In this blog we explore the importance of encouraging oracy in education and how Trinity College London’s Communication Skills exams can support with the development of these vital skills.
While we do not yet know the Labour government’s full plans for curriculum change, pending the Curriculum and Assessment review, we do know the government have been clear that children and young people should have access to a broad curriculum, ensuring that ‘they do not miss out on subjects such as music, art, sport and drama, as well as vocational subjects’. And we also know that oracy has a renewed focus and is to be a central part of Labour’s educational priorities.
Prime Minister Sir Keir Starmer has stated ‘one of the things I’m determined an incoming Labour government will do is to put confident speaking at the heart of what we teach our children.’ And the Education Secretary Bridget Philips, in her statement announcing the review specifically mentioned oracy as a skill needed to thrive, explaining ‘a curriculum that ensures children and young people leave compulsory education ready for life and ready for work, building the knowledge, skills and attributes young people need to thrive. This includes embedding digital, oracy and life skills in their learning.’
Good oracy is not just the ability to make a speech. At its simplest, oracy is the skill of being able to express oneself and, as such, developing good oracy skills can be vital to a young person’s development and success. Not all young people will progress into a role that involves public speaking, but they likely will need to explain themselves clearly in university or job interviews, communicate with customers and colleagues in the workplace, or advocate for themselves in personal and professional settings. Good oracy, or communication skills, can also contribute to a young person’s wellbeing, boosting confidence and helping them overcome anxiety.
Trinity’s Communication Skills exams have been designed to build exactly these kinds of transferable 21st century skills. Candidates are asked to engage in practical, creative tasks that reflect real-world situations, such as - giving a range of presentations to inspire or persuade others, preparing for an interview, writing and presenting stories for broadcast media, or taking part in debates around current issues and so on. Through engaging with these tasks, candidates develop a range of the skills identified in The Oracy Skills framework, for example, their use of body language and voice, employing appropriate language and correct vocabulary, active listening and responding, confidence in speaking and audience awareness, as well as being able to structure talks and summarise information.
Graded exams are also a great way to scaffold learning, and measure the progress of student’s oracy skills, with specifically designed tasks, clear progression, and tangible outcomes. For teachers who may be new to teaching oracy, our Communications Skills exams can provide an excellent starting point.
Oracy objectives in the English curriculum
At Initial and Grades 1-3 candidates perform tasks such as engaging in a brief conversation with examiner on a selected topic. The prompt questions are designed to be relatable questions that enable candidate to make personal and thoughtful choices as they progress through the grades. For example, at Grade 1 questions such as ‘Who is your favourite real or fictional person?’ push candidates to share their personal experiences and opinions, encouraging them to justify their responses and connect with the examiner. These tasks can support with meeting many of the statutory requirements for spoken language in the English programmes of study for Key Stage 1 and 2 such as:
The tasks at Grades 4 & 5 candidates allow candidates to continue building their ability to organise and express their ideas and views with an increased emphasis on how they use appropriate vocal and physical skills to communicate with the audience. They are also marked on their ability to organise and summarise information as well as present it in a persuasive way eg to persuade an audience of the value of and organisation or charity and to encourage audience engagement with that organisation. Participation in these tasks can help meet the aims of the National Curriculum Key Stage 3 English Programme of Study for Spoken English, such as:
Tasks at Grades 6-8 require candidates to build on their research, planning and preparation skills, while Key Skills tasks, where the candidate must respond to a topic chosen by the examiner, test critical thinking and problem-solving skills. Discussions with the examiner may explore thoughts and processes around the purpose and planning of their presentation and/or alternate points of view, so candidates should be prepared to defend their opinions. This again can support National Curriculum Key Stage 4, English programmes of study objectives for Spoken English, for example:
Oracy in extra-curricular activities
Although Communication Skills exams can be embedded into curriculum time in subject areas such as English, Careers or PSHE, many schools may choose to deliver it as a separate extra-curricular activity, either after school or working around the school day, as in this example from Lady Eleanor Holles School. This could be as preparation for existing enrichment programme such as a debating club, or a distinct activity that students can sign up for, or be recommended to. If you are working with a group, rather than with individuals, our group exams can provide a great way to meet curriculum objectives such as:
The Oracy Education Commission, in their 2024 report ‘We need to talk’ highlighted the importance of after school activities that supported the development of oracy in helping to tackle inequalities, explaining ‘access to extra-curricular activities that support and promote oracy should not be the preserve of better resourced students and communities, further exacerbating inequalities in education and opportunity. Increasing the resources and the operational capacity available to schools in less advantaged communities or facing additional barriers (such as rurality, transport availability etc.) informed by improved data on provision and take-up could help to level the playing field.’
It is clear then that schools need to actively prioritise the development of oracy skills by incorporating them into both the curriculum and after-school activities. Rather than relying on the assumption that these essential communication skills will be naturally acquired, students will need to be guided with structured opportunities to practice and refine their speaking and listening abilities and offering graded exams could be an important part of that.
If you would like to learn more about our Communication Skills syllabus why not watch the recording of our recent webinar, available here, or check out our website here.
And remember to take a look at our Music and Drama Access Fund which provides small grants for Trinity candidates based in the UK and Ireland who experience barriers to accessing our music and drama qualifications.