Diamond Wood Community Academy

Oracy at Diamond Wood

At Diamond Wood Community Academy, we wholeheartedly believe that oracy is fundamental to education.

Proficiency in oracy is essential for our pupils’ success, as it helps them develop vital communication skills necessary for their academic journey and future interactions. Pupils who struggle with oracy often face challenges across the curriculum, as effective verbal communication is crucial not only for expressing their thoughts but also for engaging with others in collaborative learning. Recognising this, we prioritise the development of oracy skills, ensuring that our teaching methods align with the Department for Education's agenda. As a school, we are fully committed to raising literacy standards for all our pupils, providing every child with the opportunity to become a confident and articulate communicator.

At Diamond Wood Community Academy, we define oracy as the ability to articulate ideas, develop understanding and engage with others through spoken language.  We believe that in school, oracy is a powerful tool for learning. By teaching pupils to become more effective speakers and listeners, we empower them to better understand themselves, each other and the world around them.

Our whole school intent is to provide children with a rich, vocabulary based, broad curriculum where language and new experiences are at the heart of everything we do. We believe that with a high-quality oracy education, our pupils will learn both through talk and to talk. We want our pupils to develop and deepen their subject knowledge and understanding through talk in the classroom, which has been planned, designed, modelled, scaffolded and structured. This enables them to learn the skills needed to talk effectively. 

We understand that a robust oracy curriculum is essential for our pupils' success. With approximately 80% of our pupils speaking English as an additional language, many joining us partway through the year with limited English proficiency, it is crucial that oracy is integrated into every aspect of school life and across all subjects. It cannot be treated as a standalone component.

Our Oracy Leaders

Mrs Lillie and Mrs Booth are our English Leaders in school. They are also supported by our Reading Leader, Mrs Price.

Context and Integration

Our oracy curriculum design is deeply informed by current educational research and frameworks. We have incorporated insights from Ofsted’s framework and their subject-specific review series, which underscore the importance of oracy in a well-rounded education. In addition, their subject-specific reports highlight that oracy is essential for enhancing pupils' engagement with the curriculum, boosting academic performance, and fostering confidence across various subjects.

We have also sought specialist support from Voice 21 when considering our approach to oracy across the school. We used the Oracy Framework from Voice 21 as a basis for staff knowledge and expertise, providing a breakdown of what oracy is and guiding further developments in our curriculum design.

In alignment with the Education Endowment Foundation (EEF) recommendations, we recognise that explicit teaching of oracy can significantly narrow the attainment gap, particularly for disadvantaged pupils. EEF research indicates that strong oracy skills are linked to improved learning outcomes in all areas of the curriculum.

Voice21’s research further reinforces the importance of oracy. Voice21 advocates for a high-quality oracy education, noting that effective communication skills are crucial for success in today’s world. Our partnership with the Jerry Clay English Hub ensures that our teaching practices are up-to-date and evidence-based, supported by ongoing professional development.

Our Approach and Golden Threads

Our commitment to oracy is reflected in our collaboration with the Jerry Clay English Hub, which enhances our teaching practices through expert guidance and continuous professional development. Our Deputy Headteacher’s appointment as a literacy specialist with the Hub highlights our dedication to advancing oracy in our school.

Taking all guidance into careful consideration, we have identified our Golden Threads as substantive and disciplinary concepts that underpin our oracy curriculum, organised under the Voice 21 Oracy Framework headings of Physical, Linguistic, Cognitive, Social, and Emotional Skills:

To support our comprehensive approach, we employ the three lenses of oracy—Form, Content, and Use—as a framework for instruction.

• Form: A system for saying and understanding language
• Content: Something to say/ understand
• Use: Applying spoken language in context

Each lens serves a specific purpose, allowing us to break down the complexities of spoken language into manageable components. By focusing on the structure, substance, and application of language, we empower our pupils to navigate their communicative environments effectively. This model not only enriches their understanding of language but also enhances their overall oracy skills, ensuring they are well-equipped to express themselves and engage meaningfully with others.

To find out more about each of these lenses please refer to our 'Oracy Strategy' document. Click here to download it.

Oracy Curriculum Progression Map

The images in the slideshow below show our oracy curriculum progression map. These have been created with guidance from the Jerry Clay English Hub. They can also be viewed in our Oracy Strategy document downloadable above. 

These maps are meticulously designed to guide educators in understanding what we aim for our pupils to know, remember, and do in their spoken language development each half term throughout the year. Furthermore, these progression maps have been broken down according to the three key lenses of our oracy curriculum—Form, Content, and Use. This approach ensures that we comprehensively address all aspects of spoken language development,  allowing for a well-rounded and targeted educational experience that supports our pupils in becoming effective and confident communicators.

For a better view of each map please look again at our Oracy Strategy linked above where they are included.

Oracy Within English Lessons

At Diamond Wood Community Academy, we emphasise the integration of oracy within our English lessons to build a strong foundation for literacy development. Our approach draws on the work of Jane Considine, a renowned educational consultant and author known for her innovative teaching frameworks, including 'The Write Stuff' and 'Hooked on Books.'

