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What is our aim for Oracy [Intent]
At Springfield Juniors, we are aiming for communication to lie at the heart of classroom practice where pupils learn through, and are taught how to talk. Believing that literacy and communication are life skills, we aspire to develop these and equip pupils with the ability to become life-long learners. We are striving to enable all pupils to use speech to express their thoughts and communicate articulately with others. We aim to incorporate oracy skills across the whole curriculum. What does this look like in our classrooms? (Implementation) Each year group takes part in a weekly Talking Assembly which are held in the hall. During these assemblies, pupils are given a range of opportunities to discuss current news topics and develop their oracy skills through using exploratory and presentational talk. Using a variety of different groupings, including trios, pupils are encouraged to talk to different pupils each week. As we are now a Rights Respecting School, we also link the topics to articles from the children’s charter. |
How do we support Learners?
A clear progression of skills is implemented for pupils from Year 3 to Year 6. Each year group has specific experiences and outcomes which are related to their learning.
Oracy skills are explored and developed across the whole curriculum, including in retrieval activities, partner work in maths and group work in science. As a school, we have taken on board the use of sentence stems to help scaffold pupil’s responses. A range of sentence stems are provided to support all learners and more complex ones challenge pupils to develop their metacognition and articulacy.
Over the school year there are also specific activities which are specifically oracy based. These include a termly ‘No Pens Day’ and story telling week which usually coincides with World Book Day. During Story Telling Week, pupils are encouraged to learn a story to retell to an audience, either individually or in a group. Each class and then year group, chooses the best story tellers to go through to a presentation in front of parents.
What are the outcomes for learners? (Impact)
The role of the subject lead is one which should promote a passion for oracy across the school and someone who can be utilised to share good practice and key skills with teaching staff and pupils alike. Our key objectives for each year group show how the oracy curriculum has been planned to demonstrate progression. Monitoring the pupils’ participation in the experiences and outcomes of their year group, is a way to assess the children’s progress in oracy skills.
A clear progression of skills is implemented for pupils from Year 3 to Year 6. Each year group has specific experiences and outcomes which are related to their learning.
Oracy skills are explored and developed across the whole curriculum, including in retrieval activities, partner work in maths and group work in science. As a school, we have taken on board the use of sentence stems to help scaffold pupil’s responses. A range of sentence stems are provided to support all learners and more complex ones challenge pupils to develop their metacognition and articulacy.
Over the school year there are also specific activities which are specifically oracy based. These include a termly ‘No Pens Day’ and story telling week which usually coincides with World Book Day. During Story Telling Week, pupils are encouraged to learn a story to retell to an audience, either individually or in a group. Each class and then year group, chooses the best story tellers to go through to a presentation in front of parents.
What are the outcomes for learners? (Impact)
The role of the subject lead is one which should promote a passion for oracy across the school and someone who can be utilised to share good practice and key skills with teaching staff and pupils alike. Our key objectives for each year group show how the oracy curriculum has been planned to demonstrate progression. Monitoring the pupils’ participation in the experiences and outcomes of their year group, is a way to assess the children’s progress in oracy skills.
