Oracy & Debating

Intent

At St. Michael’s CE Primary Academy, we place oracy at the heart of our curriculum because we believe that spoken language is the foundation of learning, thinking, and understanding. Research on the “30 million word gap” highlights how, by age four, some children may have heard up to 30 million fewer words than their peers—leading to significant disparities in language development, academic progress, and life opportunities. Our mission is to actively close that gap through a language-rich, talk-centred curriculum that empowers every child to find and use their voice.

With over 30 different languages spoken by our pupils and many children learning English as an additional language (EAL), we recognise that fluency in English is critical—not only for success in literacy, but for access to the full curriculum and confident participation in school and wider society. For many of our pupils, English is not the primary language used at home, making their time in school even more crucial for developing expressive and academic language.

Through high-quality classroom talk, purposeful dialogue, and structured oracy instruction, we help pupils build strong foundations in vocabulary, grammar, confidence and communication. Oracy improves reading and writing outcomes, supports cognitive development, and nurtures the social and emotional skills pupils need to become thoughtful, articulate, and empathetic learners.

At St. Michael’s, we believe that when children learn to speak with confidence, they learn to think with clarity—and when they learn to listen with care, they grow in understanding. Oracy is not a bolt-on; it’s the golden thread that weaves through every subject, every classroom, and every child’s journey.

Implementation 

Oracy is woven into every part of our curriculum. Pupils are taught to reason, discuss, debate, and present their learning with fluency and purpose. From Early Years to Year 6, children are encouraged to explore ideas through dialogue, build persuasive arguments, challenge respectfully, and speak in full sentences using appropriate and expressive language.

We use the oracy framework to develop four core skill areas:

  • Cognitive – building reasoning and critical thinking
  • Linguistic – using vocabulary and grammar effectively
  • Physical – mastering pace, tone, and clarity
  • Social & Emotional – listening actively, responding with empathy, and working collaboratively

Oracy lies at the heart of our Talk for Writing approach in English and is thoughtfully embedded across subjects. Teachers plan for talk-rich opportunities in every classroom, using techniques such as:

  • Talk partners and small group discussion
  • Role play and drama
  • Presentations and show-and-tell
  • Debates and persuasive speaking
  • Giving and following instructions
  • Asking and responding to thoughtful questions
  • Vocabulary games and language exploration

We also give pupils opportunities to shine beyond the classroom through:

  • Pupil-led and whole-school assemblies
  • Faith Council and School Council meetings
  • Spelling bees and performances
  • School plays and productions
  • Daily social interactions, such as lunchtime conversations and playground initiatives

As a school, we model effective communication at all levels—fostering a culture of respect, attentiveness, and active listening between staff, pupils, parents and the wider community.

Debating & Our Upper KS2 Oracy Curriculum

In Years 5 and 6, our pupils take part in a rich debating curriculum shaped by the English Speaking Union’s Oracy in Action programme. This evidence-based approach equips pupils with the tools and vocabulary to express complex ideas with confidence and poise.

Pupils follow a two-year rolling programme that builds progressively toward participation in a formal Town Hall-style debate. They learn how to structure arguments, speak persuasively, challenge constructively, and draw upon contextual knowledge to support their viewpoint.

Each year, pupils debate one of two motions rooted in our curriculum driver of Cultural Heritage:

  • This house believes that statues linked to Britain’s imperialist past should not be displayed in public settings.
  • This house believes that all inward migration to Britain is a negative thing.

Through this process, pupils engage with complex social issues, build their general knowledge, and develop the courage to speak up for what they believe in.

Impact

By embedding oracy across the curriculum, we see children flourish as confident, articulate speakers and empathetic listeners. They learn to:

  • Speak with fluency, clarity, and purpose
  • Listen with care and respond thoughtfully
  • Use Standard English when appropriate
  • Express and justify their opinions
  • Build balanced arguments and engage in respectful disagreement
  • Adapt their speech for different audiences and purposes
  • Present ideas effectively in both formal and informal settings

We believe these are essential skills—not only for success in school, but for success in life. When children can use their voice to express who they are, they become better learners, stronger leaders, and more connected citizens.