- Introduction
- What is oracy?
- What is Oracy?
- Learning to talk
- Learning through talk
- Subject-specific oracy
- ‘Generic’ oracy
- Oracy framework
- Oracy timeline
- What do teachers believe oracy is?
- How should oracy be taught?
- Why does oracy matter?
- Does oracy matter?
- Do teachers value oracy?
- Language and communication
- Social and emotional benefits
- Cognition
- Civic engagement and empowerment
- Employment opportunities and economic benefits
- Social disadvantage
- Which pupils benefit from oracy?
- How do teachers and schools currently develop oracy?
- How do teachers and schools currently develop oracy?
- Teachers in different phases and school types approach teaching oracy differently
- Whole-school practices
- School oracy be embedded across the curriculum or taught discretely?
- What helps and hinders oracy in schools?
- What helps and hinders oracy in schools?
- Lack of time
- Fear of negative effects for pupils
- Pupils’ confidence
- Behaviour
- Prioritisation
- Lack of confidence and expertise
- Subject relevance
- School leaders
- Conclusions
- Key findings
- What is oracy?
- Does oracy matter?
- How do teachers and schools develop oracy?
- What helps and hinders oracy in schools?
- Ways forward
- Appendix
- ‘Key informant’ interviews
- The Survey
- Pretesting
- Polling
- Analysis
- Case studies
- Appenix 2: number of survey respondents by category – summary
- References
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