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St Francis de SalesCatholic Junior School

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Oracy

Oracy

 

Pupils engage in a range of speaking and listening activities throughout the writing process to practise, rehearse and edit their writing. Our curriculum allows pupils to engage in different types of activities to hone on their performance oracy and their critical oracy skills.

 

We believe performance oracy to be an excellent tool for building confidence, developing memory and building empathy. These skills are developed through activities such as: performing poetry for an audience; reading aloud work to the rest of the class for peer assessment and remembering lines from a playscript for a performance.

 

On the other hand, critical oracy is talk that engages others, different ideas and the outside world.  We develop these skills through discussion, debate, enquiry and role play.  This is also a way for teachers to assess how children have engaged with and understood the text that they are learning since during these activities, the speaking, listening and thinking are done simultaneously.

Examples

Was Brutus Noble?

During this challenge, our pupils had to: listen carefully to points raised, considering how to refer to them; respectfully challenge opinions, offering an alternative; use a range of connecting and contrasting words and phrases to make/link to points; establish natural eye contact with the listeners; use posture to convey confidence and enunciate words clearly and distinctly, from beginning to end.

Discussing Brutus and Caesar with Oxford University Academics

Participating in a whole class discussion with two academics from Oxford University required our pupils to: use Standard English; vary sentence lengths appropriately; justify for a wide range of contexts; project the voice at varying volumes; enunciate words from beginning to end; establish natural eye contact; avoid use of gap fillers (e.g. 'erm'); use a range of connecting and contrasting phrases to make links; listen out for how to refer to points; use different question types when probing the academics and challenge respectfully, offering alternatives.

Brutus's Thought Tunnel

During this task, our pupils had to: articulate justifications for why Caesar deserved to die; use ambitious vocabulary and varying sentence lengths/structures; develop use of intonation and pace; emphasise particular words for effect; project their voices at varying volumes and embrace pauses for thinking time.

Analysing a Poem

To present their analysis of a poem, pupils used Standard English; included ambitious vocabulary and sentence structures; varied their sentence lengths; justified their decisions; developed their intonation; projected their voices at varying volumes; established natural eye contact; used posture to show confidence, along with a good variety of facial expressions and hand gestures; avoided gap fillers; used connecting and contrasting phrases and listened out for how to refer to points.

Newspaper Quotations Drama

To orally rehearse newspaper quotations for their newspaper reports, pupils acted in role as eyewitnesses of the main event and gave each other oracy feedback. This encouraged pupils to: use ambitious vocabulary; develop intonation and pace; enunciate words from beginning to end; emphasise particular words/phrases for effect; project the voice at varying volumes; establish natural eye contact; use a good variety of facial expressions and hand gestures; listen out for how they could refer to points and challenge respectfully, offering alternative suggestions.

Other Oracy Opportunities

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