Oracy Resources for Primary Schools: The New National Curriculum Explained

Oracy is rapidly becoming one of the most important developments in primary education. Following the Department for Education's Curriculum and Assessment Review (November 2025), spoken language is increasingly being positioned alongside literacy and numeracy as a foundation for learning. For schools, the challenge is no longer whether oracy matters, but how to create classrooms, resources and routines that help every pupil become a confident communicator.

What is oracy and why is it now a national curriculum priority?

For many years, schools have understood the importance of helping children communicate effectively. However, spoken language has often been viewed as something that develops naturally through classroom interaction rather than an area requiring explicit teaching. That is beginning to change.

Voice 21, the UK's leading oracy education charity, defines oracy as the ability to articulate ideas, develop understanding and engage with others through spoken language. It encompasses not only speaking, but also listening, reasoning, presenting and responding thoughtfully to different viewpoints.

Research from Oracy Cambridge has consistently highlighted the relationship between high-quality classroom talk and stronger educational outcomes. Pupils who can explain their thinking, justify their reasoning and participate confidently in discussion are often better equipped to succeed across the curriculum.

These are the skills that sit at the heart of effective communication and learning. This growing recognition is one reason oracy is now being discussed alongside literacy and numeracy as a foundational educational priority.

What does the DfE November 2025 Curriculum Review say about oracy?

The Department for Education's Curriculum and Assessment Review, published in November 2025, marked an important moment for schools. The review highlighted spoken language as a critical foundation for learning and identified communication development as a key area of focus for future curriculum planning.

For school leaders, this matters because curriculum priorities influence everything from school improvement planning and professional development to classroom practice and resource investment. The review does not require schools to adopt a particular programme or framework. However, it sends a clear signal that spoken language can no longer be treated as an informal by-product of teaching.

Instead, schools are increasingly being encouraged to think deliberately about how pupils develop communication skills throughout their educational journey. At GLS, we are already seeing this shift reflected in conversations with headteachers, English leads and curriculum leaders. Many schools are beginning to ask new questions:

• How do we create progression in oracy?
• How do we develop confident speakers?
• How do we support pupils who struggle to articulate their thinking?
• What does an oracy-rich classroom actually look like?

Much like literacy and numeracy, oracy is becoming an area where schools are moving from implicit development towards intentional teaching.

What resources do primary schools need to teach oracy?

One of the biggest misconceptions about oracy is that it cannot be resourced. Because communication is a skill rather than a subject, some schools assume it depends entirely on teaching approaches. In reality, classroom resources play an important role in shaping the quality of pupil talk.

At GLS, we are increasingly seeing schools review their learning environments through an oracy lens. Rather than asking what products teach oracy, they are asking how resources can create more opportunities for meaningful discussion, collaboration and presentation.

• Talk partner resources: Discussion cards, question prompts and sentence stems help pupils move beyond short responses and begin engaging in more structured conversations.
• Debate resources: They encourage pupils to present ideas, justify opinions and respond respectfully to alternative viewpoints—skills directly aligned with the growing emphasis on oracy.
• Drama and role-play materials: Whether pupils are exploring historical characters, retelling stories or participating in real-world scenarios, role-play creates authentic opportunities to practise spoken language in context.
• Communication displays: Vocabulary walls, discussion prompts and speaking frameworks help make effective communication visible within the classroom environment.

The strongest oracy provision is rarely built around a single resource. Instead, it emerges when classroom tools, teaching approaches and learning environments work together to encourage purposeful talk.

How do you set up an oracy-rich classroom environment?

An oracy-rich classroom is not defined by noise levels. In fact, some of the most effective oracy classrooms are highly structured environments where pupils understand exactly how and when to communicate. Voice 21 describes effective classroom talk as purposeful, inclusive and accountable. Every pupil should have opportunities to contribute, listen and build on the ideas of others.

Creating this environment often begins with classroom culture. Pupils need to understand that their ideas have value. They need opportunities to rehearse responses, explain their reasoning and engage with different perspectives. However, physical classroom design also plays an important role.

At GLS, we are increasingly seeing schools adapt learning spaces to support communication alongside literacy and numeracy.

Common features include:

• Dedicated presentation areas
• Collaborative group work spaces
• Discussion prompts displayed around the room
• Vocabulary-rich learning walls
• Talk partner structures
• Role-play and drama resources

These changes do not need to be expensive or complex. Often, small adjustments to classroom organisation can create significantly more opportunities for meaningful discussion. The goal is not simply to increase the amount of talk happening in classrooms; the goal is to improve its quality.

What is the difference between oracy and literacy in the curriculum?

Oracy and literacy are closely connected but fundamentally different. Literacy focuses on reading and writing, while oracy focuses on spoken language and communication. However, the relationship between the two is increasingly recognised as critical.

Voice 21 and Oracy Cambridge research both highlight the role spoken language plays in helping pupils develop vocabulary, comprehension and reasoning skills. Before children can write effectively, they often need opportunities to discuss, rehearse and organise their ideas verbally.

This is one reason the DfE Curriculum Review positioned oracy alongside literacy rather than separately from it. Strong communication skills support learning across every subject area. At GLS, we often hear teachers describe oracy as the bridge between thinking and writing. When pupils can confidently articulate ideas aloud, they are often better prepared to express those ideas through written work. Rather than competing priorities, literacy and oracy strengthen one another.

How can schools prepare for a greater focus on oracy?

For many schools, the encouraging news is that they are already doing much of the groundwork. Storytelling, partner talk, presentations, collaborative learning and drama activities all contribute to oracy development. The challenge is ensuring these opportunities are planned consistently rather than occurring by chance.

School leaders may wish to review:

• Curriculum progression
• Classroom environments
• Staff confidence and training
• Resource provision
• Speaking and listening opportunities
• Assessment approaches

At GLS, we believe schools that begin thinking strategically about oracy now will be best placed to respond as national expectations continue to evolve. This is not about creating a new subject. It is about recognising communication as a core component of learning.

How does GLS support schools developing oracy?

At GLS, we understand that communication is fundamental to educational success. Whether pupils are explaining mathematical reasoning, presenting scientific findings, debating historical events or collaborating on creative projects, strong spoken language skills underpin learning across the curriculum.

As schools respond to the growing national focus on oracy, we are helping educators think beyond individual resources and consider how entire learning environments support communication. From discussion prompts and talk partner resources to role-play equipment, presentation tools and collaborative learning materials, GLS works with schools to create classrooms where purposeful talk becomes part of everyday learning.

This reflects the company's wider belief that educational resources should do more than fill classrooms. They should help schools feel confident, capable and supported in delivering better outcomes for pupils. For more guidance, visit our Teaching Tools & Learning Resources Hub or browse our Speaking, Listening and Communication Resources category when reviewing classroom resources.