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Oracy Rationale

Oracy Rationale


The aim of the Prince Rock curriculum is to develop articulate speakers, inspired writers and avid readers who can apply their knowledge of English to communicate effectively in an ever-changing world. Our intention is for all children to become a fluent, skilled and attentive reader which is developed through quality talk both in and outside of the classroom. We aim to develop and expand children’s language and vocabulary when they listen to and join in with stories, rhymes, songs and through talking about books. Children will be exposed to language outside of normal conversation and ensure disadvantaged children make progress so that they are not at risk of falling behind their peers.


The basis of our Curriculum is to create a sense of purpose and audience through Writing and Reading with Oracy at its heart. There is a clear vision that English should be a key subject within the curriculum alongside the LAT ‘We Wills…’ to ensure that all our children have the opportunity to explore and research, challenge and present their learning in a variety of ways.


The aim of the Early Years reading curriculum is to help practitioners to support children’s learning and development by closely matching what they provide to each child’s current needs. This is underpinned by developing positive relationships, the development of enabling environments and celebrating the uniqueness of every pupil.


As they begin their journey with us, we encourage our children to listen attentively in a range of situations. They learn to listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately. During this time, our children also learn to express themselves effectively, showing awareness of listeners’ needs. They learn to answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. In the early years, language development is a key aspect for all our children and experiences are provide at the outset to help narrow vocabulary gaps and provide an environment rich in language, to promote talk and speech development at every opportunity.

Key Stage One

As our pupils move into key stage one, they learn the importance of active listening, register and collaborative group discussion. They become co-creators of guidelines for discussions and for talk in the classroom to maintain a safe and respectful environment for talk.


Listening protocols enable our pupils to learn to engage with ideas, learn from their peers and hear new vocabulary in practice. These protocols for listening enable our children to understand how to self-regulate in discussion. In addition, at a rate that is appropriate, our children learn different roles to play in discussions to help manage talk and encourage the development of speaking and listening skills which provide a structure for discussions, meaning that eventually our pupils can self-govern talk.


Our children experience Oracy in every aspect of their school day and it sits at the heart of their learning across the curriculum. At this phase, our pupils are given different opportunities to present, perform and debate to their peers, the wider school and the community.

Key Stage Two

In the final phase of their primary journey with us, our pupils embed their Oracy skills and begin to self-regulate more effectively when speaking and listening. They learn to choose the appropriate register, body language and vocabulary to suit their audience.


Talk guidelines are still use to structure group discussions, encouraging our pupils to self-govern. Active listening continues to be revisited and embedded to support our pupils to engage critically with complex ideas, learn from their peers and hear new vocabulary in practice. At this phase, additional opportunities are given to allow our pupils to step out of a discussion and observe talk to consolidate their understanding of Oracy skills and in turn offer critique and support to their peers to improve.


By the end of their journey through our schools, our pupils will have learnt the skills to be able to clearly articulate their thinking, reason, justify, clarify and challenge. They will speak confidently and with clarity in a range of scenarios: class presentations, performances, debates and assemblies to a range of audiences and with skills fit for the purpose of their talk.



In order to measure the impact of our oracy provision, we complete regular monitoring and assessment cycles which include: Termly Pupil Progress meetings, INSIGHT data tracking, YR NELI assessments, use of Voice 21 assessment tracker and SBT monitoring of key groups and interventions.