The Oracy ProjectVoice 21 is a project to deliver a curriculum for spoken language as a subject in its own right. The project will also provide inspiration and materials for developing a wider culture of spoken language in schools, and a diagnostic assessment. |
Organised by the 21 Trust |
The word 'oracy'
This word is used because spoken communication is an acquired, teachable skill like literacy or numeracy.
Like literacy, oracy enables students. Self-expression in the moment is a power of the voice which many young people go without, whilst being able to articulate and discuss ideas and ask the right questions, improves our thinking, learning and teaching
The oracy curriculum
A standard specification of learning objectives, key concepts, key processes, range and content for the teaching of oracy as a subject in its own right. Eventually this will be linked to an open-source resource-bank for oracy teaching.
An oracy culture
Instituting an oracy culture in schools means making talk a greater part of teaching and of school life as a whole. This can mean making small changes to the way teachers take the register, it can mean students taking on a more vocal role in assemblies, or teachers setting up in-depth tutor-group discussions and making talk-based pedagogies central to all subjects. The degree of adoption is up to each individual school.
Oracy assessment
The University of Cambridge is developing a formative diagnostic assessment for oracy. This will help target and refine teaching as well as providing objective evaluation of oracy to outside observers and stakeholders in education.
Oracy Skills
Oracy skills are physical, linguistic, cognitive and social.
Physical: Making youself heard; using your voice and body as an instrument
Linguistic: Knowing which words and phrases to use, and using them
Cognitive: The deliberate application of thought to what you're saying
Social: Engaging with the people around you; knowing you have the right to speak
Click here for the full oracy skills framework