The Power of Oracy: Unlocking Student Potential Across the Curriculum

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Oracy is the disciplined art of speaking and listening—where thinking, language, expression, and collaboration come together to shape understanding and communication. It includes both verbal and non‑verbal elements and spans a variety of interactions, from formal presentations to collaborative discussions (Chris Quigley Education, 2025). It is one of the most overlooked yet essential disciplines in education. While literacy and numeracy often dominate educational priorities, oracy is increasingly recognised as the key to unlocking deeper learning, critical thinking, social mobility, and employability across all subject areas. Despite its importance, oracy continues to receive limited attention in many curricula worldwide.

In this blog, we will explore the benefits of oracy, the research supporting its integration into classroom practice, and how teachers can make it an integral part of the curriculum.

The Importance of Oracy

Much like literacy and numeracy, oracy is a foundational aptitude underpinning success across the curriculum. Robin Alexander (2008) defines oracy as the ability to use spoken language for a wide range of purposes, including explanation, reasoning, and social interaction. He argues that "dialogic teaching"—teaching emphasising discussion and dialogue rather than rote learning—can significantly enhance student outcomes. Similarly, Neil Mercer's research on "exploratory talk" demonstrates how collaborative dialogue in the classroom can develop students' reasoning talents, problem-solving abilities, and social interactions (Mercer & Littleton, 2007).

Oracy and Academic Success

The link between oracy and academic achievement is well established in the literature. Research by Lauren Resnick and colleagues in the United States highlights how "Accountable Talk"—structured classroom dialogue—leads to improved learning outcomes in subjects such as mathematics and literacy (Resnick et al., 1995). These findings are echoed in the UK, where oracy initiatives like Voice 21 show that students who are encouraged to articulate their thoughts through structured talk develop deeper understanding and retain knowledge more effectively (Voice 21, 2020).

In Singapore, Afitska (2017) demonstrated that oral language instruction significantly enhances English language proficiency and overall academic performance, proving that oracy is not only beneficial for communication but also for subject-specific achievement. The Cambridge Primary Review (Alexander, 2010) also argues that oracy is essential for knowledge retention and higher-order thinking skills, suggesting that speaking and listening should be central to learning across all subjects, from science to the arts.

Oracy and Social Mobility

In addition to improving academic outcomes, oracy plays a vital role in promoting social mobility. Research by the Sutton Trust (2014) shows that students with strong verbal reasoning skills are more likely to succeed academically and professionally, yet many students from low socio-economic backgrounds lack access to quality spoken language education.

Voice 21’s work focuses on closing the "oracy gap" for disadvantaged students, providing them with the communication tools they need to succeed in both education and life. Their research demonstrates that when schools invest in developing oracy, it can significantly boost the confidence and academic performance of students from underprivileged backgrounds (Voice 21, 2020). In India, Desai (2019) found that structured oracy opportunities for rural students not only improved their confidence but also opened pathways to higher education and employment, thereby enhancing social mobility.

Oracy and Employability

Employers worldwide consistently rank communication as one of the top skills required for employability (CBI, 2019). In today's globalised economy, the ability to articulate ideas clearly, collaborate effectively, and engage in constructive dialogue is critical for career success. Research by Lawton et al. (2019) underscores that oracy skills are essential for teamwork, leadership, and innovation—key competencies for the 21st-century workplace.

In the United Kingdom, Bernstein’s (1971) theory of elaborated and restricted codes explains how the ability to use formal, complex language (elaborated code) is closely linked to access to higher-status jobs and educational opportunities. By equipping students with strong oracy skills, schools are providing them with cultural capital that is transferable to professional and social contexts.

In Finland, which consistently ranks as one of the top-performing educational systems globally, oracy is seen as a crucial part of lifelong learning (Sahlberg, 2015). The Finnish National Curriculum integrates oral communication into all areas of the curriculum, ensuring that students develop not only academic knowledge but also the ability to engage in critical, meaningful conversations.

Oracy as Cultural Capital

Pierre Bourdieu’s concept of cultural capital—the non-financial social assets that promote social mobility—helps us understand the transformative potential of oracy, particularly for students from disadvantaged backgrounds who may not have access to the same linguistic resources as their peers.

As Bernstein (1971) noted, access to formal language is often a marker of social class and privilege. By embedding oracy into the curriculum, schools can provide all students with the tools to access higher education and professional opportunities. In this sense, oracy is not just an aptitude for academic success but a form of cultural capital that can help level the playing field for students from diverse backgrounds.

