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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Keren Gunn, senior assistant principal for teaching school and staff development at Sir Christopher Hatton Academy, explores the challenges and opportunities of the new top GCSE grade.

Sir Christopher Hatton Academy is an outstanding (Ofsted 2015) mixed comprehensive, the lead sponsor in the Hatton Academies Trust, a teaching school and lead of the Hatton Teaching School Alliance. It achieved its second accreditation with the NACE Challenge Award in 2015, and is working towards its third. 

As we review and renew our practice for all learners, I have been reflecting on what the change to the new 9-1 GCSEs means. What will a grade 9 look like; what are the qualities of “grade 9-ness”? How will we teach it effectively, and will we recognise it when we see it? 

We know that according to Ofqual and the DfE, about 20% of the number of students achieving grade 7 or above will achieve a grade 9, and this means about 2.9% of students who would have got an A* would be getting a grade 9 this time round. 

Opportunities and challenges across the curriculum

We see the new grade 9 as a real opportunity, as well as a challenge. From speaking to middle leaders across the academy, the challenges and the opportunities sound remarkably similar across the subjects. The grade 9 system provides huge opportunities for stretching and challenging students, and could allow for real progression and mastery within the curriculum. There are significant opportunities to exploit creative links with business, industry and higher education, for example in food technology or computing and beyond. 

Examples of the innovation taking place include the use of authentic materials in MFL to ensure the language is of a sufficiently high register; adaptation of teaching methods and materials previously used at A-level; and a significant awareness of the need to explicitly teach higher-level thinking skills. The changes also offer an exciting opportunity to re-shape our Key Stage 3 curriculum to develop learners earlier on.

And the challenges? First, the lack of quality exemplar materials from exam boards to guide on the difference between a grade 8 and 9 – particularly significant in subjects like English where we have long been used to a subjective mark scheme, but equally so in mathematics and science, where there are new uncertainties in how questions are likely to be worded. There is also the challenge of delivering additional knowledge-based requirements, while ensuring the skills needed for sophisticated evaluation and analysis are fully developed. 

Developing “grade 9” qualities and skills 

The very quality of being a grade 9 learner is to be independent, enquiring, analytical, critical – and teachers need to be given the best tools, materials and CPD to ensure they can meet these students’ needs. 

One area I have been working on in my own English teaching is the enhancement of targeted academic writing skills, to develop the quality of expression and lexical choices required at grade 9, as well as building contextual and cultural capital as students explore texts. I’ve also used open investigative approaches to poetry, encouraging learners to explore both creative and analytical responses, as well as more formal analysis. After initial work on the Ted Hughes poem “Bayonet Charge”, one student’s response in a first-person piece of creative writing read:

“As the bullets rained down on us the mud caught my feet and held me there as I stumbled frantically. That tear in my eye was not of bravery or patriotism, but of shock and pain. How could our country do that to us? Why would it push us to pain and anguish? I couldn’t comprehend.”  

She had been given time to explore themes, concepts, attitudes and values, enabling her to form independent ideas about the poem, which she will then be able to translate into more formal academic analysis. 

In realising that the message is about challenge for all, we can maximise the opportunity presented by the new GCSEs and embrace the vision of excellence for all students.  

This blog post is based on an article first published in the summer 2017 edition of the NACE Insight newsletter, available for all NACE member schools. To view all past editions of Insight, log in as a member.