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Think pair share

I use think, pair, share strategy in class. This allows students to discuss their ideas with peers first then with the rest of the class. This could be a means of building oracy.

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I have tried giving defined roles before but stopped so will utilise this going forward.

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I liked the idea of presenting end of lesson summaries to support Oracy

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I liked the idea of presenting end of lesson summaries to support Oracy

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Mix ability groups supports the learning of all pupils

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I liked the observation that group members can use one another's prior knowledge to aid learning

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I like the idea of using starters and plenaries for oracy

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It is very important to group children with a mix of abilities in order to support all children.

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I like the idea of using explaining the learning as a challenge

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I am thinking of having students come up at the end of the maths lesson so explain what they have learnt during that lesson 

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I am thinking of having students come up at the end of the maths lesson so explain what they have learnt during that lesson 

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I do use speaking in lessons, however, making sure all are engaged can be a difficult thing. I am looking to try it with longer answer questions

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I have used group work in lessons, but find it can be quite difficult to engage all students. I would like to work on student's oracy by utilising the roles they can be given during group work as they have enjoyed these tasks previously. Alternatively, I could get students to use think pair share at the end of each lesson and then share their summary with another pair or the class to develop their oracy skills and ensure they start to use subject specific terminology

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I like the idea of getting the children to present summaries of the learning from the lesson, during lesson plenaries. This is something that I would like to implement in my classroom to further support Oracy. As a school we have s big focus on Oracy and finding other way to address this in the classroom is great. We regularly implement paired discussions during lesson starters and inputs, but I feel that lesson plenaries could be used to support Oracy much more. 

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I like the idea of getting the children to present summaries of the learning from the lesson, during lesson plenaries. This is something that I would like to implement in my classroom to further support Oracy. As a school we have s big focus on Oracy and finding other way to address this in the classroom is great. We regularly implement paired discussions during lesson starters and inputs, but I feel that lesson plenaries could be used to support Oracy much more. 

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As a school, Oracy is a key aspect that we thrive to include in day to day life. We ask the children to hand up, stand up, pair up to share ideas, or ask them to discuss a previous lesson and then feedback to the class as a pair. The children are constantly sharing ideas and this has helped to develop their understanding, but also their vocabulary because they are being exposed to more during discussions, which in turn is having a positive affect in their writing. 

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As a school, Oracy is a key aspect that we thrive to include in day to day life. We ask the children to hand up, stand up, pair up to share ideas, or ask them to discuss a previous lesson and then feedback to the class as a pair. The children are constantly sharing ideas and this has helped to develop their understanding, but also their vocabulary because they are being exposed to more during discussions, which in turn is having a positive affect in their writing. 

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I regularly have discussion tasks but often feedback can be a slow. I might look to doing more group feedback from tasks or potentially using whiteboards or peer assessed feedback

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I regularly have discussion tasks but often feedback can be a slow. I might look to doing more group feedback from tasks or potentially using whiteboards or peer assessed feedback

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The class is currently engaged in a statistics project. I am looking for students to articulate their findings as well as compare their findings with other projects within their groups.

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As a science teacher, I find it quite hard to include activities that are oracy based - however, I try to get students to articulate their answers in more than one way, explain why their answer is correct or not, to use full sentences, to teach each other, think-pair-share. My department has also created literacy based assessments that we carry out.

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There are lots of opportunities for group work and oracy in geography and so I would like to take some of these ideas forward in making sure that it is effective for my students. A good opportunity coming up for me is with year 7, who will be presenting what they have done for homework on weather.

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Religious Studies is a subject which lends itself very naturally to oracy-based activities.

However, giving students time to talk doesn't always mean that talk will be productive.

I would like to think about ways to maximise the value of talk in the classroom without making activities too prescriptive or giving students the impression that all talk will be followed by a test!

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I would like to discover more ways to utilise their talking in the lesson to make it more productive while they are also enjoying their chance to speak.