A new report by the Commission on the Future of Oracy Education in England says that in order to prepare young people for their future, oracy should be the fourth “R” of education – of equal status to reading, writing and arithmetic. In the report published today, the Commission calls for:
- increased emphasis on oracy education to better prepare all young people to become fulfilled future citizens and combat increasing polarisation and misinformation;
- recognition of the essential role of oracy as a building block for reading, writing and students’ academic progression through school;
- acknowledgement of the rising importance of oracy skills in an AI-transformed labour market to ensure young people are well-prepared for success in the workplace
Oracy means articulating ideas, developing understanding and engaging with others through speaking, listening and communication. Polling conducted on behalf of the Commission found that over 80% of business leaders and parents support more time being spent on the development of young people’s oracy skills at school.
Published today, the Commission’s report argues that oracy education should be an essential entitlement for children from all backgrounds. It comes after the Labour government signalled that oracy would be an integral part of future education policy with inclusion in the Curriculum and Assessment Review, due to be published in 2025.
The Commission calls for the government to:
1. Integrate speaking, listening and communication into every subject across the curriculum, as well as in extra-curricular activities
2. Ensure the history and richness of the English language is a key focus of the English curriculum for all children
3. Incentivise schools to provide a broad curriculum enabling children to access the value of the expressive arts and citizenship as contexts for oracy
4. Make oracy a key part of the training and development of all teachers The Commission was established earlier this year to help ensure that children and
young people benefit from an education that builds their language, understanding and confidence. It seeks to address inequality, polarisation and the demands of a global economy, including the increased use of AI, through oracy education.
The Commission ran for five months, and received evidence from academics, teachers and leaders, exam bodies, charities and experts in education policy. They held roundtables and considered case studies of practice from a range of schools. Geoff Barton, Chair of the Commission on the Future of Oracy Education in England, said:
“Against a backdrop of technological change and an increasingly fractured society, it’s never been more important to prepare children and young people to become citizens who can flourish, living happy and successful lives.”
“Our education system should equip young people to ask questions, articulate ideas and formulate powerful arguments. However young people express themselves and communicate, we should be providing opportunities for them to deepen their sense of identity and belonging, listen actively and critically, and learn a fundamental principle of a liberal democracy – being able to disagree agreeably. Parents want it, the economy demands it, democracy needs it, teachers welcome it and our children deserve it.”
“16 year-olds could soon gain the right to vote in a country that still feels divided on vital and emotive issues. That means critical listening and powerful, considerate debate are more important than ever before.”
Rufus Norris, Chief Executive and Artistic Director of the National Theatre, said: “Oracy is the great skill that humans need to thrive – to communicate, to listen, to develop and share ideas. In the arts it is treasured, and in the work we do nationwide with young people it is the gateway to the fullest version of themselves. It is a wonder and privilege to repeatedly witness how profound an impact the permission and guidance to speak up and creatively express can have, and how the confidence to actively listen is released in the process.”
Sally Apps, Education Director at the Cabot Learning Federation, said: “Oracy is inextricably linked with identity, belonging, connection and agency. Our relationships, our democracy and our society depend upon the ability of individuals to communicate and articulate beliefs, ideologies, manifestos – and critically to be able to listen, to understand, to deconstruct, to challenge and to build upon the ideas of others.
“Investing in the ability of our children to connect and engage in an increasingly sophisticated way with their authentic voice is investing in a more equitable society and higher academic standards for all.”
Justine Andrew, Head of Education and Skills at KPMG, said: “Oracy is a critical skill across the spectrum of employment. It helps people from all
backgrounds make links and build networks. As technology and AI become ever more prevalent, the value of oracy skills – communication, creativity and
collaboration – will only increase in the workplace.”
Steve Jamieson, CEO of the Royal College of Speech and Language Therapists, said: “We support the recommendations in this report, which underscores the critical importance of communication skills for children and young people. It’s encouraging that the Oracy Education Commission emphasises the need for inclusive oracy education for all pupils, including those who communicate differently. We urge the government to integrate oracy into teacher training and development, with a focus on Speech, Language, and Communication Needs (SLCN) and strategies to support these children throughout their education.”
Steven Haines, Director of Public Affairs at Impetus, said: “Alongside its importance for preparing young people as future citizens, oracy is a key driver of attainment outcomes for young people from disadvantaged backgrounds. This report marks a crucial step in providing a shared definition, and oven-ready policy proposals to embed oracy across the curriculum. We know that children from disadvantaged backgrounds are more likely to be behind their more advantaged peers in developing early language and speaking skills, with far-reaching implications for attainment, mental health, and even employment in later life. The Government should take this opportunity to narrow this persistent and pernicious attainment gap, so that all young people are equipped to succeed in school, work and life.”