difficult for subjects to survive if they don’t count in performance measures. I recall the introduction of the EBacc as a concept, even before it became a formal measure: many school leaders rushed to re-configure their GCSE option choices, anxious for students to choose subjects that would count the most.

The introduction of new GCSE specifications prompted a move in many schools to start GCSE courses in Year 9; the opportunity for young people to study creative subjects in depth were drastically reduced and it became increasingly difficult for schools to sustain specialist teaching. Primary schools faced similar challenges from the change in Key Stage 2 performance measures.

Financial pressures

Significant ongoing reductions in school funding make curriculum design and delivery increasingly challenging. The fear is that, once the specialist teaching and resources are lost it will be hard to reinstate them.

Reasons to be optimistic

There are the early signs of positive change that should fuel our optimism.

The Russell Group’s recent decision to remove its list of “facilitating subjects” for A-level choices is a welcome start.

The new Ofsted inspection framework (2019), “will move Ofsted’s focus away from headline data to look at how schools are achieving these results and whether they are offering a curriculum that is broad, rich and deep… Those who are bold and ambitious and run their schools with integrity will be rewarded.” (Amanda Spielman, press release)

And – as we see from our own community of NACE Challenge Award-accredited schools – there are many examples of schools which offer a broad, rich and deep curriculum and which show integrity by putting the life chances of their students first when making curriculum and staffing decisions. As a consequence, their students and staff thrive in a school that is alive with creative energy.

Case study: Greenbank High School

At Greenbank High School, teachers’ deep subject knowledge and expert questioning lead to high levels of discourse: students are articulate, critical, creative thinkers and confident, resilient learners. The broad, rich curriculum runs from Year 7 through to 11, with opportunities for students to specialise (e.g. in languages, the arts) from Year 9.

Strong collaborative working relationships with primary, FE and HE providers and excellent in-house careers advice and guidance create a culture of deep learning and high aspiration. The school buzzes with activity: students enjoy the range of academic, physical and creative challenges and the leadership opportunities they bring; they are socially aware and active in supporting each other, both academically and emotionally and see themselves as global citizens.

Case study: Oaksey C of E Primary School

At Oaksey C of E Primary School pupils experience a rich, deep subject curriculum aimed at developing “lively, enquiring minds with the ability to question and argue rationally. We aim to enable our children to be well motivated both mentally and physically for success in the wider world.” As well as academic rigour, there is a focus on values: “valuing human achievement and aspirations; developing spirituality, creativity and aesthetic awareness; finding pleasure in learning and success.”

IT and computing have a high profile: “to enrich and extend learning; to find, check and share information; to create presentations and analyse data; to use IT in real contexts and appreciate e-safety and global applications.” The school grounds are a rich learning environment, with spaces for performance, meditation and reflection designed and constructed by the pupils, as well as places for horticulture and play. Music provision is strong: a specialist part-time teacher and a richly equipped music room (funded by the children’s fund-raising efforts in the community), give every child the opportunity to learn and perform.

What steps can school leaders take?

Taking courage from the Russell Group’s decision, Ofsted’s messaging and the examples of schools which have succeeded in maintaining a flourishing and broad curriculum, school leaders can consider the following:

• Recognise and celebrate the value of creativity and critical thinking across the curriculum.
• See the creative subjects, PE and design technology as essential to the development of high cognitive performance, self-discipline and collaborative practice, well-deserving of their place in the curriculum.
• Employ specialist teachers and encourage them to engage with professional organisations and the creative industries, so they can continue to see themselves as artists.
• Be adventurous with Pupil Premium funding, to make cultural and creative learning opportunities accessible.
• Manage teachers’ workload so they can focus on rich extracurricular provision. Value and acknowledge the impact enrichment makes on young people’s life chances.
• Engage with national champions in the arts and creative industries. Artsmark, Youth Sports Trust, DATA, the RSC, Get Creative (BBC Arts), the Cultural Learning Alliance and local organisations are among many who can give advice and guidance.