The Write Stuff: Vocabulary Building and Experience-Based Learning

Jane Considine’s 'The Write Stuff' framework is central to our English lessons. This approach focuses on enriching pupils' vocabulary and enabling them to articulate their thoughts effectively before they begin writing. We engage pupils in experience-based learning activities that immerse them in the context and content they will write about. By doing so, they acquire the necessary vocabulary and understanding to express their ideas clearly and creatively in their writing.

Hooked on Books: Book Talk and Oracy Development

In addition to 'The Write Stuff,' we implement Considine’s 'Hooked on Books' approach to foster a love for reading and to develop pupils' oracy skills. Book Talk sessions are a key feature of this approach, where pupils engage in discussions about the texts they are reading. These discussions happen before and during reading activities, allowing pupils to explore and articulate their interpretations, predictions, and responses to the literature. This practice not only enhances their comprehension but also builds their confidence in using language to express ideas and opinions.

Oracy Within Other Subjects

While oracy is a cornerstone of our English curriculum, its importance extends across all subject areas at Diamond Wood Community Academy. We believe that effective communication skills are essential for success in every discipline, and we intentionally incorporate oracy development into our broader curriculum.

Structured Talk in Subject Learning

In all other subjects such as mathematics, science, history, and geography, we design lessons that incorporate structured talk activities. These activities encourage pupils to explain their reasoning, discuss ideas with peers, and engage in collaborative problem-solving. By verbalising their thoughts, pupils can deepen their understanding of subject-specific content and develop critical thinking skills.

Encouraging the Use of Subject-Specific Language

To further enhance oracy across the curriculum, we encourage pupils to use subject-specific language when speaking in lessons. For example, we prompt them to "speak like an artist" in art, or "speak like a geographer" in geography. This approach not only enriches their vocabulary but also helps them to think and communicate more deeply within each discipline.

To support this, we provide year group specific and progressive sentence stems and talk frames. These tools are carefully designed to scaffold pupils' use of technical vocabulary and structured responses. They also serve as valuable resources for subject leaders when planning lessons and creating resource slides, as well as for teachers during lesson delivery. This consistent emphasis on subject-specific oracy helps pupils to articulate their understanding more precisely and confidently across all areas of learning.

In addition to these strategies, we have clearly mapped out the subject-specific key vocabulary that children will be taught. The detailed explanation of this mapping process and its role in vocabulary development can be found in the next section of this document.

The Teaching of Vocabulary Across the Curriculum

At Diamond Wood Community Academy, we prioritise vocabulary enrichment across all areas of learning, recognising that a strong vocabulary is fundamental to language development and reading comprehension. Our approach is informed by research on the "word gap," which highlights how differences in vocabulary knowledge can significantly impact academic success. We place particular emphasis on understanding and teaching the three tiers of vocabulary—basic, high-frequency, and subject-specific words—and aim for all staff members to be fully aware of these distinctions in their teaching practices.

Implementing Vocabulary Strategies Across the Curriculum

Our teaching strategy involves the deliberate introduction and modelling of key terms and concepts within their appropriate contexts. This ensures that pupils not only learn subject content but also develop the language skills necessary to articulate their understanding effectively. Subject leaders have carefully selected key vocabulary for each subject, with a particular focus on building subject-specific language. 

To prevent cognitive overload, we have limited the number of key vocabulary terms introduced within each unit of work—referred to as the "Fundamental Four" in EYFS and the "Secure Six" in KS1. This approach supports manageable and meaningful learning, enabling pupils to retain and apply new vocabulary effectively.

By adhering to this principle, we aim to close the word gap and equip our pupils with the vocabulary needed to succeed academically.

Core Strategies Used to Teach Vocabulary

At Diamond Wood Community Academy, we use Jane Considine’s "Writing and Reading Rainbows" to enrich pupils' vocabulary through the 'FANTASTICS' lenses. This approach supports pupils in developing a comprehensive and versatile vocabulary by teaching them to categorise and organise words effectively. By integrating these lenses, we help pupils build a mental "filing cabinet" of vocabulary that they can access and use in their writing and communication.

The 'FANTASTICS' lenses are:

F - Feelings: Words related to emotions and expressions.

A - Asking: Language for formulating questions and inquiry.

N - Noticing (Sight): Descriptive language focusing on visual details.

T - Touching: Vocabulary describing textures and physical sensations.

A - Action (Verbs): Dynamic verbs and action-related language.

S - Smelling: Words related to scents and odours.

T - Tasting: Vocabulary describing flavours and tastes.

I - Imagining: Creative and imaginative language.

C - Checking: Words and phrases used for reviewing and refining language.

These lenses are prominently displayed in our classrooms and used as a visual aid to help pupils collect and organise vocabulary. By categorising new words according to the appropriate lens, pupils create a structured mental filing cabinet that aids in retrieval and application. This technique supports orthographical mapping, where pupils connect and internalise the spelling, meaning, and usage of words by linking them to familiar categories and contexts.

Grandma Fantastic Puppet

To reinforce vocabulary development across EYFS and KS1, we use the 'Grandma Fantastic' puppet, inspired by Jane Considine’s approach. Introduced early in the school year, Grandma Fantastic engages pupils by presenting sophisticated words in a memorable and interactive manner.

