Course Aims:
- To revisit statutory oracy expectations at Key Stage 3 and 4
- To clarify the specific disciplinary oracy components that should be taught in English: physical, linguistic, cognitive and social
- To examine a variety of high-impact teaching and learning strategies that would support both quality exploratory talk and presentational talk in the English classroom, including formal debate, role-play and reading-fluency activities
- To support teachers in sequencing oracy skills effectively in a coherent five-year curriculum plan in English
- To explore meaningful and manageable approaches to assessing oracy in English at Key Stage 3

This course equips English departments to design a rigorous, knowledge rich Key Stage 3 oracy curriculum that treats spoken language as a discrete body of knowledge and an integral part of learning across Years 7–9. Participants will learn how to sequence and interleave the physical, linguistic, cognitive and social cognitive components of oracy considering how exploratory talk, presentational talk, rhetoric, debate, role play and performative reading can be revisited in increasingly sophisticated ways to develop oracy over time. The day also supports schools in developing a coherent five year model that connects oracy with reading and writing instruction through spaced practice and curricular interleaving. Teachers will leave with practical tools and a clear framework for building a cumulative oracy curriculum that not only strengthens disciplinary thinking but enables students to speak, listen and communicate with growing confidence and expertise.