Oracy is set to have equal status to reading and writing in England’s revised National Curriculum. But what does this mean for teachers, and why does explicitly teaching speaking and listening matter for literacy and learning?

On 15 October 2026, Education Secretary Lucy Powell announced a significant change to the English curriculum: oracy will become a new strand of the National Curriculum, with equal status to reading and writing.

Speaking at the Confederation of School Trusts (CST) Conference, Powell confirmed that speaking, listening and communicating will become a core part of children’s education, from primary school through to GCSE and beyond.

The announcement marks an important step towards recognising oracy as a skill to be explicitly taught, rather than one pupils are simply expected to develop along the way.

But why does oracy matter, and what can schools do to help every learner find their voice?

Oracy is the ability to communicate effectively through speaking and listening. It encompasses far more than speaking confidently in front of an audience: it includes articulating ideas, explaining reasoning, listening actively, responding to others and participating in meaningful discussion.

These skills underpin how pupils learn, think and interact with the world around them.

In her speech, Powell highlighted the importance of oracy in an increasingly technological world, arguing that the ability to express yourself confidently is central to success in work and in life.

She also challenged the inequality in access to oracy, arguing that confidence in expressing yourself has been a marker of privilege for too long. Children’s opportunities to develop spoken language can vary considerably, and not every pupil has the same access to activities such as debating, public speaking or structured discussion.

Making oracy a core part of the curriculum creates an opportunity to ensure every child receives the teaching and practice they need to communicate effectively.

Speaking and listening are often treated as skills pupils develop naturally. However, like reading and writing, effective oracy requires knowledge, practice and explicit teaching.

Oracy and literacy are closely connected. When pupils encounter new vocabulary, hear language modelled by teachers and practise expressing their own ideas, they develop resources they can draw on when reading and writing.

The relationship works both ways. Reading exposes pupils to new words, sentence structures and ideas, while writing encourages them to organise their thoughts. Speaking gives pupils opportunities to explore these ideas aloud, test their understanding and refine their thinking.

Oracy is both an outcome of literacy development and a tool for supporting it.

Its benefits extend across the curriculum, too. In science, pupils might explain a process or justify a prediction. In history, they might weigh up evidence and defend an interpretation. In maths, they can articulate their reasoning and learn from alternative approaches.

These opportunities help pupils develop subject knowledge alongside the language they need to communicate it.

High-quality classroom talk also supports collaboration, critical thinking and confidence. When pupils are encouraged to explain, question, challenge and build on one another’s ideas, they are doing more than practising speaking: they are learning together.

If oracy is essential to learning, why isn't simply giving pupils opportunities to talk enough?

The answer is that participation alone doesn't guarantee progress.

Some pupils may be confident contributors, while others struggle to find the words to express their thinking, organise an explanation or enter a discussion. Without explicit teaching, these differences can persist.

Teachers can help by modelling effective communication, introducing useful vocabulary, providing sentence stems and showing pupils how to listen and respond constructively.

For example, rather than asking pupils to share an opinion and moving straight to the next response, a teacher might encourage them to explain their reasoning, support their argument with evidence or build on a classmate’s contribution.

Over time, these small, deliberate steps help pupils develop the language and strategies to communicate with increasing independence.

An inclusive approach is equally important. Not every pupil will feel comfortable contributing in the same way, and some may need additional scaffolding or alternative opportunities to participate. The aim is not to reward the loudest voices, but to help every learner communicate, be heard and make progress.

The announcement raises important questions about how oracy will be embedded in the revised curriculum. While further guidance will clarify expectations, schools can begin strengthening spoken language opportunities now.

Here are four practical approaches teachers can use.

Build regular opportunities for pupils to discuss ideas, explain their reasoning and respond to others into lessons across subjects.

Strategies such as think-pair-share give pupils time to formulate their thoughts before speaking to a wider group. Discussion prompts can help pupils explore different perspectives rather than simply identify a correct answer.

Pupils cannot confidently explain ideas if they lack the vocabulary to express them.

Pre-teach key subject-specific vocabulary and model how to use it in context. Sentence stems such as “My evidence suggests…”, “I agree with this because…” and “An alternative explanation could be…” can help pupils organise their contributions and engage with more complex ideas.

Literacy and oracy go hand in hand. A rich vocabulary and a secure understanding of grammar give pupils the tools to articulate their thoughts, explain complex concepts and participate in meaningful discussion.

Teachers can demonstrate how to articulate an explanation, ask a follow-up question, disagree respectfully or build on someone else's point.

Give pupils feedback on the clarity of their explanations and the quality of their reasoning, not just whether their answers are correct. Encourage them to reflect on how effectively they communicated their ideas and how they could improve next time.

Consider whose voices are heard most often in your classroom and how you can widen participation.

Structured roles, paired discussion, additional thinking time and supportive questioning can help more pupils contribute. Establishing clear expectations for listening and responding also creates a classroom culture where pupils feel safe to share ideas and learn from one another.

These approaches need not be confined to English lessons. Embedding them across subjects helps pupils practise communication in different contexts and develop the language needed to access the wider curriculum.

Developing oracy takes more than occasional speaking activities. Pupils need regular opportunities to encounter new language, practise using it and build their confidence over time.

This is where edtech can support a consistent approach to literacy development across a school. Digital platforms such as Bedrock Learning help pupils develop their vocabulary and grammar through structured learning, giving them a stronger foundation for expressing ideas clearly, both verbally and in writing.

By supporting language development across classes and year groups, technology can help teachers embed consistent practice and give more pupils access to the vocabulary they need to engage with the curriculum. It doesn't replace the teacher-led discussion, modelling and interaction that effective oracy requires; it helps build the language knowledge that makes those experiences richer and more accessible.

Ultimately, improving literacy and developing oracy are complementary goals. When pupils have the words and language structures to express their thinking, they are better equipped to contribute to discussions, learn from others and make their voices heard.

Powell's announcement establishes a clear direction for curriculum reform. Working with Ofqual as part of the curriculum review, the government intends to strengthen the place of speaking, listening and communication in both curriculum content and assessment.

The precise expectations and assessment arrangements will need to be set out as the revised curriculum develops. Although Powell confirmed that speaking, listening and communicating will be part of assessment, her speech did not set out a detailed assessment model or announce a new statutory oracy test.

For schools, this presents an opportunity to consider how spoken language is currently taught, where pupils have opportunities to practise it and whether those opportunities are accessible to everyone.

It also reinforces the importance of a joined-up approach to literacy. Reading, writing, vocabulary, grammar and oracy are interconnected; strengthening one can help pupils develop the skills they need across the others.

Giving oracy equal status to reading and writing is about more than changing the English curriculum. It is about recognising that the ability to express ideas, listen to others and communicate effectively shapes how pupils learn, build relationships and participate in society.

As AI continues to change the world around us, these human skills will remain essential. But their value extends far beyond preparing young people for future employment. They help pupils make sense of what they learn, engage with different perspectives and develop the confidence to contribute.

The challenge for schools is to turn this ambition into everyday practice: making time for meaningful talk, explicitly teaching the skills pupils need and ensuring every learner has the opportunity to develop their voice.

Because every child should have the language, confidence and opportunity to make themselves heard.

Find out more: Read Education Secretary Lucy Powell’s speech at the CST Conference 2026 for the full announcement.