Oracy in the classroom: a teacher's guide
Discover the vital role of oracy in language development and how enhancing speaking skills in the classroom can boost students' learning and confidence.
What is Oracy?
Here, we explore ways of developing a strong culture of language use in the classroom. The importance of oracy in language development cannot be emphasised enough. Discussion is central to all aspects of the curriculum including areas such as grammar development. If the conditions are set up correctly with the right sort of tools, children can have purposeful discussions about the possibilities, effects and meaning of the curriculum through active questioning.
For a comprehensive exploration of this approach in practice, see our talk-based learning strategies guide.
Key Takeaways
- Oracy is not merely 'talking' but the fundamental bedrock upon which literacy and academic success are built. Developing learners' spoken language skills, including the ability to articulate thoughts and engage in reasoned discussion, significantly enhances their reading comprehension and writing proficiency, as detailed by Mercer (2000). This integrated approach ensures learners can 'think together' and deepen their understanding across all curriculum areas.
- Targeted oracy interventions are crucial for closing the persistent communication gap, particularly for disadvantaged pupils exacerbated by recent educational disruptions. Research highlights that learners from lower socio-economic backgrounds often start school with a significant vocabulary deficit, impacting their ability to access the curriculum and express complex ideas (Rochester, 2017). Explicitly teaching dialogic skills and providing rich language environments can mitigate these disparities, fostering equitable learning opportunities.
- Effective oracy development requires deliberate pedagogical strategies that move beyond informal chat to structured, purposeful discussion. Teachers must actively cultivate a classroom culture where learners are taught to engage in 'exploratory talk', characterised by reasoned argument and collaborative problem-solving, rather than simply 'cumulative talk' (Alexander, 2008). Implementing dialogic teaching approaches provides learners with the tools to question, explain, and build on each other's ideas meaningfully.
- Robust assessment of oracy is essential for tracking pupil progress and informing targeted teaching, moving beyond subjective observation. Developing clear assessment frameworks, which evaluate specific dimensions of spoken language such as physical, linguistic, cognitive, and social-emotional skills, provides valuable diagnostic information (Hardman, 2019). This allows teachers to identify individual strengths and areas for development, ensuring interventions are precisely tailored to learners' needs.
Oracy can be described as learning to talk and learning through talk. This article focuses on the latter, we are particularly interested in how using active discussions can form the foundation for learners understanding of curriculum content.
Enabling children to understand the different types of discussion roles available to them broadens their repertoire of classroom dialogue. Structured discussion techniques and dialogic teaching provide clear frameworks for these interactions. As well as being a tool of commun ication, effective oracy skills enable learners to participate in deep learning activities where they can exchange ideas, engage in exploratory talk, and challenge assumptions.
This area of pedagogy has particular significance for disadvantaged or low-attaining learners, especially those with sen. Withbelow and the rest of the website you will find examples of how classroom talk can be used for knowledge acquisition and the development of spoken language development skills. Oracy is the art of speaking eloquently and persuasively. When someone speaks in a persuasive manner, they try to convince others of their point of view. While this type of communication is common in everyday life, it's also a fundamental part of the curriculum.
Speaking is one of the most basic skills that humans possess. We learn to talk early in life, and our ability to communicate continues to develop throughout adulthood. Regardless of whether someone speaks fluently or struggles to express themselves, learning to speak is the foundational building block of literacy. Learning to read and write is much easier when you understand the basics of spoken communication.
For example, knowing how to pronounce certain letters and sounds allows children to recognise letter patterns and build vocabulary. When kids grow into adults, they continue to rely on their knowledge of pronunciation to decode written text. It's no surprise then that mastering the art of speech is a critical part of developing literacy. People who lack proficiency in speaking tend to fall behind academically, especially with reading comprehension. Organisations such as Voice 21 I've been promoting effective oracy skills acr oss schools in the UK, it is clear that providing children with the tool of communication sets them up for a lifetime of success.
Oracy is to communicate what literacy is to reading and writing; and numeracy to mathematics. The term 'oracy' was first used by Andrew Wilkinsonin the 1960s. Andrew believed that oracy, one's ability to express themself with fluency in speech, must get equal status to math performance and literacy in school curriculums.
Andrew Wilkinson coined the term "oracy" in 1965 at the University of Birmingham, defining it as "the ability to express oneself coherently and to communicate freely with others by word of mouth." He argued that oracy was as fundamental as literacy and numeracy, describing it as "the forgotten R." Wilkinson's advocacy led to the National Oracy Project (1987-1993), which demonstrated that structured talk improved attainment across all subjects. His foundational insight remains: schools that treat spoken language as a skill to be explicitly taught, rather than something learners simply pick up, see measurable gains in both oracy and literacy.
