School 21 oracy skills framework and APP
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The document outlines a framework for oracy skills that includes 13 categories: physical skills, linguistic skills, cognitive skills, emotional and social skills, and reflective skills. Within each category are sub-skills that progress from apprentice to expert levels. The framework is intended to help individuals assess their oracy strengths and areas for development.
School 21 oracy skills framework and APP
- 1. Oracy skills framework: First phase version • 1 i. clarity and projection of vocal presentation; ii. pronunciation; iii. tonal variation • 2 i. gesture; ii. posture; iii. eye contact PHYSICAL 1. Voice 2. Body • 3 i. vocabulary choice to suit topic, purpose and situation • 4 i. dialect; ii. register; iii. accent; iv. genre; v. grammar LINGUISTIC 3. Vocabulary 4. Language variety • 5 i. Choice & organisation of content to convey meaning and intention • 6 i. seeking information and clarification through questions • 7 i. maintaining focus on task; ii. time management • 8 i giving reasons to support views; ii. critically examining ideas and views expressed • 9 i. taking account of level of understanding of the audience • 10 i. use of metaphor, humour, irony, mimicry and other rhetorical devices; ii. liveliness, flair or imaginative contribution to presentation/performance COGNITIVE 5. Content choice 6. Questioning 7. Self regulation 8. Reasoning 9. Audience awareness 10. Persuasive force • 11 i. taking appropriate roles; ii. sustaining dialogue; iii. turn-taking; iv. following appropriate ‘ground rules’ • 12 i. responding to and building on the views of others; ii. responding appropriately to questioning; iii. summarising; iv. willingness to listen • 13 i. willingness to take risks; ii. ability to handle a range of audience/situations; iii. active & whole- hearted participation in discussion SOCIAL & EMOTIONAL 11. Situational awareness 12. Listening and responsiveness 13. Confidence in speaking
- 2. Progression in Oracy SKILLS Apprentice Developing Confident Expert Physical I am starting to project my voice so everyone can hear it. I am starting to vary the pitch, tone and rhythm of my voice. I am beginning to use gestures and body movement to help convey the points I want to make I show proof of listening I can develop my presence as a performer using my voice and movement to take command I can use tone and pitch and adapt my voice to a range of situations I can use subtle gestures and body language to indicate a range of different emotions I can listen actively to people and play back to them what they have said I have confidence and presence in a range of settings: from big audiences to small groups. I know how to vary my body language and tone of voice. I listen attentively and can respond to questions I have a range of subtle changes in tone, pitch and movement to suit different genres of talk and different audiences I can control my voice and body with precision I can teach others how to use their voice and body I am at home in any audience and exude confidence and control Linguistic I can use a limited vocabulary well I am starting to choose my words more precisely I can distinguish between informal and formal settings I can identify different types of language: metaphor, tripling, emphasis I can use a range of descriptive words to suit different situations and use the 5 senses to ground my story. I can use full sentences with connectives and speak fluently without repetition for several sentences I can speak without using filler words e.g. like, with sound grammar instead of street slang I can use persuasive language effectively I can use the subject specific language of different disciplines e.g. talk like a scientist, historian, mathematician I deploy excellent grammar when talking using full sentences I can select precise language and idiom to suit different audiences I can deploy language with great precision and nuance. I can use a wide range of vocabulary, idiom and expressions to suit any audience. I can engage with ideas at a high level and express my ideas fluently in any setting. I can develop the linguistic tools of others. Cognitive I am beginning to identify what makes a good argument. I can use evidence to back up my point I can order my talk into a beginning, middle and end I can pursue a line of enquiry I can spot flaws in other people’s arguments I can ask a range of questions including probing questions I can choose and organise the content of my speech to convey clear meaning I can take on different roles in discussion and can see both sides of an argument. I can use different thinking skills to engage with challenging material I can summarise an argument and identify good and bad arguments I can analyse arguments and select evidence to defend or rebut a position I can take into account the level of understanding of an audience and adapt my language. I can marshal sophisticated arguments and use language and different genres of speech I can use and select metaphor, humour, irony, mimicry and other rhetorical devices with flair and imagination to make my argument come alive Emotional social I can find the confidence to speak in front of an audience I can understand my character strengths and can build on them I can support others in a discussion I can take turns in discussion and listen to others and respond to their points. I can follow ground rules and make sense of them to others. I put my energy and whole-hearted commitment into discussions and speech to get the most out of any situation I can tell a story with no notes that engages an audience I can read an audience and change my language, tone and pitch to connect with it. I can respond to and build on the feelings and views of others I can develop the well-being of others through coaching and other techniques I can take risks in the way I present to an audience in order to engage them: including using humour, surprise. I can lead/chair a discussion in a range of contexts and bring in different people to contribute making sure they feel part of the discussion Reflective I understand the different types of talk and different oracy skills I can reflect on which types of talk are my strengths and areas for development I can use the language of oracy to diagnose the strengths and areas for development in others. I can engage in challenging linguistic and cognitive material I can describe the story of my learning with sophistication and a range of vocabulary and analytical skills I can use an APP grid to identify my next steps in I can diagnose the needs of different speakers and work with them to improve their skills I can analyse different types of talk in different contexts and assess what their strengths and