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Welcome to Bentinck Primary & Nursery School. Together we make a difference. We Start back to school on Wednesday 20th April 2022

Curriculum Statements

Oracy at Bentinck Primary & Nursery school

 

Curriculum Intent

At Bentinck we cater for children from a diverse, multicultural range of backgrounds, with many different home languages spoken. We therefore recognise that learning to speak English correctly is not only essential for accessing and engaging with all subjects but also crucial for the life chances of our pupils and as such it is at the heart of our curriculum.

At Bentinck we believe that children should both learn to talk and learn through talk. From Nursery to Year 6 we aim to provide meaningful opportunities for all children to engage in spoken activities. In all lessons, children are encouraged to share their ideas verbally, practise using new vocabulary, articulate opinions and present their work through a variety of spoken tasks. Teachers provide the model of excellent spoken language across the curriculum alongside child-led talk for learning which is promoted in every subject.

Across the school we aim to provide a range of talking activities for children which enable pupils to build upon year on year. Talking presentations such as interviews, ‘TV shows’, presentations to different year groups, debates… are valued as highly as written tasks and evaluated and marked as such.

Through high expectations of talk across the school we believe that children will leave Bentinck confident and able orators ready for their next stage of education.

 

Implementation

Having undertaken in-depth CPD, the English leads adopted the Voice 21 framework for Oracy, which breaks down the teaching of speaking, and listening into 4 strands: Physical, Cognitive, Linguistic and Social and Emotional

The core strategies and methods to deliver Oracy throughout the school and across the curriculum were disseminated to staff through a number of staff meetings.

We promote classrooms rich in talk, in which questions are planned, peer conversations are modelled and scaffolded and the teacher skilfully uses talk to develop thinking. From EYFS to Year 6, children are given opportunities to develop Oracy skills and build their confidence in talk for formal and informal situations. There is an emphasis on children being taught both to and through talk.

 

We have an embedded Oracy curriculum, ensuring all children have an opportunity to engage in a variety of types of talk and practise the skills needed for different Oracy outcomes:

  • exploratory talk
  • interactive/negotiation
  • recitation
  • debate and persuasion
  • building understanding
  • to inform/teach  
  • entertainment and expression

 

The deliberate, explicit and systematic teaching of Oracy across the school and throughout the curriculum will support our children to make progress in the four strands. Our children will have opportunities to 'Speak like an Expert’, make presentations to small groups, the whole class or whole school, and learn how to speak in different situations such as interviews or broadcasts - deepening and embedding subject knowledge, understanding and reasoning.

 

A range of purposeful opportunities are used to encourage learning through talk and learning to talk, including:

  • Setting ground rules for speaking and listening in class, such as putting your hand up before speaking, waiting to be chosen, and not interrupting each other, using common, learned hand gestures in lessons such as maths and during debates. In all classrooms the fundamental common ground rules appear in the Talk Charter.
  • Presentations on a specified subject, or a subject of their own choosing. These could be individual presentations or in pairs or small groups, in front of a small group or the whole class where children have to share their knowledge with others through the spoken word.
  • Discussions as a pair, talking trio, small group or whole class, for example discussing maths strategies and problem solving, predicting the outcomes of experiments or discussing the characters in a story.
  • Hot seating: a drama technique where one child sits in the ‘hot seat,’ and the other children ask them questions to answer in character.
  • Exploring a text through performance – not just re-enacting what actually happens in the book, but also acting out what characters might do or say in a particular situation. Freeze framing to stop and ask questions to a character.
  • Debates, with one group of pupils for and another against a certain topic or question, such as, ‘Is it right to bully a bully?’
  • Talk assemblies where children engage in meaningful dialogue with children from different classes on a given topic.
  • Group work, where communication and listening to each other are essential.
  • Role play, where children pretend to be someone else or pretend to be in a specific situation that they are not actually in at the time.
  • Information Gathering, where children have to find a fact from information displayed in the classroom, remember it and then explain it to their group at the table.

 

Oracy activities are planned for across the curriculum, with teachers ensuring their lessons include a wide variety of activities to enable all children to develop their speaking and listening skills.

A set of key objectives (KS1, LKS2 and UKS2) form assessment grids which are used by staff to feed into their planning and allow all learners to make progress as they move through the school.

 

 

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