Why Oracy Activities Matter in the Classroom
Teachers often ask not just what oracy is but what it looks like in practice. Whilst frameworks and strategies give structure, classroom activities are where pupils really experience the discipline of talk. Purposeful oracy activities don’t just get children speaking: they help them reason, collaborate, and reflect. When embedded across subjects, they make thinking visible and ensure every pupil has the tools to join in.
In this post, we share six practical oracy activities you can use immediately in your classroom. Each is drawn from the principles of Tongue Fu Talking®, ensuring that oracy is not left to chance but taught with the same rigour as reading, writing, and mathematics.
Activity 1: Sentence-Stem Starters
One of the simplest yet most effective ways to encourage talk is to use sentence stems. These act as scaffolds, helping pupils to structure their thinking and contribute with confidence. A pupil who might otherwise stay silent can use a stem to launch into an idea.
Examples include:
I predict that…
I notice that…
This could mean that…
I disagree because…
Why it works:
- Supports metacognitive talk strategies, helping pupils reflect on their reasoning.
- Builds confidence in speaking and listening by lowering the barrier to entry.
- Can be adapted across subjects: “I predict that the circuit won’t work because…” (Science), “I notice the author repeats…” (English), “I disagree because the data shows…” (Geography).
In Tongue Fu Talking®, these stems sit within Explorer Mode, where the goal is to reason and discover collaboratively. By gradually withdrawing the stems as pupils become more confident, teachers move them towards independent, fluent contributions.
Activity 2: Mini Debates on Curriculum Topics
Debates don’t need to be formal or lengthy to build powerful oracy skills. A mini debate lasting just a few minutes can energise a lesson and sharpen pupils’ reasoning.
How it works:
- Present a provocative but curriculum-linked statement, such as:
“The Romans left Britain better off.” (History)
“Electricity is the most important scientific discovery.” (Science)
“Maths is more creative than art.” (Mathematics)
- Split the class into two groups: agree and disagree.
- Give two minutes for preparation, then invite each side to share their arguments.
- Encourage rebuttals, using stems such as “I understand your point, but…” or “Another way to see this is…”.
Why it works:
- Embeds curriculum-based debates, showing pupils that talk is central to learning, not an add-on.
- Trains pupils in both reasoning (Explorer Mode) and confidence (Presenter Mode).
- Encourages critical thinking: pupils must analyse content knowledge as well as articulate it.
In Tongue Fu Talking®, these debates map to the belt progression system, starting with simple contrasts in White Belt and building towards nuanced arguments with evidence and counterarguments by Black Belt. Click here for sample resources.
Activity 3: Think-Aloud Collaborative Discussions
Thinking aloud is a powerful way for pupils to externalise their reasoning. By sharing what’s happening in their minds, pupils make their thought processes visible to peers.
How it works:
- Pair pupils together. One explains their thinking step by step while tackling a problem (e.g., solving a maths problem, interpreting a source in history).
- The listener notes where reasoning is clear and where questions remain.
- Partners swap roles to ensure both practise speaking and listening.
Why it works:
- Builds metacognition by asking pupils to verbalise their thought processes.
- Improves active listening skills, as the partner must follow the reasoning closely.
- Makes it easier for teachers to identify misconceptions.
In Tongue Fu Talking®, this activity strengthens The Mind discipline, where reasoning, justification, and reflection are central.
Activity 4: Structured Presentations (Elevator Pitches)
Speaking at length in front of peers can be daunting, so short, structured presentations provide a safe entry point.
How it works:
- Pupils prepare a one-minute “elevator pitch” on a topic, such as:
Why this book should be our next class reader.
The most important feature of the water cycle.
The best evidence for evolution.
- Encourage a clear opening, one or two supporting points, and a strong closing sentence.
- Provide feedback on clarity, structure, and delivery.
Why it works:
- Builds confidence in Presenter Mode by rehearsing brevity, clarity, and persuasion.
