Oracy opportunities in the curriculum

Conscience Alley

Expectations for Oracy across the curriculum Opportunities for high quality talk are planned in to the lessons. Good language is modelled by all adults in the classroom. Sentence stems are used to scaffold student talk. Targeted, oracy-specific praise is given. Aspirational vocabulary is taught and encouraged Teachers use a range of stimuli for talk In group dialogue, students listen to and learn from each other. Pupils are provided with opportunities to self and peer assess each other’s work Classroom discussion is driven by pupils and they are confident to take the lead in initiating and building on dialogue Pupils are confident taking on different roles within discussions example summariser, clarifier, challenger. There is a clear focus on the 4 strands of oracy and how these can be used to support discussion in dialogue

Why is it important to be able to articulate your views in an informed manner?

Rules for discussion Respect others’ rights to hold opinions and beliefs that differ from your own. When you disagree, challenge or criticize the idea, not the person. Listen carefully to what others are saying even when you disagree with what is being said. Comments that you make (asking for clarification, sharing critiques, expanding on a point, etc.) should reflect that you have paid attention to the speaker’s comments. Be courteous. Don’t interrupt or engage in private conversations while others are speaking. Use attentive, courteous body language. Support your statements. Use evidence and provide a rationale for your points. Share responsibility for including all voices in the discussion.  If you have much to say, try to hold back a bit; if you are hesitant to speak, look for opportunities to contribute to the discussion. Recognize that we are all still learning. Be willing to change your perspective, and make space for others to do the same.

Aspirational Vocabulary Bingo Permission to approach the bench My learned friend on the opposition Objection Conjecture Tenuous links Spurious grounds Audacity Questionable Epitomises Broadly encapsulates Antithesis

Roles Introducer Judge 3 students presenting the advantages of Shariah 3 students presenting the disadvantages of Shariah 2 challengers form the audience 2 summarisers 2 peer assessors

Summariser, clarifier, challenger Clarify Explain Provoke Challenge Ask subsidiary questions

Introduction

Good

Good

Good

Bad

Bad

Bad

Challenge from Audience Bad

Response from good

Challenge from audience good

Response from bad

Summariser for good

Summariser for bad