In its simplest form, oracy is to be able to express oneself well. It relates to having a broad range of vocabulary to say what one needs to say and the proficiency to structure thoughts so that the person makes sense to others.
More recently, oracy has become even more important. This is because, education in schools is predominantly provided in English (in the UK), but many children lack spoken communication skills because they speak another language at home. Once schools begun reopening after the initial pandemic lockdown, many educators reported a dip in oracy skills particularly in children from disadvantaged backgrounds.
How do you measure Oracy Skills?
Many studies have discussed the potential role of teachers and schools in building Oracy skills in students. In recent times, online learning has made serious negative impacts on students such as social isolation, and poor communication skills. After opening, the majority of schools can reduce the negative impact of online education through different competitions, programmes and resources based upon 4 key oracy skillsets: evidence and reasoning; response and listening; delivery and expression; and prioritisation and organisation. Schools must teach and develop students' proficiency in these skillsets just like literacy and numeracy through explicit instruction and scaffolding. For further guidance, see our article on Rosenshine's principles of instruction.
The Education Endowment Foundation rates oral language interventions at +6 months additional progress, placing it among the highest-impact strategies in the Teaching and Learning Toolkit (EEF, 2021). The evidence base is strong and the cost is low, yet oracy remains systematically under-taught in most schools. The EEF recommends structured approaches rather than simply "more talk": explicit teaching of discussion skills, modelled use of academic language, and deliberate practice of extended verbal responses. Unstructured talk without scaffolding produces limited gains.
"lazy" alt="Students working collaboratively on a project" >
To measure oracy skills schools can use a range of assessment tools. These include observation checklists, self and peer assessment, and structured discussions. Teachers can also use formative assessment techniques, such as think-pair-share, to gauge students' understanding and spea king skills in real-time. By using a variety of assessment methods, teachers can gain a comprehensive understanding of students' oracy skills and identify areas where they need additional support.
Research by Hattie and Timperley (2007) identifies effective feedback as having one of the highest effect sizes in education, while Dylan Wiliam (2011) provides practical frameworks for embedding formative assessment.
Practical Strategies for Developing Oracy in the Classroom
Here are some practical strategies that teachers can use to develop oracy in the classroom:
- Create a safe and supportive environment: Encourage students to take risks and participate in discussions without fear of judgment. Establish clear ground rules for respectful communication.
- Model effective communication: Demonstrate active listening skills, clear articulation, and respectful disagreement. Share your own thinking processes aloud to model metacognitive strategies.
- Use structured discussion techniques: Implement strategies such as think-pair-share, debates, and role-playing to provide a framework for purposeful talk.
- Provide opportunities for collaborative learning: Encourage students to work together on projects and assignments that require them to communicate and negotiate ideas.
- Teach explicit vocabulary: Explicitly teach vocabulary relevant to the curriculum, providing opportunities for students to use new words in context. Focus on subject-specific terminology.
- Encourage questioning: Create a classroom culture where students feel comfortable asking questions and seeking clarification. Model effective questioning techniques.
- Incorporate drama and role-play: Use drama and role-play activities to engage students in active learning and develop their communication skills.
- Provide feedback: Offer constructive feedback on students' speaking skills, focusing on areas such as clarity, organisation, and persuasiveness.
Vygotsky's Sociocultural Foundation
Vygotsky (1978) argued that all higher mental functions originate in social interaction. Thought does not simply find expression in speech; thought is completed in speech. Inner speech, the private verbal thinking we use to plan and self-regulate, develops from external dialogue between child and adult. This means oracy is not a peripheral communication skill but the foundational mechanism through which higher-order thinking develops. When a teacher asks a learner to explain their reasoning aloud, they are not merely checking understanding: they are building the internal dialogue the learner will later use to think independently. Mercer (2000) calls this "interthinking," where collaborative talk creates shared understanding that neither participant could reach alone. For Vygotsky's broader theory, see Vygotsky's theory of cognitive development.
How Can Teachers Assess Oracy Progress in the Classroom?
Measuring oracy development requires a different approach to traditional literacy assessment. Unlike written work, spoken language assessment happens in real-time and involves multiple dimensions of communication. Teachers need practical tools that capture both the content and quality of learner contributions without interrupting the flow of discussion.