Practical Strategies for Embedding Oracy

Activity 1: Sentence-Stem Starters

One of the simplest yet most effective ways to encourage talk is to use sentence stems. These act as scaffolds, helping pupils to structure their thinking and contribute with confidence. A pupil who might otherwise stay silent can use a stem to launch into an idea.
Examples include:
I predict that…
I notice that…
This could mean that…
I disagree because…

Why it works:

• Supports metacognitive talk strategies, helping pupils reflect on their reasoning.
• Builds confidence in speaking and listening by lowering the barrier to entry.
• Can be adapted across subjects: “I predict that the circuit won’t work because…” (Science), “I notice the author repeats…” (English), “I disagree because the data shows…” (Geography).

In Tongue Fu Talking®, these stems sit within Explorer Mode, where the goal is to reason and discover collaboratively. By gradually withdrawing the stems as pupils become more confident, teachers move them towards independent, fluent contributions.

Activity 2: Mini Debates on Curriculum Topics

Debates don’t need to be formal or lengthy to build powerful oracy skills. A mini debate lasting just a few minutes can energise a lesson and sharpen pupils’ reasoning.

How it works:

• Present a provocative but curriculum-linked statement, such as:
  “The Romans left Britain better off.” (History)
  “Electricity is the most important scientific discovery.” (Science)
  “Maths is more creative than art.” (Mathematics)
• Split the class into two groups: agree and disagree.
• Give two minutes for preparation, then invite each side to share their arguments.
• Encourage rebuttals, using stems such as “I understand your point, but…” or “Another way to see this is…”.

Why it works:

• Embeds curriculum-based debates, showing pupils that talk is central to learning, not an add-on.
• Trains pupils in both reasoning (Explorer Mode) and confidence (Presenter Mode).
• Encourages critical thinking: pupils must analyse content knowledge as well as articulate it.

In Tongue Fu Talking®, these debates map to the belt progression system, starting with simple contrasts in White Belt and building towards nuanced arguments with evidence and counterarguments by Black Belt. Click here for sample resources.

Activity 3: Think-Aloud Collaborative Discussions

Thinking aloud is a powerful way for pupils to externalise their reasoning. By sharing what’s happening in their minds, pupils make their thought processes visible to peers.

How it works:

• Pair pupils together. One explains their thinking step by step while tackling a problem (e.g., solving a maths problem, interpreting a source in history).
• The listener notes where reasoning is clear and where questions remain.
• Partners swap roles to ensure both practise speaking and listening.

Why it works:

• Builds metacognition by asking pupils to verbalise their thought processes.
• Improves active listening skills, as the partner must follow the reasoning closely.
• Makes it easier for teachers to identify misconceptions.

In Tongue Fu Talking®, this activity strengthens The Mind discipline, where reasoning, justification, and reflection are central.

Activity 4: Structured Presentations (Elevator Pitches)

Speaking at length in front of peers can be daunting, so short, structured presentations provide a safe entry point.

How it works:

• Pupils prepare a one-minute “elevator pitch” on a topic, such as:
  Why this book should be our next class reader.
  The most important feature of the water cycle.
  The best evidence for evolution.
• Encourage a clear opening, one or two supporting points, and a strong closing sentence.
• Provide feedback on clarity, structure, and delivery.

Why it works:

• Builds confidence in Presenter Mode by rehearsing brevity, clarity, and persuasion.
• Reinforces The Flow discipline, where sentence structure and vocabulary choices matter.
• Gives every pupil a chance to practise speaking to an audience in a manageable way.

Activity 5: Role-Play with Discipline Focus

Role-play can transform abstract ideas into vivid dialogue, helping pupils practise language in context.

How it works:

• Assign roles based on subject knowledge:
  A Victorian child explaining life in a factory (History)
  A Scientist describing a particle of gas's movement (Science)
  A campaigner arguing for healthy eating (PSHE)
• Pupils prepare lines or improvise around their role, guided by sentence stems.
• Encourage feedback on how convincing and clear each role was.

Why it works:

• Develops The Bond discipline, as pupils must engage an audience convincingly.
• Builds empathy and perspective-taking alongside communication skills.
• Makes subject knowledge more memorable through embodied cognition.

Activity 6: Reflective Talk with Peer Feedback

Reflection consolidates learning by encouraging pupils to look back on how they have spoken, listened, and reasoned.

