Explore over 120 Oracy Sequences of Learning!

National Oracy Pioneers 2020

 

Below are over 120 oracy sequences of learning from participants in this year’s National Oracy Pioneers Programme. Each sequence details the aims, impact, and steps that participants in the National Oracy Pioneers programme have taken in introducing oracy to their classrooms.

With projects ranging from EYFS through to Year 12 there’s a fantastic mix of oracy approaches across subjects and key stages.

As you’ll see below, there are five separate Journals based on the five areas in which the programmes ran. Take a look at the highlights at download the journals below.

Birmingham National Oracy Pioneers Journal 

“As the lessons progressed, I could see the confidence and engagement of all students rise. I found more of the students who were not as effective workers  in groups, due to drive or confidence, were able to make thoughtful contributions as a result of the chance to think independently before offering their ideas” English Teacher, Carlie Squire, Highfields School.

Take a read of Carlie’s sequence of learning “Issues and spoken word poetry” (KS3) below and on page 18 in the Journal.

Download the Birmingham Journal.

 

York National Oracy Pioneers Journal 

“At The Halifax Academy Primary Phase, each year group plan for an Oracy-based delivery of a subject or unit. We use the Talk continuum to guide the shifting balance between exploratory talk and presentational talk over the period of a half term. This eventually is completed with the children’s work showcased in front of a selected audience.

As well as explicit oracy lessons, staff are conscious to model and have high expectations of the children in relation to the 4 strands and will discreetly teach this in the corridors, in the playground and in all lessons.” Stephen Potter, primary teacher, The Halifax Academy

 

Take a read of Stephen’s sequence of learning “Building an oracy curriculum”  on page 6 in the York Journal.

Download the York National Oracy Pioneers Journal.

 

Manchester National Oracy Pioneers Journal 

“The content of their final piece was significantly better than other writing that had been produced when Tier 3 vocabulary had been introduced. It was great to see my initial aim for this project pay off. The children’s linguistic skills definitely improved as they were using more sophisticated vocabulary and had a shared understanding of its meaning.” Caryn Ryan, Gorsefield Primary School

Take a read of Caryn’s sequence of learning, “How milk is used to make cheese” (KS3) on page 4 of the Manchester Journal. 

Download the Manchester National Oracy Pioneers Journal.

 

Bristol National Oracy Pioneers Journal 

“I have begun to use discussion tools learnt in the training in maths sessions when a child works out an answer, encouraging children to agree or disagree and explain why. Using the framework has also been a powerful tool in embedding the Characteristic of Effective Learning: Creative and Critical Thinking (which aims to enable children to have their own ideas and make links in their learning) across the curriculum as a natural part of everyday teaching and learning.” Liz Howlin, Fitzmaurice Primary School

Read Liz’s sequence of learning on “The Tiger who came to tea” (EYFS) on page 2 of the Bristol Journal.

Download the Bristol National Oracy Pioneers Journal. 

 

London National Oracy Pioneers Journal 

“By also focusing on the different strands of oracy, students were able to use talk for a wide range of purposes. They were able to distinguish between dramatic performances, discussions and presentations, which led to some very impressive and polished speeches.” Sammana Noonan-Smith, Claremont High School

Take a read of Sammana’s sequence of learning “Lady Macbeth as a villian” (KS3) on page 16 of the London A Journal.

Download the London A Oracy Pioneers Journal. 

Download the London B Oracy Pioneers Journal. 

 

 

Share This

Recent impact

Report

Get Talking in PRUs evaluation

We wanted to make sure we supported PRUs in a way that worked for them, transferring what we have learned from working with more than 1100 mostly mainstream schools since 2017, and recognising and adapting to any differences brought about by the PRUs’ context.

Case study

Raising expectations of student oracy with their parents

It has made us reconsider the format of all parent consultations, particularly because it emphasises the most important part: enabling students to share the work they are particularly proud of.

Back to impact

© 2020 Voice 21. Voice 21 is a registered charity in England and Wales. Charity number 1152672 | Company no. 08165798