At Voice 21, we are committed to supporting schools to enact a high-quality oracy education for all students. We see ourselves as the bridge between research and practice, translating rigorous, evidence-based insights into practical tools and strategies that teachers can use to bring oracy to life in their classrooms. Alongside this, we engage in research ourselves to better understand our impact and refine our approach, ensuring that our work with schools is both grounded in evidence and shaped by the realities of the classroom.

We also believe in the power of teacher-led research. Each year, teachers in Voice 21 Oracy Schools are invited to take part in the Douglas Barnes Award, named in honour of the pioneering researcher whose work highlighted the vital role of talk in young people’s learning. This award recognises the powerful classroom research being undertaken across our network and provides a platform for teachers to share what they have learned about oracy in their specific contexts.

In this edition of The Talking Point, we’ve chosen to explore five different aspects of oracy education: the role of oracy in careers education, dialogic teaching, ground rules for talk, talk in the maths classroom and oracy for EAL learners. Each topic is explored through a theoretical lens, accompanied by a companion piece which examines how this theory can be brought to life in the classroom. By combining theory and practice in this way, we aim to offer a richer, more nuanced understanding of oracy education, as well as practical inspiration for how to develop it in your own school.

You’ll find that each pair of articles is grouped under a Talking Point—a thought-provoking statement designed to spark discussion. Just as Talking Points are used in classrooms to promote purposeful, exploratory talk, we hope these articles prompt meaningful professional dialogue among colleagues. Whether you’re a classroom teacher, a school leader, or someone involved in shaping school-wide strategy, we hope this journal offers valuable insights to support your oracy journey.

We are grateful to the many contributors—teachers, academics, and colleagues at Voice 21—who have generously shared their expertise and reflections in this year’s journal. Their contributions not only further our collective understanding of oracy, but also showcase the thoughtful, varied approaches being taken to embed oracy education in schools across the country.

Thank you for taking the time to read and reflect. We hope this edition of The Talking Point leaves you inspired to continue developing oracy in your own context, equipped with fresh thinking and practical strategies to ensure all students benefit from a high-quality oracy education—one that enables them to thrive in school, work and life.