Talk

Transforming learning environments

Talk / Oracy

At Christ Church, Lark Hill and Lewis Street, we prioritise high quality effective talk. We believe that we learn through talk and it is essential for better thinking. It is directly linked to improvements not only in literacy, but across all areas of the curriculum.

Children are taught specific oracy and listening skills. They are given opportunities to practise these skills in structured discussions where they are encouraged to share their ideas and thoughts in an inclusive and respectful environment. They clarify thinking, evaluate different viewpoints, and build on each other’s contributions in a collaborative way.

We aim to foster a community that is confident in sharing their thinking and talking to different audiences, however we understand that this is not easy for many. Therefore, we emphasise the importance of respect within classrooms; we listen carefully and comment respectfully. We know that on many issues there are many differing views; we are open to discussing them and evaluating each in a deliberate and considerate manner. We understand that often there is no definitive answer.

Our classrooms are inclusive; everyone has the right to be heard and be listened to. Whilst the teacher may facilitate and guide discussion it should, in the most part, emanate from the group, and it should be the whole group that develops it. For the purpose of inclusivity, teachers must think about the specific requirements and abilities of their class and ensure that all children have an equal opportunity to participate and are not disadvantaged because of any specific needs.

A Vision for Talk from Topsy Page

Pupils

Pupils actively listen to their peers.
Pupils express themselves audibly and clearly, using powerful and specific language as appropriate.
Pupils give detail, explanations and reasons without being prompted.
Pupils are confident to share partial thinking, and this is valued.
Pupils thoughtfully respond to each other – building on or challenging each other’s points.
Pupils ask relevant questions (to each other and to the adults).
All pupils participate in talk in all formats (whole-class/pair/group).
Learning talk is productive and has impact in all formats (whole-class pair/group).
Pupils understand that different situations require different kinds of talk and listening. They can adapt how they speak.
Pupils enjoy classroom talk and know that it helps them learn.

Teachers and learning support staff

Teacher talk is respectful, concise, and effective.
Teachers model high-quality talk, thinking and listening.
Questioning is effective, for example planned questions and probing questions.
Pupils are given ‘thinking time’ after questions are asked.
Learning through dialogue is a key pedagogical approach.
Challenging questions are a core part of curriculum and pedagogy.
Teachers value and enjoy the school approach to oracy. They appreciate that it impacts positively on both learning and relationships.
Teachers understand that different situations require different kinds of talk and listening. They can adapt how they speak.
Teachers enjoy classroom talk and know that it helps them learn.

“It’s been fantastic working with schools in Salford on oracy over the past decade. I’ve seen pupil confidence and language improve, as well as thinking skills. I have enjoyed working alongside teachers with their classes, helping them to reflect on their teacher talk and develop pupil dialogue for learning.

As one Year 3 child said, “The children need to say it so they understand it, and the teacher needs to know the children understand.”

When I carry out follow-up talk audits after a successful whole-school oracy initiative, there is often a profound transformation, including high-quality teacher questions leading to productive pupil learning talk, pupils giving each other respectful attention when they are speaking, and active participation from all members of the class.”

Topsy Page
Oracy Cambridge Associate

Non-moving Signals from Children

The use of signals, both silent and non-moving, greatly aids the flow of enquiry and discussion when participating in Talk or Philosophy activities.

Not only do signals allow for greater involvement and participation, they are of huge benefit to the facilitator. Those running the activity can immediately see who has a different idea or who could build on an idea which could help the enquiry develop.

It is important to remember that these signals have been developed to offer as little distraction as possible to the speaker - and therefore the use of movement is discouraged and the signals are modelled to children to be static.

Talk Promises & Prompts

A selection of resources available for each year group

To deliver effective talk in the classroom, Pupil Talk Prompts have a rapid and significant impact. They give children the confidence to join in, enable more powerful, articulate speech, expand vocabulary and have a considerable impact on children’s writing.

Having Pupil Talk Prompts on display in every lesson, as well as having them available for interventions, ensures that all children have consistent access to the prompts.

Talk Prompts range from a basic set of fifteen prompts, designed for small group work or one-to one support with children, to tailored sets for EYFS, KS1 or KS2.

“The Talk Prompts are a real winner, with a noticeable knock-on effect on self-esteem in the classroom.”

Deputy Head
Greater Manchester

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