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It explains benefits for engagement, including active participation, deeper cognitive thinking, social connection, and confidence building, supported by a research base on dialogic teaching. It also outlines how oracy improves achievement via better understanding and retention, higher-order thinking, literacy support, and reduced performance gaps, with subject case studies in History and Maths.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/meaningful-conversations-developing-oracy-across-the-curriculum-workshop/642893/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/meaningful-conversations-developing-oracy-across-the-curriculum-workshop/642893.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the workshop’s main focus?","Question",{"text":112,"@type":113},"The workshop focuses on developing oracy across the curriculum and using guided, purposeful conversation to support learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does oracy improve engagement?",{"text":117,"@type":113},"Oracy-rich, dialogic classrooms promote active participation, deeper thinking, social connection, and confidence, replacing one-way instruction with purposeful discussion.",{"name":119,"@type":110,"acceptedAnswer":120},"How can teachers use pre-planning to improve achievement in Maths?",{"text":121,"@type":113},"Teachers consider possible answers, likely misconceptions, and then use this planning to structure classroom discussion so students articulate views, listen actively, and reach shared understanding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642893,1793127589,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Meaningful conversations  \nDeveloping oracy across the curriculum.  \nFay Head & John Marsh  \n15 and 16 July 2026  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \n| Housekeeping\u003Cbr>• Health and safety\u003Cbr>• Fire safety\u003Cbr>• Washrooms\u003Cbr>| | |\n| --- | --- | --- |\n| Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |  |  |\n\nAgenda  \nWorkshop Overview & Objectives  \nThis workshop will help you:  \n• understand how oracy improves engagement , achievement and outcomes.  \n• reflect on attitudes and barriers to using oracy across subjects  \n• identify practical strategies for integrating guided conversation into teaching  \n• encourage learning through talk to prepare students for future assessments and careers.  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \nIce breaker  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \nOracy in context: What is it?  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \nA curriculum rich in oracy will provide opportunities for:  \n• Learning to talk, listen and communicate  \n• Learning through talk, listening and communication  \n• Learning about talk, listening and communicating  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \nImproving engagement through oracy  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \nEngagement  \n• Active participation (Physical)  \n• Deeper thinking (Cognitive)  \n• Social connection (Social & Emotional)  \n• Confidence building (Social & Emotional)  \nResearch base:  \nOracy-rich environments encourage dialogic teaching where teachers and students engage in purposeful discussion rather than one-way instruction. Dialogic classrooms enhance students’ thinking, reasoning, and understanding, leading to deeper engagement with the subject matter.  \nAlexander, A Dialogic Teaching Companion (2020)  \nCase study: History  \nStudents debate key figures' decisions, role-play scenes or debate different interpretations of sources.  \nEngagement spikes because students are actively involved, thinking critically, and using their voices to explore complex ideas.  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \nImproving achievement through oracy  \n\n| \u003Cbr>Achievement\u003Cbr>• Improved understanding and retention (Cognitive)\u003Cbr>• Higher-order thinking skills (Cognitive)\u003Cbr>• Support literacy (Linguistic)\u003Cbr>• Reduces disadvantage and performance gaps (Social & Emotional)\u003Cbr>Research base: |  | |\n| --- | --- | --- |\n| Pupils who participate in dialogic teacher and learning in science lessons do not only do better on standardised tests of science, but of tests of mathematics and English too [ ...] Dialogic discussion can support growth not only of specific disciplinary knowledge but also broader capabilities [...] which children can put to use in other subjects.\u003Cbr>Snell, Dialogic Teaching & Learning, The Talking Point (2025)\u003Cbr>Case study: Maths\u003Cbr>In advance of a lesson, the teacher considers possible answers that may be given in response to a central problem. They also consider the specific misconceptions that may lead to incorrect answers. They use this pre-planning to inform a classroom discussion of the answers given by students and the concepts underpinning them, encouraging students to articulate their views and arrive at a consensus on the solution. In actively listening to multiple explanations from peers, students are more likely to achieve mastery of the key concepts rather than simply hearing that solutions are right or |  |  |\n| wrong. | Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |  |","cbCaidx9XLqYDFxy","https://ap.wps.com/l/cbCaidx9XLqYDFxy","pdf",1990847,"English","# Workshop Overview & Objectives\n# Ice breaker\n# Oracy in context: What is it?\n# Improving engagement through oracy\n## Engagement outcomes and research base\n# Improving achievement through oracy\n## Achievement outcomes and research base\n## Case study: History\n## Case study: Maths","[{\"question\":\"What is the workshop’s main focus?\",\"answer\":\"The workshop focuses on developing oracy across the curriculum and using guided, purposeful conversation to support learning.\"},{\"question\":\"How does oracy improve engagement?\",\"answer\":\"Oracy-rich, dialogic classrooms promote active participation, deeper thinking, social connection, and confidence, replacing one-way instruction with purposeful discussion.\"},{\"question\":\"How can teachers use pre-planning to improve achievement in Maths?\",\"answer\":\"Teachers consider possible answers, likely misconceptions, and then use this planning to structure classroom discussion so students articulate views, listen actively, and reach shared understanding.\"}]","Meaningful conversations - Developing oracy across the curriculum - Workshop | PDF",1792723119,48]