Oracy has moved firmly into the national education conversation. On 15 October 2026, the Secretary of State for Education, Lucy Powell, announced an intention to give oracy equal status to reading and writing as a new strand of the revised English curriculum. For schools, the practical question is not simply what the policy says, but how teachers can make speaking and listening a meaningful part of learning every day.
It is important to distinguish what is already required from what has been announced for future reform. The October announcement does not itself create a new statutory oracy requirement that schools must implement immediately. Schools should continue to work from the current programmes of study while planning thoughtfully for change.
What did the Education Secretary announce?
Speaking at the Confederation of School Trusts conference on 15 October 2026, Lucy Powell said the government intended to strengthen speaking, listening and communication throughout schooling. She described oracy as a new strand in the revised English curriculum, with an ambition to raise its status alongside reading and writing.
That direction sits within the wider Curriculum and Assessment Review, which has highlighted the importance of clearer progression and more consistent classroom practice in spoken language. For school leaders and CPD coordinators, it is an opportunity to consider how oracy is already being taught and where staff would welcome practical support.
Does the current curriculum already require spoken language?
Yes. England’s current English programmes of study for Key Stages 1–4 include spoken-language expectations. For younger pupils, these encompass listening, asking questions, explaining reasoning, participating in discussions and making presentations. At secondary level, students continue to develop confident spoken English, structured discussion and debate.
These expectations matter across subjects, too. The National Curriculum framework calls for teachers to develop pupils’ spoken language, reading, writing and vocabulary as integral parts of their subject teaching.
At Key Stage 5, there is no identical universal statutory National Curriculum programme. Nevertheless, sixth forms and colleges can benefit from explicitly teaching academic dialogue, explanations, seminar participation, presentations and interview skills.
What does good oracy teaching look like in practice?
Giving pupils more opportunities to talk is useful, but it is not the whole answer. Purposeful classroom talk usually needs a clear task, a model of success, time to think, inclusive participation and feedback. Here are five practical starting points:
1. Teach students how to explain their thinking
Instead of asking only for an answer, ask pupils to explain why they think it is correct. Sentence stems such as “The evidence suggests…” or “I reached that conclusion because…” can help, with age-appropriate adaptations.
2. Give listening an explicit purpose
Ask listeners to summarise the speaker’s main point, ask a genuine follow-up question or explain where they agree and why. That turns listening into a taught skill rather than a passive expectation.
3. Make participation more equitable
Use paired rehearsal before whole-class contributions, thinking time and clearly structured discussion roles. This can support pupils who are reluctant to speak as well as those who are already confident.
4. Build speaking skills into subject knowledge
Oracy need not be a standalone activity. A science pupil explaining a result, a mathematician justifying a method or a historian comparing interpretations is using spoken language to deepen understanding.
5. Give actionable feedback
Feedback can focus on clarity, relevance, evidence, responsiveness and the needs of the audience. Use a small number of observable criteria so that pupils know what to practise next.
What should schools do next?
Rather than launch a complicated initiative overnight, start with a realistic baseline: Where is structured talk already happening? What do teachers find difficult? How do younger pupils progress towards more sophisticated discussion and presentation? Which pupils have fewer opportunities to practise?
A focused INSET session can give staff a shared language, useful routines and subject-specific examples. Schools can then try a few approaches, gather feedback and gradually refine their practice.
Tailored Guidance offers oracy INSET and CPD for teachers across Key Stages 1–5, led by Timothée Grillon, a qualified science teacher with over 15 years’ teaching experience and extensive public speaking experience. Sessions can be tailored for twilight, half-day or full-day delivery, with practical exercises and follow-up options.
Explore oracy training for your school or email info@tailoredguidance.com to discuss your team’s priorities and request a quotation.
Sources: Education Secretary speech at CST Conference, 15 October 2026; DfE Curriculum and Assessment Review; DfE English programmes of study, KS1–KS4. Policy information correct as of 19 October 2026. This article discusses education in England.