The most effective oracy assessment combines observation with learner self-reflection. Create simple rubrics that focus on key speaking skills: clarity of explanation, use of subject-specific vocabulary, ability to build on others' ideas, and appropriate register for different audiences. These rubrics work best when learners understand them and can use them for peer assessment during group work.
Creating Oracy Portfolios
Digital oracy portfolios offer a powerful way to track progress over time. Using tablets or classroom computers, learners can record short speaking tasks once per half-term. These might include explaining a mathematical concept, presenting a science investigation, or debating a historical perspective. The recordings provide concrete evidence of vocabulary development, sentence complexity, and growing confidence. They also serve as valuable formative assessment tools, allowing learners to listen back and identify areas for improvement.
For younger learners or those with special educational needs, visual progress trackers work particularly well. Create a classroom display showing different oracy skills as stepping stones: from 'I can speak clearly' to 'I can explain my reasoning using because'. Learners move their name along the path as they demonstrate each skill, providing immediate recognition of progress whilst identifying next steps.
What Are the Most Effective Oracy Activities for Different Year Groups?
Oracy activities must match learners' developmental stages whilst challenging them to extend their verbal reasoning skills. Foundation Stage and Key Stage 1 learners benefit from structured talk partners and role-play scenarios that develop basic conversational skills. Activities like 'Barrier Games', where one learner describes a picture for their partner to recreate, build precise descriptive language whilst maintaining engagement.
Key Stage 2 Oracy Progression
As learners move through Key Stage 2, introduce more sophisticated discussion formats. 'Philosophy for Children' sessions work exceptionally well for Years 3 and 4, encouraging learners to explore abstract concepts through structured dialogue. By Years 5 and 6, learners should engage in formal debates, panel discussions, and 'Expert Groups' where they research and teach specific topics to their peers.
Secondary learners require oracy activities that mirror real-world communication demands. Mock interviews, podcast creation, and formal presentations prepare them for future academic and professional contexts. Subject-specific oracy becomes crucial: scientific explanations require different language structures than historical arguments. Teachers should explicitly teach these disciplinary differences, helping learners code-switch between different academic registers.
How Does Oracy Support Learners with English as an Additional Language?
For EAL learners, structured oracy activities provide essential scaffolding for language acquisition. Unlike written tasks, speaking allows immediate feedback and natural repetition of key vocabulary. Collaborative talk activities reduce anxiety by distributing the communicative load across multiple speakers, allowing EAL learners to participate at their current language level whilst accessing more complex content.
Pre-teaching vocabulary through oracy games significantly improves EAL learners' curriculum access. Activities like 'Word Tennis', where learners rapidly exchange words within a semantic field, build fluency whilst reinforcing subject vocabulary. 'Sentence Builders', where groups collaboratively construct increasingly complex sentences, explicitly teach English syntax through playful exploration rather than formal grammar instruction.
Mixed-ability talk groups particularly benefit EAL learners when structured appropriately. Assign specific roles that match language proficiency: newer English speakers might act as 'vocabulary collectors' or 'question askers', whilst more confident speakers take 'summariser' or 'challenger' roles. This differentiation ensures all learners contribute meaningfully whilst developing their linguistic repertoire through exposure to peer language models.
Frequently Asked Questions
What is oracy in education?
Oracy refers to the ability to express oneself fluently and grammatically in speech. It involve learning to talk and learning through talk to improve understanding across the school curriculum. In its simplest form, oracy is the verbal equivalent of literacy and numeracy.
How do teachers implement oracy in the classroom?
Teachers can use structured discussion techniques such as think, pair, share and dialogic teaching to create purposeful talk. Scaffolding tools like sentence stems and assigned discussion roles help learners structure their thoughts and respond to others. Explicit instruction in specific oracy skillsets ensures children know how to reason, listen, and organise their ideas effectively.
Why is oracy important for language development?
Spoken language is the foundational building block for reading and writing. Developing oral proficiency allows children to recognise letter patterns, build a broad vocabulary, and improve reading comprehension. Mastering these skills early provides a base for all future academic success and cognitive development.
What does the research say about oracy and learning?
Research suggests that high quality classroom talk significantly improves outcomes for all learners. Studies indicate that structured talk helps learners move beyond simple recall toward deeper strategic thinking and better problem solving. Evidence shows that explicit oracy instruction is particularly effective at reducing the communication gap for disadvantaged pupils.
What are common mistakes when teaching oracy?
