Far from being a temporary trend, oracy is a core component of education, vital for attainment, inclusion, and preparing young people for life beyond school. In education, work, and civic life, the ability to think, reason, and solve problems together through talk is fundamental. Research from psychology, linguistics, and neuroscience shows that human intelligence is collective, and that language enables people to think and reason together.

The UK’s Curriculum and Assessment Review (CAR) highlights the importance of spoken language and identifies inequities in how it is taught and supported. It notes that some pupils, particularly those from disadvantaged backgrounds or with additional needs, are less likely to develop strong communication skills unless schools intervene deliberately. CAR recommends clearer guidance and a structured approach to oracy, alongside frameworks for reading and writing, to ensure it is embedded consistently across the curriculum.

In this recording, Omar Jennings and Mike Gardner discuss how schools can embed oracy as a protected, long-term priority rather than leaving it to chance or “initiative status”. They explore how leadership can build a culture that values language, learning, and inclusion equally, and how oracy can help all pupils communicate, reason, and collaborate confidently.

They also share practical, evidence-informed examples of classroom practice, including approaches to vocabulary instruction, repeated reading, dual coding, and creating safe, dialogic classroom spaces. The discussion covers curriculum design, staff development, and workload management, highlighting ways to protect staff wellbeing while sustaining high-quality oracy practice.

Reflection questions

For teachers

• How do I create classroom spaces where pupils can develop their oracy skills safely and confidently?
• In what ways do I explicitly teach vocabulary and language structures to support comprehension for all pupils, particularly those with less exposure to spoken English at home?
• How can I use dialogue, repeated reading, and dual coding strategies to embed oracy as a consistent part of learning, rather than a supplementary activity?
• How do I help pupils reflect on how they are developing as communicators, critical thinkers, and collaborators, not just as readers or writers?
• What small changes could I make tomorrow to ensure that talk and discussion are integrated across all lessons and subjects?

Download additional questions for your team here

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