“We owe it to future generations to ensure they experience an education that offers them the whole of life and culture: head, heart and soul.” – Cultural Learning Alliance

Which of the steps above has your school already taken? What would you add to this list? Share your views: communications@nace.co.uk

References:

• Cultural Learning Alliance, Briefing Paper No. 4 2018: “The Arts in Schools”
• Royal Shakespeare Company, Tate, University of Nottingham 2018: “Time to Listen”
• PTI, Children and The Arts 2018: “The Creative, Arts and Design Technology Subjects in Schools”
• Ofsted and HMCI commentary September 2018: “Curriculum and the New Inspection Framework”
• House of Commons, Digital, Culture, Media and Sport Committee 2019: “Changing Lives: The Social Impact of Participation in Culture and Sport”

At our spring term meetup, hosted by Jesus College Oxford, NACE members from all phases and sectors joined to discuss and share approaches to developing independent learning skills. Read on for a selection of ideas to try out in your own school…

1. Extended research projects

Extended research projects are widely used across the NACE community, including Extended Project Qualifications (EPQs) as well as a range of other initiatives. At Birchensale Middle School, for example, Year 8 students undertake an independent research project in which points are collected by completing different tasks – the more challenging the task, the more points available. Learners have a choice of topics, presentation methods and supporting materials of different levels.

Meanwhile at Impington Village College, groups of more able learners in Years 8 to 10 from each faculty area meet fortnightly to support each other on an independent research project of their choice. With support from peers and their “faculty champion”, they develop higher-level research skills based on IB coursework models and the A-level EPQ.  

2. Flipped learning

Alongside extended projects, members highlighted flipped learning as effective in developing independence. At Sarah Bonnell School (KS3-4) learners are provided with a bank of resources and reading for each topic, to work through independently ahead of lessons. Students’ response to this approach has been very positive, says the school’s Sabrina Sahebdin. “It allows them to come to the lesson prepared with questions and a chance to query areas where they need further clarification. Time is not wasted in fact finding during lessons; instead we apply knowledge, analyse and evaluate. It has stretched and challenged them further in aiding them with further research for peer teaching.”

3. Presenting to peers

Building on independent learning and research tasks, members highlighted the benefits of asking learners to present their findings to peers – digesting and sharing information in an accessible, engaging and/or persuasive way. Jamie Kisiel, Teaching and Learning Coordinator at Langley School (KS2-5), shared her use of a “knockout debate” competition, which she says has led to students providing more in-depth evaluation in essays and developing more thought-provoking questions, while also ensuring they have a strong foundation in the subject.

At Pangbourne College (KS3-5), learners are challenged to present as experts on a topic they have researched independently. G&T Coordinator Ellie Calver explains that while the whole class explores the same general topic, more able learners are tasked with presenting on the more open-ended and challenging aspects. She comments, “There is a sense of pride in being able to pull others forwards, a real interest in making the material interactive, and a drive to find out more in order to work out what is most significant.”

4. TIF tasks

At Caludon Castle School (KS3-5), each lesson and home-learning task includes a Take It Further or TIF activity – an opportunity to go deeper through independent learning. Assistant Headteacher Steff Hutchison explains, “The TIFs are usually fun, challenging, quirky, a little bit off the wall, so students want to engage with them.” Having come to expect and enjoy these tasks, more able learners now ask for additional TIFs or – even better – devise their own. Steff adds, “Doing the TIF is considered to be cool, so the majority of students of all abilities strive to complete at least one TIF in an average week.”

5. Student-run revision quizzes

At The Commonweal School (KS3-5), students take a leading role by running their own maths revision quizzes. Work in pairs or small groups, they develop questions on the topic being revisited, create a PowerPoint presentation and decide how points will be awarded. “The competitive element is a cause for great excitement – it’s good to see them having so much fun,” says G&T Coordinator Genny Williams. She adds that the initiative has helped learners develop a deeper understanding through working at the top of Bloom’s Taxonomy, given them a strong motivation to take learning further, and has contributed to improved attainment in termly tests.