- Reinforces The Flow discipline, where sentence structure and vocabulary choices matter.
- Gives every pupil a chance to practise speaking to an audience in a manageable way.
Activity 5: Role-Play with Discipline Focus
Role-play can transform abstract ideas into vivid dialogue, helping pupils practise language in context.
How it works:
- Assign roles based on subject knowledge:
A Victorian child explaining life in a factory (History)
A Scientist describing a particle of gas's movement (Science)
A campaigner arguing for healthy eating (PSHE)
- Pupils prepare lines or improvise around their role, guided by sentence stems.
- Encourage feedback on how convincing and clear each role was.
Why it works:
- Develops The Bond discipline, as pupils must engage an audience convincingly.
- Builds empathy and perspective-taking alongside communication skills.
- Makes subject knowledge more memorable through embodied cognition.
Activity 6: Reflective Talk with Peer Feedback
Reflection consolidates learning by encouraging pupils to look back on how they have spoken, listened, and reasoned.
How it works:
- After a group discussion or presentation, use prompts such as:
What worked well in how I explained my idea?
How could I improve my clarity or tone next time?
Which sentence stems helped me most?
- Pupils share reflections with a partner or in small groups.
Why it works:
- Strengthens self-regulation by connecting effort and outcome.
- Encourages pupils to notice which oracy practices helped them succeed.
- Builds a classroom culture where feedback is constructive and supportive.
In Tongue Fu Talking®, this sits within The Mind and The Bond, as pupils not only evaluate their own performance but also listen respectfully to their peers.
Conclusion: Making Oracy Visible Through Activities
Oracy develops when talk is deliberately taught and practised, not left to chance. These six activities—sentence stems, mini debates, think-alouds, structured presentations, role-play, and reflective talk—are practical ways to embed oracy into daily lessons. Each maps to the disciplines and modes of Tongue Fu Talking®, ensuring progression from EYFS to KS3.
By weaving these activities into your teaching, you give pupils the tools to think critically, collaborate effectively, and speak with confidence—preparing them for success both in school and beyond.
Oracy in the Classroom: Quick Q&A
Q: What are the best oracy activities for primary schools?
A: Simple, structured activities work best—such as sentence stems, short debates, and role-play. These give younger pupils confidence while still teaching them to reason and listen.
Q: How can I fit oracy into a busy curriculum?
A: Oracy doesn’t need extra lessons. Embedding talk into existing subjects—for example, debating in history or using “Because–So–But” in science—makes it part of everyday learning.
Q: Can oracy really be assessed?
A: Yes. Tongue Fu Talking® includes dedicated assessment materials designed to track progression in clarity, reasoning, and interaction across EYFS to KS3. These resources provide a structured way to evidence progress, linked directly to the 23 teachable oracy practices and belt system.
Q: What are examples of oracy assessment?
A: Examples include tracking how well pupils justify answers in Explorer Mode, measuring clarity in short presentations, and using debate rubrics. The Tongue Fu Talking® assessment pack provides ready-made tools for these purposes.
Q: How does oracy help with other subjects?
A: Talk deepens subject knowledge. When pupils explain, debate, or summarise, they strengthen both their understanding and their ability to recall key concepts.
Q: What if pupils are shy or have additional needs?
A: Scaffolded strategies like sentence stems and small-group discussions ensure that every pupil can take part. Tongue Fu Talking® is designed to include all learners, not just confident speakers.
Q: How does oracy support literacy and numeracy?
A: Oracy underpins reading and writing by developing vocabulary, sentence fluency, and reasoning. It also supports numeracy when pupils verbalise problem-solving steps and justify mathematical choices.
Q: Where can I find practical oracy resources for my school?
A: Tongue Fu Talking® provides a full set of resources, including debates, sentence stems, guidebooks, presenter wheels, and assessment materials. Samples are available to download from tonguefutalking.chrisquigley.co.uk.
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