Often, Grandma Fantastic introduces new vocabulary alongside a pictorial 'lens' that links the word to one of the 'FANTASTICS' categories. For example, if the word "elated" is introduced, it might be linked to the "F - Feelings" lens. This visual and contextual link helps pupils understand and retain the word’s meaning and usage, supporting their mental filing cabinet and orthographical mapping.

This initiative promotes ambitious language use from Nursery through Year 2, enhancing pupils' vocabulary development in an engaging way.

Talk Rules

At the beginning of each school year, we introduce our 'Talk Rules' across all classrooms at Diamond Wood Community Academy. These rules, informed by research from Voice 21, establish a foundation for effective and respectful communication, providing clear benchmarks for pupil participation in discussions. Voice 21 emphasises the importance of clear expectations in fostering oracy skills, which are crucial for pupils' academic and social development. By embedding these expectations from the outset, we create a consistent environment where every pupil understands the importance of constructive dialogue. Differentiating the rules for EYFS and KS1 ensures that they are developmentally appropriate, aligning with the Early Years Foundation Stage (EYFS) framework and Key Stage 1 (KS1) curriculum guidelines. Regular reminders and reinforcement of these rules throughout the year help maintain a positive and productive classroom atmosphere, ensuring all pupils are equipped to engage in meaningful conversations.

Talk Partners

Integrated into our daily lesson structure, the use of 'talk partners' is a key strategy to enhance pupil engagement and foster collaborative learning. This approach is supported by the work of Voice 21, which identifies peer-to-peer talk as a critical element in developing oracy skills. Introduced early in the year and consistently utilised across all subjects, talk partners encourage pupils to discuss their thoughts  with a peer before sharing with the class. This strategy is supported by research from the EEF, which suggests that peer interaction can significantly enhance understanding and retention of knowledge. It also aligns with Jane Considine's approach, where verbal rehearsal is seen as an essential step before writing. The regular use of talk partners ensures that pupils are actively involved in the learning process, building confidence and refining their ideas in a supportive environment.

Sentence Stems and Talk Frames

We implement sentence stems and talk frames across all lessons as essential scaffolding tools, a strategy strongly supported by the Education Endowment Foundation (EEF). These approaches are instrumental in helping pupils construct coherent verbal responses and engage in structured conversations, which are vital for cognitive and linguistic development. Research indicates that structured talk, facilitated by sentence stems, can significantly improve pupils’ language acquisition and confidence (EEF, 2020). By promoting the practice of "sentence saying" school-wide, we ensure pupils are consistently supported in their efforts to express themselves clearly. This approach is embedded in our oracy curriculum from the start of the year, in line with recommendations from Voice 21, which highlight the importance of scaffolding to develop pupils' verbal reasoning skills. This strategy not only supports language development but also contributes to closing the word gap, which has been linked to long-term academic success.

No Pens Wednesday

Later in the year, we participate in 'No Pens Day Wednesday,' an annual event focused on speaking and listening activities, supported by the Communication Trust. This initiative underscores the importance of oracy skills by dedicating a day to activities that prioritise verbal expression and active listening. Research from Voice 21 and the EEF highlights the critical role of oracy in underpinning all areas of learning, suggesting that activities focused solely on speaking and listening can lead to improved outcomes in reading and writing. By shifting the focus away from writing for a day, pupils are given the opportunity to develop their verbal skills in a creative and engaging manner, reinforcing the oracy strategies they have been practicing throughout the year. This event aligns with our commitment to providing a language-rich environment that supports pupils’ holistic development.

By introducing and reinforcing these strategies in a structured, research-backed manner, we ensure that all pupils at Diamond Wood Community Academy receive a consistent, high-impact oracy education. Each strategy is grounded in the latest educational research and best practices, tailored to meet the needs of our pupils, and aligned with our school’s vision for excellence in communication and learning.

Click here to see our overview for this event.

Termly Showcasing Events

At Diamond Wood Community Academy, our termly showcasing events are carefully structured to support and advance pupils’ oracy skills throughout the academic year. Each event is designed to build upon previous experiences, ensuring a progressive development in communication abilities, knowledge, and presentation skills.

Autumn Term: Pupils begin by engaging in activities that introduce them to the basics of presenting and sharing their learning. Early events focus on expressing personal insights and simple explanations, fostering confidence in speaking and basic descriptive skills. This foundation sets the stage for more complex communication tasks in subsequent terms.

Spring Term: As pupils advance, they take on more interactive and detailed presentations. Activities are designed to enhance their storytelling, public speaking, and explanatory skills. Pupils practice using more complex sentences, props, and visual aids to convey information effectively, building on the foundational skills developed in the autumn term.

Summer Term: The focus shifts to showcasing a year's worth of learning through polished performances and comprehensive presentations. Pupils are encouraged to demonstrate their accumulated knowledge and skills, using advanced sentence structures and engaging presentation techniques. This term highlights their growth and achievements, reinforcing their oracy skills and boosting their confidence.