6. Super-curricular activities

At Hydesville Tower School, learners in Years 3 to 6 are invited to join the Problem-Solving Club – offering opportunities to work with peers on practical and engaging problem-solving activities. Assistant Headteacher Manjit Chand says participants are more inclined to take risks and use metacognitive strategies, and have developed their self-confidence, independence and resilience.

Shrewsbury High School’s Super Curriculum features a range of opportunities for stretch and challenge, including an Art Scholars club and Sixth Form Feminist Society. Each brings together students and staff with a shared interest, providing opportunities to engage with external partners (such as Shrewsbury Museum and Art Gallery, which hosted an exhibition of students’ work) and to explore the subject from multiple perspectives – including relevant research and personal experiences. “Ultimately,” says the school’s Natalie Thomas, “these initiatives work as a result of inspiring a love of learning.”

Learners at Malvern St James (EYFS-KS5) also benefit from opportunities to think and discuss ideas beyond the curriculum, at “discussion suppers” – small-group events at which selected students and staff discuss a topic over supper. Participants are asked to research the theme of the evening beforehand and to come prepared to share their ideas, listen to others, challenge and be challenged in turn. Learning Support and Enrichment Coordinator Rebecca Jones comments, “Pupils admit that it is quite a daunting experience, but feel pleased that they have taken part afterwards.”

7. Building blocks for discussion

While food helps to fuel debate at Malvern St James, at Shipston High School structure is provided with the help of Duplo or Lego bricks. Working in small groups, learners take turns to contribute to the conversation, adding a brick to a shared construction each time they speak. The colour of brick determines the nature of their contribution – for example, red bricks to accept, yellow to build, blue to challenge. Jordan Whitworth, Head of Religion, Ethics and Philosophy and the school’s lead NACE coordinator, says this simple activity has helped learners develop a range of skills for critical and independent thinking.

8. Access to other students’ solutions

At King Edwin Primary School, pupils have opportunities to learn from peers not just within their own school, but across the country. Having participated in the NACE/NRICH ambassadors scheme, Assistant Headteacher Anthony Bandy shared his experience of using the low-threshold, high-ceiling maths resources provided by Cambridge University’s NRICH. In particular, he highlighted the impact of sharing the solutions published on the NRICH website – which allow learners to see how other students, from different phases and schools, have solved each problem. This can inspire more able learners to seek out different approaches, to grasp new strategies and skills independently – including those covered at later key stages – and to apply this learning in different contexts.

Find out more…

For additional ideas and guidance to help your more able students develop as independent learners, join our upcoming members’ webinar on this topic. The webinar will take place on 25 April 2019, led by Dr Matthew Williams, Access Fellow at Jesus College Oxford.

For full details and to reserve your place, log in to our members’ site.

Charlotte Bourne, Deputy Head of Learning at Shakespeare’s Globe, shares four examples of free resources available via the Globe’s 2019 website on Romeo and Juliet, focusing on the development of Assessment Objective 2.

My last blog selected four resources from Shakespeare's Globe’s 2019 Romeo and Juliet website and explained how these could be used to address the needs of more able learners, within a context of challenge for all. Here, I want to drill down into one specific assessment objective within GCSE English literature and discuss four more resources that can support teaching and learning within this area. As ever, these resources are provided free of charge and form part of the Globe's commitment to increasing access to Shakespeare.

Studying a different play? Fear not… Through the Playing Shakespeare with Deutsche Bank project, Shakespeare's Globe also offers dedicated resource websites on:

• Much Ado About Nothing
• Twelfth Night
• The Taming of the Shrew
• Macbeth
• The Merchant of Venice
• Othello
• A Midsummer Night's Dream

You can also visit the Globe’s Teach Shakespeare website for hundreds of free resources, searchable by play, key stage and resource type.

