Research School Network: Prioritising Oracy in the Classroom How to Explicitly Teach Oracy at Primary and Secondary Phases for Maximum Outcomes
Prioritising Oracy in the Classroom
How to Explicitly Teach Oracy at Primary and Secondary Phases for Maximum Outcomes
Despite the fact that Spoken Language forms one third of the English curriculum, its teaching in schools has often been neglected. Too often, Oracy is seen as an activity to support other subjects. Whilst Oracy is important for facilitating learning across the whole curriculum, we must also think carefully about how to teach Oracy itself.
Think about whether Oracy is celebrated in your environment.
Are children’s verbal comments collected and displayed?
How often do you read aloud to your class and tell stories?
How many chances do children get to perform poetry and plays?
Do you display unusual objects and encourage children to talk about them?
Could you have a ‘box of wonder’ in your class to provoke discussion?
Could you develop a ‘talking corner’ or invite guests in to talk with, rather than just to, your class?
Join us in this one day course where look at how to explicitly teach Oracy at Primary and Secondary Phases with a focus on how Oracy can easily be interwoven into your teaching of other subjects. To support your development of Oracy we will explore a range of progression of language structures tailored to benefit your setting.
This course will highlight why being a good role model for Oracy is crucial. Just as using your thinking voice is an important tool for developing children’s metacognitive skills in Writing, so it is for Oracy. Verbalising making oracy choices and thinking about the most effective way to phrase speech is key to supporting development.