In the realm of education, we find ourselves navigating an ever-evolving landscape. The need to adapt and innovate has never been more pressing, particularly when addressing the critical issue of oracy.
In this article, I examine the imperative for an “oracy-first” approach for developing the literacy skills of 11 to 14-year-old girls who have been excluded or are at risk of being excluded from mainstream education, drawing insights from the National Literacy Trust’s Represent literacy programme.
What is oracy?
Oracy, often regarded as the neglected sibling of literacy, is a fundamental skill that underpins academic success and personal development. It forms the bedrock upon which communication, wellbeing, positive relationships, and resilience are built.
In the era of digital communication, one might be forgiven for assuming that verbal communication has diminished in significance. However, the reality remains unchanged – our capacity to express ourselves verbally is a potent indicator of our ability to navigate an increasingly complex world.
The Represent programme
The National Literacy Trust’s Represent programme is for girls aged 11 to 14 who are at risk of exclusion or who have been excluded from mainstream education, and can be run in schools, PRUs and other settings.
Represent has demonstrated the impact an “oracy-first” approach can have on this cohort – central to the programme is its unwavering emphasis on developing oracy skills.
The programme is structured around 10 one-hour sessions, centred on a selection of texts and activities that scaffold oracy and engage students in discussions to strengthen their deep understanding of the key messages and support literacy skills development.
By carefully curating engaging texts that revolve around critical themes such as body image, social media, gender inequality, and social justice, Represent aims to create a fertile ground for fostering robust communication abilities.
Responding to the increasing number of girls in alternative provision
Represent is an initiative designed to address the unique educational challenges faced by excluded girls and those on the brink of exclusion from mainstream education.
It was conceived in response to the escalating number of girls finding themselves in alternative provision settings, a demographic once considered a minority within a minority, but now experiencing rapid growth (Agenda, 2019).
In recognising this shift, we have endeavoured to tailor our literacy intervention strategies to cater to the distinct needs of these young individuals.
Excluded students face exceptional challenges, with official GCSE figures showing that only 1 in 20 pass their English and maths examinations. Furthermore, the disquieting reality that more than 50% of young people find themselves not in education, employment, or training (NEET) at age 16 post-exclusion underscores the urgency of our mission (CFSJ, 2020).
The Power of Talk
Our approach in developing Represent was anchored in the pivotal role of oracy. Our main objective was to empower these girls by cultivating essential skills such as effective communication, emotional wellbeing, the capacity to form positive relationships, as well as developing resilience.
To realise this vision, we curated engaging texts that revolved around these themes, complemented by scaffolded comprehension activities that facilitated a deeper understanding of the texts' central messages while honing vital literacy skills.
Our selection of diverse and thought-provoking topics, including body image, social media, gender inequality, and social justice, culminate in a social action project. Here, the girls assume leadership roles, championing causes close to their hearts, thereby nurturing their passions and driving positive change.
Impact of Represent
During its first year, we collaborated with 283 schools and alternative provision settings, resulting in a tapestry of inspiring stories captured by Manchester Metropolitan University (MMU) in its evaluation of the programme (Corcoran et al, 2023).
The report attributed the programme's success to the unwavering emphasis on oracy. Highlighting the significance of oracy as a foundational skill for fostering confidence and voice development, MMU recommended an “oracy-first” approach for this student cohort.
And what about the individual students? The evaluation indicates that heightened self-confidence was one of the most significant takeaways. The girls blossomed within the intimacy of small group dynamics and the safe space created for them to articulate the issues that resonated deeply with them.
Students reported an enhanced capacity to actively participate in their other classes, as the programme provided a “safe space” for them to candidly express their uncertainties.
The small group dynamic allowed for in-depth discussions on issues close to their hearts, facilitating friendships that might otherwise not have materialised.
A pervasive theme that emerged across the participant groups during the evaluation was the idea of being “heard”. Represent provided a valuable platform for these young girls to be seen and heard, engendering a sense of validation and empowerment among a cohort that often feels marginalised.
For some students, their progress in the programme led to a reported “sense of loss” upon its conclusion. In response, we are now developing post-intervention materials in collaboration with participants, offering sustained support beyond the programme's duration.
Another benefit was the opportunity Represent afforded students to enhance their literacy skills. Participants expressed how acquiring new vocabulary bolstered their confidence and enriched their comprehension of written text.
The introduction of the book box received enthusiastic praise from some students, with one emerging as an unofficial reading ambassador, providing feedback to the group and encouraging fellow students to read. This culminated in the student's successful transition back into mainstream education.
The programme's emphasis on engagement with books and reading has been identified as a pivotal factor in its success. The choice of resources emerged as a decisive factor, as facilitators reported that the students identified with the materials, fostering heightened openness and receptiveness among the participants.
This level of inclusivity reaffirms the Represent programme's unwavering commitment to empowering excluded students and cultivating a transformative learning experience for all involved.
Engaging this cohort: Lessons learned
While the Represent programme has demonstrated the positive impact of an “oracy-first” approach for excluded girls, there are other valuable lessons that can be applied more broadly to engage this cohort of students.
One of the significant takeaways is the impact of small group dynamics. The value of these small groups cannot be overstated. They can allow students to articulate issues themselves, they facilitate open and candid discussions, and they lead to the formation of strong friendships.
The lesson is that creating safe spaces for students to express their uncertainties and engage in meaningful conversations can be a powerful tool for building trust and a sense of belonging.
The importance of choice and variation in resources and materials is clear. Choosing materials which resonate with your students can encourage receptiveness. This underlines the importance of inclusivity in educational resources.
Teachers can enhance engagement by providing materials that reflect the experiences and identities of their students, making them feel valued and empowered. As discussed, Represent's selection of texts on critical themes like body image, social media, gender inequality, and social justice proved to be effective in engaging the cohort.
The choice of slightly more controversial texts can spark students' interest and encourage them to share their viewpoints. Teachers can take this lesson to heart by considering texts that challenge students' thinking and promote lively discussions in their own classrooms. This also allows the student to become the “expert” on these topics as it is their own points of view that are being shared.
This continues into the social action project at the end of the Represent programme, where girls assumed leadership roles, championing causes close to their hearts, nurturing their passions and driving positive change.
Empowering students to take ownership of their learning and allowing them to make a meaningful impact in their communities can be a valuable strategy for engaging and motivating students, regardless of their backgrounds.
However, the key outcome that has shone through is the transformative power of oracy. Effective communication, emotional wellbeing, the capacity to form positive relationships, and resilience are skills that can be cultivated through open and meaningful conversations.
Final thoughts
Teachers can prioritise oracy in their teaching methods, understanding that talk is not just a tool for literacy but a powerful force for transforming lives.
As we journey forward with our work in alternative provision, we hold firm to this belief. With the findings from the external evaluation being so encouraging, we are even more committed to ensuring every voice is heard, every story is shared, and every girl finds her power through speech.
- Kirsty Bailey is senior project manager with the Alternative Provision Team at the National Literacy Trust.
Further information & resources
- Corcoran et al: External evaluation of the Represent programme: Report for the National Literacy Trust, MMU, 2023: https://literacytrust.org.uk/research-services/research-reports/evaluation-of-represent/
- NLT: For more information on the Represent programme and to sign up to deliver the programme in spring 2024, visit https://literacytrust.org.uk/represent/