AO2: analysing the creation of “meaning and effects”

Assessment Objective 2 (AO2) requires learners to “analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.”

Many of our resources begin with the “meaning and effects” that have been created. It is incredibly hard for learners to analyse a feature if it creates no effect on them, or if the meaning is obscure. Start with what interests them, or what stands out, then break it down to consider why and how this is the case.

This positions them as active learners and moves them beyond feature-spotting at word-level – important as better GCSE responses discuss the structure and dramatic impact of the text.

Furthermore, broadening learners’ understanding of ways in which meanings can be shaped – particularly in relation to Shakespeare and drama – will support their further study within the subject. Finally, this also supports learners to appreciate the text from the outside: as a conscious construct, a myriad of the writer’s choices, and the characters and plot as vehicles to carry the text’s meanings.

Read on for four free resources to help your learners develop in AO2…

Assistant Director’s blog: week 1

The weekly blog by the Assistant Director takes learners behind the scenes of a theatre production. For AO2, this is helpful to reiterate the form, as the process – and fluidity – of interpretation of drama texts is brought to the fore: this is what we mean by “text in performance”.

The lesson activity accompanying week 1's blog looks at how Romeo changes his speech when speaking to Mercutio as opposed to speaking to Juliet, and what Shakespeare is therefore trying to suggest about his character. As well as familiarisation with different parts of the play, the comparative element draws on a higher-order thinking skill.

This activity is invaluable in foregrounding the form: as James Stredder notes, plays “are essentially speech utterances” (2009). It begins by grounding the real-world application of communication accommodation theory (see Howard Giles), applying this to Shakespeare's craft. The text-work starts with reading aloud to allow pupils to feel the different meanings and effects of each Romeo-construction (speech!). Learners then return to the blog to examine the “how” of these constructions, comparing the use of verse and prose.

Character interviews: Mercutio

This resource uses an interview with the actor playing Mercutio as a springboard for exploration. Linked to AO2, this is another way of emphasising the form and its impact on interpretation. The activity invites learners to examine textual evidence in order to decide to what extent they agree with the actor's interpretation. To add challenge, learners are asked to compare Mercutio's language with Romeo's on a particular theme: love. This pushes learners to unpick how each character's speech is used as a vehicle to convey different conceptions of love.

The next activity uses the actor's interpretation to analyse the impact Mercutio's character has on the dramatic structure: they compare Mercutio's timeline with the main events of the play, and consider to what extent Shakespeare uses Mercutio to drive the events that lead to the tragedy. AO3 is integrated with AO2 through the option to debate Mercutio's primary purpose as exploring the relationship between comedy and tragedy.

Both of these activities demand learners use references from different parts of the play and use a range of higher-order thinking skills to draw out the effect of Shakespeare's choices in constructing Mercutio.

Assistant Director’s blog: week 3

One of the most complex, but also wonderfully rich, episodes in Romeo and Juliet is Mercutio's Queen Mab speech. The week 3 blog provides an insight into how the cast worked with this, and the accompanying lesson activity builds on this. It starts by asking learners to draw the images Mercutio creates at each stage of the speech (bar the last one), which helps in untangling the meaning. They then specify which words and phrases contributed to each section of their drawings, supporting with the precision of their analysis.

Learners then create freeze-frames of each image, reflecting on which words and phrases have had the greatest effect. The chronological sharing of these freeze-frames facilitates an interrogation of the structure: how does the speech change as it progresses? Learners then predict what the last image of the speech might be. After the revelation, read-aloud work furthers the focus on learners making choices about which words create the greatest effect here, only afterwards drilling down into language techniques. Learners finally consider how the messages within this speech could link to the wider themes of the play.

Article: Love and Hate

This resource is comprised of an article from the production programme on the language of love and hate in Romeo and Juliet, with accompanying lesson activities. The article deepens understanding of antithesis and oxymoron by exploring the relationship between them and providing examples from the play; however, perhaps most crucially, it models the relationship between the writer's message and how this is expressed in the language patterns of the play.

