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The group of 15 students describes experiences with speaking components, subject contexts, and concerns about grading impact, practice opportunities, and representativeness of speech. The submission also links oracy to career and business outcomes, highlighting communication confidence in interviews and influence in professional roles.",{"@graph":69,"@context":108},[70,84,99],{"@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/submission-from-the-aqa-student-advisory-group-to-the-commission-on-the-future-of-oracy-education-in-england/619287/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Olivia Brown","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-20",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102],{"name":103,"@type":104,"acceptedAnswer":105},"Why does the submission connect oracy to careers and business?","Question",{"text":106,"@type":107},"It argues that effective communication is essential for workplace performance, interviews, and influencing others, including professional roles like product management where persuading an audience and presenting clearly are critical.","Answer","https://schema.org",{"og:url":83,"og:type":110,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":112,"canonical":83},"index,follow",{"doc_id":114,"site_id":62},619287,1792462777,{"code":4,"msg":5,"data":117},{"doc_id":114,"user_id":118,"nickname":87,"user_avatar":119,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":120,"file_id":121,"file_url":122,"file_type":123,"file_size":124,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":125,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":126,"faqs":127,"seo_title":128,"seo_description":67,"update_tm":115,"read_time":52},16904993612988,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Submission from the AQA Student Advisory Group  \nTo the Commission on the Future of Oracy Education in England  \nIntroduction  \nThis submission to the Commission on the Future of Oracy Education in England’s call for evidence is based on the expertise and insights of AQA’s Student Advisory Group.  \nOur Student Advisory Group (SAG) was established to give young learners a voice in the exam system.  \nThe group is made up of 15 students from different types of schools and colleges across England. The students meet with other members, AQA colleagues and Trustees to:  \n• provide valuable insights and student views on key areas of assessment  \n• help us make important decisions about the future of exams.  \nThe group helps us shape the ways AQA listens to the school and college student community. In return, students gain valuable experience and develop skills that will help them in their future careers.  \nGiven that our Student Advisory Group have current and direct insights into the education system, we wanted to focus our submission on their experiences and how oracy can be incorporated into the curriculum looking to the future.  \nShould the Commission wish to speak with any of our members about its work, we would be delighted to welcome you to a future meeting of the Student Advisory Group. Should the Commission wish to speak to wider AQA representatives, for example assessment or education policy experts, we would also be delighted to facilitate this. AQA has written publicly about oracy education, and you can find that article here.  \nPlease see below the feedback received from several members of the SAG which has been grouped under the headings as set out in the Commission’s call for evidence.  \nLinks between oracy and specific subject outcomes  \n1. A member of our Student Advisory Group noted that they believe that oracy is incredibly important but that their only experience with oracy tests is MFL speaking exams and the GCSE English Language Speaking component. They noted that they enjoyed this component and appreciated being able to choose a topic that they cared about.  \nThey did, however, add that some of their peers thought it was a slightly pointless exercise, as it didn't contribute towards their final grade. One suggestion they made was that it could be useful  \nto go back to integrating this component back into the overall English Language grade as this could encourage schools to place a well-deserved emphasis on oracy.  \n2. Another commented ‘I’m doing A-levels in maths, physics, and computer science, which aren't typically associated with using words or debating. However, I believe it's vital to learn how to articulate our ideas well and present arguments clearly. This not only improves classroom discussions but also prepares us for the future, whether in academic research or business.’  \n3. ‘I would certainly like to see a more long-term, structured approach to encouraging oracy rather than solely the GCSE speaking component. It felt a little like being thrust in at the deep end, especially if you haven't had many oracy opportunities offered like debates or can't practice at home. I felt the same during my French GCSE speaking exam, as it was a skill we didn't have the facilities to practice in the classroom.’  \n4. ‘I remember part of the criteria for the GCSE Speaking component was to speak in Standard English, yet for some of my classmates this did not reflect how they spoke in everyday life. While it's undoubtedly important that young people can speak in a professional manner, I think that a balance should be struck when assessing oracy between a useful skill and realistic, representative speak, especially with the rise of Multicultural British English amongst young people.’  \n5. ‘8:30am to 3pm everyday, I train my oracy. How? By simply being an active participant in class. Asking questions, being precise in explaining the issue I'm facing. Further Maths, for example, is notorious for its tricky topics. So, to h","cbCaicpfPSRehjrN","https://ap.wps.com/l/cbCaicpfPSRehjrN","pdf",138676,"English","# Introduction\n## Links between oracy and specific subject outcomes\n## Links between oracy and outcomes in career and business","[{\"question\":\"Why does the submission connect oracy to careers and business?\",\"answer\":\"It argues that effective communication is essential for workplace performance, interviews, and influencing others, including professional roles like product management where persuading an audience and presenting clearly are critical.\"}]","Submission from the AQA Student Advisory Group to the Commission on the Future of Oracy Education in England | PDF"]