Speaking Out: Empowering students through oracy and teacher development

Since 2020, Derby Theatre and the St Ralph Sherwin Catholic Multi Academy Trust have collaborated to create innovative opportunities for children to explore the performing arts. We have seen first-hand the profound impact this partnership has had on students’ confidence and were eager to build on it by empowering teachers to adopt creative approaches in planning and delivering oracy lessons. Given that our hub of primary schools serves a higher-than-average number of EAL and students experiencing socio-economic disadvantage, we felt it was crucial to equip teachers with effective strategies to support our diverse learners.

In planning the ​‘Speak Out!’ project; we recognised that empowering teachers would directly benefit students. Understanding that drama could be intimidating for non-specialists, our primary goal was to build teachers’ confidence and equip them with the skills to leverage drama’s positive effects on children’s oracy, both socially and academically. To achieve this, we organised in-person training sessions where teachers collaborated with drama practitioners, starting with confidence-building exercises before progressing to specific drama techniques. Creating a safe space outside the classroom was vital for teachers to explore and practice these new ideas.

Both teachers and artists participated in professional learning opportunities focused on research from Voice 21 schools and the Education Endowment Fund, which underscores oracy’s positive impact on student outcomes. Artists also received coaching training, enabling them to guide teachers through the planning, delivery and reflection process, promoting deeper and sustained development beyond typical ​‘tips and tricks’.

By allocating time for teachers to co-plan with artists, observe sessions and reflect on their experiences, we enabled them to enhance their soft skills, including self-reflection on their oracy and non-verbal communication. This approach helped teachers engage students more effectively. We scaffolded the process by allowing teachers to co-deliver sessions alongside artists, further building their confidence and encouraging risk-taking.

Early Career Teachers reported significant improvements in their confidence and classroom presence, noting that stepping into the role fostered a more positive learning environment.

Incorporating drama techniques into lessons led teachers to report that students became more empathetic and attuned to their peers’ experiences. In two schools, students engaged with the story Azi in Between, exploring the life of a child in a war-torn country through role play. This activity prompted discussions about the children’s own experiences — both positive and negative — related to their birth countries, fostering appreciation for the rich cultural diversity in their classrooms. It strengthened students’ abilities to interact positively, particularly with EAL peers, through empathy, respect and effective communication. Although the ​‘Speak Out!’ project initially focused on EAL and pupils experiencing disadvantage, we quickly realised that effective speaking and listening skills were lacking across all partner schools, highlighting the widespread impact of the pandemic on children’s confidence and collaboration.

In the first year of this two-year project, we have witnessed significant positive changes in school cultures, with an increasing embrace of oracy practices resulting in improved understanding, engagement, confidence and outcomes for children at all stages. As we transition into the second year, our focus will be on embedding effective teaching practices while collaborating with head teachers, educators and artists to expand this work throughout the wider school community via CPDL, coaching and online resources.

This project has been truly inspiring, highlighting the transformative power of oracy in children’s lives. We have seen how oracy boosts their confidence in speaking and enhances their ability to articulate thoughts clearly and effectively. It also contributes to the development of essential skills such as active listening, collaboration, discussion, and debate, empowering children to engage meaningfully with their peers and learning.