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Whole school oracy culture built through four initiatives: assemblies, coaching groups, e-portfolios, and story of learning

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

A key feature of the School 21 approach is developing a whole school oracy culture. "The Oracy Curriculum, Culture and Assessment Toolkit includes four initiatives to support a whole school oracy culture": assemblies where students sit in the round and engage in interactive activities; daily coaching groups of twelve students and one teacher using talking points and open questions; e-portfolios where students present their best work to a panel of parents, coach and governor; and a 'story of learning' in which students recount their successes to visitors. The evaluation found this multi-stranded approach effective in generating commitment from students and staff.

Design Implications

Context

Requirements

  • Requires whole staff training, cultural changes and dedicated curriculum time when adopted by new schools

Constraints

  • The multi-stranded approach may demand fundamental shifts in approach for any new school adopting it

Target Learners

  • Year 7 students in secondary school

Learning Goals

  • Embedding oracy skills and a shared language for oracy across the whole school

Claims

Examples

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Key Sources

  • Maxwell, B., Burnett, C., Reidy, J., Willis, B., & Demack, S. (2015). Oracy Curriculum, Culture and Assessment Toolkit: Evaluation report and Executive summary. Education Endowment Foundation. https://www.educationendowmentfoundation.org.uk
Page metadata
Field Value
type design
id whole-school-oracy-culture-four-initiatives
title Whole school oracy culture built through four initiatives: assemblies, coaching groups, e-portfolios, and story of learning
description A key feature of the School 21 approach is developing a whole school oracy culture.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — maxwell-2015

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