1. Oracy opportunities in the curriculum

2. Conscience Alley

3. 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

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

5. 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.

8. 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

9. 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

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

11. Introduction

12. Good

13. Good

14. Good

15. Bad

16. Bad

17. Bad

18. Challenge from Audience Bad

19. Response from good

20. Challenge from audience good

21. Response from bad

22. Summariser for good

23. Summariser for bad