How it works:

• After a group discussion or presentation, use prompts such as:
  What worked well in how I explained my idea?
  How could I improve my clarity or tone next time?
  Which sentence stems helped me most?
• Pupils share reflections with a partner or in small groups.

Why it works:

• Strengthens self-regulation by connecting effort and outcome.
• Encourages pupils to notice which oracy practices helped them succeed.
• Builds a classroom culture where feedback is constructive and supportive.

In Tongue Fu Talking®, this sits within The Mind and The Bond, as pupils not only evaluate their own performance but also listen respectfully to their peers.

FOR MORE PRACTICAL STRATEGIES CLICK HERE

Conclusion

Oracy is a powerful yet underutilised discipline in education that offers students a wide range of benefits. From improving academic achievement to fostering social mobility and employability, oracy equips students with the tools they need to succeed in both education and life. At Chris Quigley Education, we believe oracy must be given the same priority as literacy and numeracy in the curriculum. By embedding oracy into classroom practice, teachers can unlock student potential, build critical thinking skills, and provide all students with the cultural capital necessary to thrive in a rapidly changing world.

You May also be interested in these blogs: 

Read: Complete Guide to Teaching Oracy from EYFS to KS3

Read: Why Oracy Matters

Read: Oracy is not a Subject, but Every Subject Requires it

Read: Curriculum-Based Debates: A Powerful Classroom Talk Strategy

Read: Top 10 Classroom Talk Strategies to Develop Oracy Skills with Tongue Fu Talking®

Read: Why Opportunities For Talk Are Insufficient To Develop Oracy Skills

FAQs for The Power of Oracy: Unlocking Student Potential Across the Curriculum

Q1. What does oracy mean in education?

A1. Oracy is the disciplined art of speaking and listening—where thinking, language, expression, and collaboration come together to shape understanding and communication. It includes verbal and non-verbal elements and spans interactions from formal presentations to collaborative discussions.

Q2. Why is oracy important across the curriculum?

A2. Oracy is not just for English lessons: it underpins learning in every subject. Through structured talk, students clarify ideas, test reasoning, and deepen understanding in areas such as science, history, and maths.

Q3. How does oracy support student confidence?

A3. Regular opportunities to speak and listen help students build confidence in expressing themselves, develop resilience when challenged, and learn how to communicate clearly with different audiences.

Q4. What are the benefits of teaching oracy for learning outcomes?

A4. Research shows that strong oracy skills improve reasoning, vocabulary, and comprehension. Students with well-developed oracy are better able to remember, connect, and apply knowledge across contexts.

Q5. How can teachers embed oracy in everyday lessons?

A5. Teachers can integrate oracy through structured strategies such as sentence stems, exploratory talk activities, debates, and presentational tasks. These help students practise both reasoning and communication skills in subject-specific contexts.

Q6. How does oracy link to substantive and disciplinary knowledge?

A6. Oracy provides the means to articulate both the facts (substantive knowledge) and the thinking processes (disciplinary knowledge) of a subject, strengthening understanding and enabling students to demonstrate reasoning.

References

Alexander, R. J. (2008). Towards Dialogic Teaching: Rethinking Classroom Talk. 4th ed. York: Dialogos.
Alexander, R. J. (2010). Children, Their World, Their Education: Final Report and Recommendations of the Cambridge Primary Review. Abingdon: Routledge.
Bernstein, B. (1971). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge.
CBI (2019). Getting Young People Work Ready: The Role of Employers and the Education System. London: Confederation of British Industry.
Desai, M. (2019). Oracy and Language Learning in Rural India: The Impact on Educational Outcomes. Educational Review, 71(4), 457-478.
Lawton, A., et al. (2019). The Future of Skills and Lifelong Learning. Government Office for Science.
Mercer, N., & Littleton, K. (2007). Dialogue and the Development of Children's Thinking: A Sociocultural Approach. London: Routledge.
Resnick, L. B., et al. (1995). Accountable Talk: Instructional Dialogue That Builds the Mind. Learning Research and Development Center, University of Pittsburgh.
Sahlberg, P. (2015). Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland?. New York: Teachers College Press.
Sutton Trust (2014). What Makes Great Teaching?. Available at: https://www.suttontrust.com/
Voice 21 (2020). The Oracy Imperative: Transforming Teaching & Learning through Talk. London: Voice 21.

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