Oracy can be taught in every lesson through carefully planned and thoughtfully structured discussions in pairs, small groups and as a whole class...
By Amy Gaunt, Director of Learning Impact and Influence
This article was first published in Sec Ed in their ‘SecEd best practice guide to teaching oracy in schools’.
It is year 10 computer science – not a lesson where you would typically expect to see oracy take centre stage. Even the layout of the classroom poses a challenge, with banks of computers forming physical barriers between students.
The lesson starts: “I’d like you to look at the tier 2 and 3 words – efficiency, maintainability, constructs, functions. You’re going to discuss that in your small oracy groups.”
Students break into small groups. They are clearly used to talking to each other. There is a low hum as students talk together to decide on the most appropriate definition for each term.
The teacher brings the class back together:
“Let’s see what we’ve got then. So ‘efficiency’, who can go with it? Go for it Kaelan.
What did your group say?” Kaelan loves to talk: “Solving a problem with the least amount of steps.”
But the teacher is not satisfied with this definition. He asks whether anyone can develop Kaelan’s idea further. A short, detailed discussion ensues in which students discuss how they can solve a problem with the least amount of code. The teacher challenges them to develop and extend their thinking and explain their reasoning, providing a solid basis for the learning students will be doing for the rest of the lesson.
The talk does not end there. The teacher quickly reminds students of the conventions of group talk in his classroom: “Remember the rules. Remember you can’t talk over each other. I’m looking at you two in particular! Remember to build on what someone’s saying. Clarify if they are not understanding.” (See further information for Voice 21’s Discussion Guidelines and Talk Tactics resources.)
The teacher shares two extracts of code: “They’re both lovely programs but they’re not perfect. I… and how do we teach it?
Oracy can be taught in every lesson through carefully planned and thoughtfully structured discussions in pairs, small groups and as a whole class…want you to decide what programming techniques have been used. Which program is more efficient and what maintainability techniques have been used as well? Which is the better program?”
The students break off and begin talking in trios. You can hear students applying their subject knowledge to the problem at hand, pulling out features of each program and evaluating each one based on the key concepts explored at the start of the lesson. I am drawn to a group where a lively discussion has broken out.
“Guys, I need your clarification. Why is the function unnecessary?”
Another student responds, pointing to examples in the code to support his explanation.
“So the second is useless is what you’re saying to me,” clarifies the first student. It is clear he has misunderstood and so the second student provides an alternative explanation.
“Ah I get that now,” the first student replies.
After several minutes, the teacher brings the class back together, inviting summarisers to share each group’s reflections on each code. These students are required to make their reasoning public, comparing each program and articulating which one they think is better overall. This is not a standalone oracy lesson, yet students have learnt both “to” and “through” talk. Through carefully planned and thoughtfully structured discussions – both in small groups and as a whole class – they have had opportunities to apply, refine, and deepen their understanding of key programming concepts and develop their oracy skills. When you see a lesson like this in action, it is easy to miss the expertise, decisions, and strategies that make it work.
This is why Voice 21 developed the Oracy Benchmarks (2019) – to guide and empower teachers to develop oracy in their classrooms and make the principles behind effective oracy practice accessible for all students. There are five benchmarks for schools and five for teachers. Let’s explore how the five teacher benchmarks were brought to life in the lesson I describe here.
The teacher establishes and models ambitious norms for talk, encouraging students to use technical vocabulary and articulate their thinking with precision. High expectations are evident as the teacher challenges students to explain and refine their reasoning. Established routines ensure that students confidently engage in educationally productive discussions.
Every student is encouraged to participate, first in small groups and then in whole-class discussions, allowing them to refine and develop their ideas before presenting them more publicly. The teacher fosters a collaborative culture, prompting students to develop and challenge each other’s ideas rather than immediately offering his own. Benchmark 3: Teaches oracy explicitly:
Oracy is intentionally taught in this lesson. The teacher reinforces the conventions of effective discussion, emphasising turn-taking, building on other people’s contributions, and seeking clarification. He scaffolds talk by modelling discussion strategies and encouraging students to justify their reasoning.
Oracy is integrated into the lesson as a tool to deepen knowledge and understanding. Via discussion, students critically engage with key ideas, challenge misconceptions, and articulate their reasoning. Structured opportunities fordialogue refine their thinking and help them apply their knowledge.
The teacher actively monitors discussions, listening to students’ language and the quality of their reasoning. He provides immediate feedback, prompting them to clarify points and extend thinking. The final task requires students to articulate their reasoning publicly, offering opportunity to assess subject knowledge and oracy skills.
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