Across classrooms in Scotland and beyond, a familiar pattern persists.

Teachers explain. Pupils listen. Children repeat. Understanding is judged by how accurately learners reproduce what has been modelled.

Explicit instruction has an important place. But when pupils’ contributions are limited to short answers or choral responses, we narrow what it means to learn. Too often, classroom talk is brief and tightly controlled. Opportunities to explain, question and build ideas together are limited.

Learning is social and linguistic. Children think and sense make through talk. If we want young people to reason well, participate confidently and succeed academically, then spoken language - oracy - must be treated as a core entitlement and not an optional extra.

Widening communication gap

Differences in language exposure shape vocabulary, sentence structure and confidence before children even enter school, which can have a lasting impact on achievement and attainment. Research shows that well-designed oral language approaches in early years and primary settings can accelerate progress, particularly for disadvantaged pupils.

Covid-19 lockdowns intensified existing gaps. Months of reduced social interaction meant fewer opportunities for sustained conversation and imaginative play. Teachers report delays in vocabulary, listening skills and turn-taking. Some pupils struggle to form full sentences; others lack the confidence to speak.

High levels of screen use have further displaced face-to-face conversation. Real dialogue requires listening, interpreting, planning and responding in the moment. These skills must be taught and practised. Schools cannot reverse wider trends alone, but they can create structured, meaningful opportunities for talk.

Scotland has a rich oral tradition, from storytelling and poetry to debate. Yet in schools, spoken language rarely receives the same explicit attention as literacy and numeracy. Our Curriculum for Excellence includes “listening and talking”, but there is little shared guidance on progression and, as a result, practice varies widely.

In England - where the importance of oracy was front and centre in the recent Francis review of curriculum and assessment - organisations such as Voice 21 and the University of Oxford have reframed oracy as teachable and assessable, spanning fluency, vocabulary, reasoning, listening and confidence.

The message is simple: speaking well can be taught.

From ‘more talk’ to ‘better talk’

Oracy is not about letting pupils chat more. It is about improving the quality and purpose of classroom dialogue.

Three principles can help with this:

1. Plan for talk deliberately

When preparing learning, teachers need to plan for and give thought to what they want their pupils to learn. They also need to consider what talk structure(s) will support this learning. Structured partner discussion, carefully designed group tasks and sentence stems can scaffold meaningful exchanges.

2. Teach pupils how to speak

We teach writing structures explicitly; we should do the same for talk. Model full sentences. Teach vocabulary. Rehearse how to agree, challenge respectfully and build on others’ ideas.

3. Make talk subject-specific

Oracy is not generic. Each subject has its own ways of thinking, speaking and using language. Giving consideration to disciplinary literacy not only enhances talk but also subject knowledge and understanding.

Scientists hypothesise and refer to evidence. Mathematicians justify methods using precise terminology. Historians evaluate sources and weigh interpretations. Teaching pupils the correct, subject-specific vocabulary and expecting them to use it accurately, we would argue, is central to deep understanding.

Importance of oracy

But why, ultimately, does oracy matter?

Scotland has the cultural foundations, educational values and professional expertise to lead in oracy education. What is missing is a coherent national strategy: a shared framework, clear progression expectations, professional learning and policy-level recognition that spoken language is fundamental.

England’s experience shows what is possible when research, advocacy and curriculum align. Scotland does not need to import solutions, but it does need to act with similar urgency.

For if we truly believe in equity, voice and the development of the whole child and future adult, then we must ensure every learner is taught not only to listen but also to speak, reason, question and be heard.

We need to talk about oracy. But more importantly, we need to start teaching it.

Holly Drummond and Kirsten Fenton are primary teachers in the independent schools sector in Edinburgh

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