Oracy

Oracy at Harris Primary: Our Commitment to Confident Communication

At Harris, our aim is for every pupil to leave primary school as confident, articulate communicators able to use spoken language to learn, explain, question, persuade and reflect.

Our Intent

Our approach follows the Voice 21 Oracy Framework which shapes teaching across the physical, linguistic, cognitive and social emotional strands. High quality talk helps pupils think deeply express ideas with accuracy collaborate well and listen with empathy. Our work secures clear progression in speaking and listening from Reception to Year 6 supports consistent practice across the school embeds oracy in all subjects strengthens pupils’ social emotional and cognitive development and values talk as a vital tool for learning and life.

Implementation

Oracy is taught through explicit activities and embedded across the curriculum using evidence informed Voice 21 strategies.

Early Years and Key Stage 1
Teachers use daily structured talk through play, storytelling and role play. Sentence stems such as “I think because” are taught and supported by visual prompts drama and oracy games. Circle time develops turn taking and active listening.

Key Stage 2
Pupils use more advanced sentence starters for reasoning and debate. Activities such as Just a Minute encourage fluent speaking and quick thinking. Oracy protocols including Think Pair Share and discussion roles appear in all subjects. Pupils take part in presentations debates, speeches and performances.

Whole School Practice
Monthly oracy events provide authentic opportunities for performance. Leadership roles, assemblies and community activities allow pupils to apply their skills in real contexts.

Support and Inclusion
All pupils receive clear scaffolds including sentence starters, visual cues and structured talk routines. Those with additional needs access targeted small group support. EAL learners benefit from strong modelling, explicit vocabulary, instruction and structured partner talk.

Assessment and Monitoring

Assessment is continuous and follows the Voice 21 Framework and the Harris Oracy Progression Ladder. Teachers use observation, questioning and feedback to monitor progress and evaluate outcomes. Recordings and presentations are collected for moderation. Oracy champions and subject leaders carry out learning walks to ensure high standards and staff engage in shared moderation.

Impact

By Year 6, pupils communicate with confidence adapt language for different audiences and use a rich vocabulary. They demonstrate clear progress across the four strands:

• Physical speaking with clarity fluency and appropriate expression

• Linguistic using wide precise vocabulary and coherent structures

• Cognitive organising ideas building on others’ contributions and reasoning well

• Social and Emotional showing confidence respectful listening and effective collaboration