Patterns are key here: the lesson activities focus on speeches by Romeo and Juliet from different parts of the play to examine how Shakespeare uses the oxymoron to link the eponymous characters while simultaneously drawing important distinctions between them. Thus, learners are asked to analyse language and then consider how the structure impacts on the meaning of each instance.

To access these resources, plus a wealth of additional resources to support a challenging curriculum, visit 2019.playingshakespeare.org. Remember: the website tracks the production so please keep coming back to see what else we have added!

Helping learners develop collaborative problem-solving skills requires careful planning to ensure all are engaged and challenged. In this blog post, Anthony Bandy, Assistant Head Teacher at King Edwin Primary School, shares six top tips drawn from his experience of participating in the NACE/NRICH ambassador scheme.

Inspired by research highlighting key skills and attributes for the next generation of citizens and employees, NRICH has created free resources to help learners develop mathematical “habits of mind” at primary and secondary levels – focusing on resilience, curiosity, thinking and collaboration. Each of these four key areas is broken down into different strands of maths, making it easy for activities to be delivered as part of regular maths sessions.

When using these resources to help learners develop collaborative problem-solving (CPS) skills, here are six top tips for effective implementation…

1. Explore perspectives on collaboration

When conducting research on effective approaches to developing collaborative problem-solving skills, the NRICH team discovered something they hadn’t even thought of. When asked about working with numbers, one in three surveyed learners said they felt working together was actually cheating! This is useful to bear in mind. Spend some time exploring existing perspectives on collaboration in your class and school – you may need to work on changing learners’ (and possibly teachers’) attitudes to collaborative learning.

2. Use “think, pair, share”

Before some collaborative activities, some learners will need a bit of time to get their head around the problem. “Think, pair, share” is a great way to facilitate this, allowing time for independent thinking as well as collaboration. Learners start by working independently, thinking about the problem for themselves and making notes if they wish. They then discuss the problem in pairs and/or as a group, working around a shared large sheet of paper to discuss their answers, reasoning and strategies as they go along – great for developing maths talk.

3. Consider group size

Some learners do not like working in large groups. In addition, the smaller the group, the higher the participation level of each child; larger groups could initiate passive learning. Consider group sizes before delivering the session – perhaps offer the option to work in twos, threes or fours.

4. Allocate roles and responsibilities

One strategy for developing collaboration is to give learners allocated roles and responsibilities. This can be used in all teaching and learning sessions, giving learners a chance to try out different roles, and increasing participation levels. For example, you could have a Chief Noticer, tasked with noting down ideas using a whiteboard. Your Chief Questioner could be asking questions, such as “What do we notice? How do you know?” You could also have Chief Explainers, Chief Justifyers and so on…

5. Choose activities with different learners in mind

A common concern when planning collaborative activities: how are you going to stop one learner taking over? To ensure all learners are motivated and empowered to participate, try to choose activities that will appeal to different interests and strengths. For instance, in NRICH’s Olympic measures activity, learners who are not usually highly engaged with maths, but who love and know about sports, can become the most important people in the room.

6. Encourage learners to reflect

At the end of each session, ask learners to rate themselves and their partner in terms of collaborative skills. If not a five out of five, what was missing? Why? Build in time to discuss collaboration and what skills are needed to be successful.

Oracy skills underpin all areas of learning and life – and they certainly shouldn’t be taught only to those who join the school debating club, argues Natasha Goodfellow of the English-Speaking Union. Build oracy into every lesson with these five simple activities – suitable for all learners, phases and subjects.

Think about what you’ve done today. How much time have you spent talking, explaining, listening to deduce meaning or ease conflict? How much time have you spent persuading people to your point of view, or to do something you want doing, versus writing essays or doing maths?

Most communication is verbal, rather than written. And yet oracy receives much less attention in the school curriculum than literacy and numeracy. Even in schools which pride themselves on their oracy results, too often the teaching happens in debate or public speaking clubs as opposed to lesson time.

