A report published this week finds that other than “speaking in assembly” the majority of schools (more than three-quarters), do not offer “meaningful” opportunities to develop oracy skills.
Oracy: The state of speaking in our schools – commissioned by the Voice 21 campaign, which argues the case for oracy in schools – states that a majority of teachers believe oracy to be just as important as literacy and numeracy.
It finds that oracy skills are much more likely to be found in independent schools, where debate clubs are popular and teachers often feedback to parents about pupils’ vocal contributions in class.
A second report released this week by the English Speaking Union – entitled Speaking Frankly: The case for oracy in the curriculum – includes contributions from a range of educationalists arguing why oracy skills should be prioritised.
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