Oracy

Our Oracy Strategy

At St Martin’s, we believe that every child deserves a voice. High‑quality talk is not an optional extra; it is a fundamental part of learning and a key life skill that enables pupils to thrive academically, socially and spiritually. As the CUSP Oracy Strategy states, “reading and writing float on a sea of talk”  and we are committed to ensuring that all pupils learn to navigate that sea with confidence, clarity and purpose.

Our approach to oracy is inspired by the national Oracy Education Commission and is embedded throughout our curriculum using the CUSP Oracy Strategy. This strategy provides teachers with clear routines, structures and frameworks that help pupils engage in meaningful, purposeful talk across all subjects.

It also reflects our Christian ethos and FRESH values — Friendship, Respect, Empathy, Sharing and Humility — by teaching pupils to listen deeply, respond thoughtfully and communicate with kindness.

What Oracy Looks Like in Our Classrooms

We teach pupils how to talk, not just to talk more. Our practice is built around four key principles:

Positioning — Pupils are seated and grouped in ways that promote authentic, high‑quality talk. Structures such as talk partners, talk trios and talk groups ensure everyone participates meaningfully. 

Preparedness — Pupils are given time and scaffolds to think before they speak. Routines such as Question it and Turn and Talk help them rehearse ideas and build confidence. We know that asking pupils to talk before they have had time to think can lead to pupils not having anything to say.”

Purpose — Pupils understand why they are talking. We teach different types of talk,  discussing, debating, advocating, performing, so pupils learn to adapt their language to audience, context and purpose. Being explicit with pupils about the type of talk task will help them understand how to be successful.

Practice — Oracy is woven through every phase of a CUSP lesson. Pupils rehearse ideas, build on others’ thinking, perform outcomes and engage in structured discussion. Pupils need lots of opportunities to practise high‑quality talk across the curriculum.

Our Oracy Frameworks

We use a set of core routines that help pupils become fluent, confident speakers and listeners:

Question it — Active questioning to ensure every pupil thinks hard and participates.

Turn and talk — Paired talk to rehearse ideas and build confidence.

Build on it — Teaching pupils to listen carefully and extend others’ ideas.

Perform it — Developing expressive, confident speakers through performance.

Discuss it — Structured group discussion with clear roles and expectations.

These routines ensure that talk is purposeful, inclusive and academically rigorous

Why Oracy Matters

Oracy is a powerful tool for equity. It helps pupils:

• articulate their thinking clearly

• build strong relationships

• develop empathy and respect

• engage confidently with new idea

• prepare for life beyond primary school

This aligns deeply with our mission as a Church of England school: to nurture confident, compassionate young people who use their voices to make a positive difference.

Our Commitment

We are committed to:

• embedding high‑quality talk across the curriculum

• training pupils in each oracy routine explicitly

• providing rich opportunities for performance, debate and discussion

• celebrating spoken language through events such as our Festival of Spoken Language

• ensuring every child — regardless of background or need — develops a strong, confident voice.

Oracy is not an add‑on. It is part of who we are.