Why make oracy part of every lesson?

While a lunchtime or after-school club can be a good place to start, participants will generally be self-selecting, precluding many of those who might benefit the most. It’s far better to introduce an oracy element into every lesson.

As good teachers know, oracy is about far more than speaking and listening alone. Oracy activities encourage learners to voice and defend their opinions, to think for themselves and to listen critically. And, perhaps most importantly, they build confidence and resilience. However able an individual may be, it’s one thing to argue a point in an essay; it’s quite another to do that in person, in front of an audience, with others picking holes in your arguments, questioning your thought processes or your conclusions. And it’s another leap again to review the feedback and adjust your opinion or calmly concede that you may have been wrong.

With regular practice, what might initially seem uncomfortable or impossible is soon recognised as simply another skill to be learnt. Happily, it’s all part of a virtuous circle – the better learners are at speaking, the better their written work will be. The firmer their grip on the facts, the more convincing their arguments. And, ultimately, the more they are challenged and asked to think for themselves, the more rewarding their education will be.

Here are five simple oracy activities to incorporate in your daily teaching:

1. Balloon debate

Display a range of themed prompts on the board. For instance, in chemistry or physics you might choose different inventors; in PSHE you might choose “protein”, “fat” and “sugar”. Ask the class to imagine they are in a balloon which is rapidly sinking and that one person or item must be thrown out of the balloon. Each learner should choose a prompt and prepare a short speech explaining why he/she/it deserves to stay in the balloon. For each of the items listed, choose one learner to take part in the debate. The rest of the class should vote for the winners/losers.

2. Draw a line

This activity works well for lessons that synthesise knowledge. For example, you may use it to recap a scheme of work. Draw a line on the board. Label it “best to worst”, “most certain to least certain”, or whatever is appropriate. Learners should copy this line so they have their own personal (or small group) version. Introduce items – for example, in geography, different sources of energy; in history, difference sources of evidence. As you discuss each item and recap its main features, learners should place the item on their own personal line. In small groups or as a class, learners can then discuss any disagreements before placing the item on the collective class line on the board.

3. Where do you stand?

Assign one end of the room “agree” and the other “disagree”. When you give a statement, learners should move to the relevant side of the room depending on whether they agree or disagree. Using quick-fire, true/false questions allows you to swiftly assess understanding of lesson content, while more open questions allow learners to explain and defend their thinking.

4. Talking bursts

At appropriate points in a lesson, ask individual learners to speak for 30 seconds on a theme connected to the subject in hand. This could be in a colloquial mode – an executioner arguing that hanging should not be banned, for example; or a more formal mode – such as a summary of the history of capital punishment. Begin with your more able learners as a model; soon the whole class will be used to this approach.

5. Praise and feedback

Finally, make time for praise and feedback – both during oracy activities and as part of general class discussions. Invite comments on how speeches could be improved in future, and recognise and celebrate learners when they make good arguments or use appropriate vocabulary.

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Natasha Goodfellow is Consultant Editor at the English-Speaking Union where she oversees the publication of the charity’s magazine, Dialogue, and content on its website. She has worked as an English teacher abroad and is now a writer and editor whose work has appeared in The Sunday Times, The Independent and The Week Junior.

NACE is proud to partner with the English-Speaking Union (ESU), an educational charity working to ensure young people have the speaking and listening skills and cultural understanding they need to thrive. The ESU’s Discover Debating programme, a sustainable programme designed to improve listening and speaking skills and self-confidence in Years 5 and 6, is now open for applications, with large subsidies available for schools with high levels of FSM and EAL. To find out more and get involved, visit www.esu.org/discover-debating

Read more:

• 5 reasons to teach oracy skills in your classroom
• 7 strategies to develop oracy skills for all learners
  

Plus: for more oracy-based challenges to use in your classroom, watch our webinar on this topic (member login required).

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