A frequent error is assuming that any classroom talk is the same as oracy. Without structure and explicit instruction, talk can become unproductive or dominated by only a few voices. Teachers should ensure they focus on the cognitive aspects of speaking rather than simply allowing learners to chat without a clear purpose.
How does oracy support learners with speech and language needs?
Oracy provides a vital bridge for learners with additional needs to access the curriculum without the immediate pressure of writing. It allows them to practise their thoughts verbally and build confidence through structured interactions. Using a clear framework helps these learners participate in deep learning activities and challenge assumptions alongside their peers.
Conclusion
Oracy is a fundamental skill that underpins all areas of learning. By creating a classroom culture that values talk, providing structured opportunities for discussion, and explicitly teaching communication skills, teachers can helps students to become confident and articulate communicators. This, in turn, will have a profound impact on their academic achievement and their ability to participate fully in society.
Investing in oracy is an investment in our students' future. By prioritising the development of spoken language skills, we can equip them with the tools they need to succeed in education, employment, and life. Let's make oracy a cornerstone of our teaching practice and reveal the full potential of every student.
Plan a 12-Week Oracy Programme
Generate a progressive oracy implementation plan with talk protocols, sentence stems, and assessment checkpoints for your key stage.
Free Resource Pack
Download this free Oracy, Dialogic Teaching & Classroom Dialogue resource pack for your classroom and staff room. Includes printable posters, desk cards, and CPD materials.
Free Resource Pack
Oracy & Dialogic Classroom Talk
4 evidence-informed resources to boost student voice and purposeful discussion in your classroom.
OracyDialogic TeachingClassroom DialogueClassroom Wall DisplayCPD Briefing VisualTeacher Strategy GuideSelf-Reflection Checklist
Download your free bundle
Fill in your details below and we'll send the resource pack straight to your inbox.
Your resource pack is ready
We've also sent a copy to your email. Check your inbox.
Philosophy for Children and Structured Enquiry
Philosophy for Children, developed by Matthew Lipman in the 1970s, uses philosophical enquiry to develop reasoning through structured dialogue. In a P4C session, learners sit in a circle, share a stimulus such as a picture book, news story, or unusual object, then generate philosophical questions. The class votes on the most interesting question and discusses it using stems like "I agree with X because..." and "I want to challenge that because..." The EEF trial of P4C showed +2 months additional progress in reading and maths, with larger gains for disadvantaged pupils. P4C works because it requires learners to listen, build on others' ideas, and justify their reasoning, all transferable oracy skills. For critical thinking strategies, see our guide to critical thinking.
Drama Conventions and Purposeful Speech
Jonathan Neelands' dramatic conventions framework provides structured approaches to learning through drama that develop spoken language in context. Techniques like hot-seating (learners answer questions in character), conscience alley (classmates voice arguments for and against a character's decision), and freeze-frame (groups create a still image of a key moment) all require purposeful, extended speech. Drama is oracy with stakes: learners rehearse register, persuasion, and narrative voice through role, which transfers directly to writing and formal speaking. A Year 5 class studying the Tudors might hot-seat Henry VIII, requiring learners to ask historically informed questions and the "king" to justify decisions using period-appropriate reasoning.
Further Reading
- A Dialogic Teaching Companion - Alexander, R. J. (2020). Routledge. The definitive account of dialogic teaching by its leading UK researcher, covering the classroom talk frameworks, evidence base, and practical implementation strategies that underpin effective oracy teaching across all key stages. View publication ↗
- Oracy: The State of Speaking in Our Schools - Voice 21 (2020). A comprehensive audit of oracy provision in English schools, presenting survey data from over 1,000 teachers and identifying the structural barriers to implementing effective oracy teaching, with recommendations for school leaders and the DfE. View report ↗
- Dialogue and the Development of Children's Thinking: A Sociocultural Perspective - Mercer, N. and Littleton, K. (2007). Routledge. Research demonstrating how structured classroom talk improves not only communication skills but also cognitive development and reasoning, drawing on Vygotskian theory to explain why exploratory talk accelerates learning. View publication ↗
- Closing the Word Gap - DfE (2012). Intervention guidance examining the relationship between oral language development and literacy attainment, with particular focus on the vocabulary gap between disadvantaged pupils and their peers and evidence-based strategies for classroom intervention. View document ↗
- Speaking and Listening Through Drama - Neelands, J. (1992). Hodder and Stoughton. A seminal text on using drama and role-play to develop oracy skills, demonstrating how structured dramatic contexts provide the authentic communication purposes that motivate learners to develop vocabulary, register, and persuasive language skills. View resource ↗
