Oracy in Religion and Worldviews Education

As part of our week focussing on Oracy in RE/RVE/RME Kuljinder, who is part of of our leadership scholarship programme, shares her thoughts on oracy in our subject.

Oracy describes the ability to articulate thoughts, ideas and emotions through spoken language, responding to different audiences or contexts. Oracy in the classroom is developed when pupils have the chance to engage in structured and purposeful dialogue, explore ideas, reason and collaborate with others.

Communication and dialogue are crucial skills which enable pupils to thrive in society and the workplace. Oracy equips pupils to communicate confidently and effectively and engage in dialogue with others who may not share their worldview. As Gaunt and Stott note,

‘Without the focus on oracy. schools risk not adequately equipping young people with the communication, presentation and interpersonal skills needed to thrive in the twenty-first- century workplace’. [2019, pg 7] Gaunt and Stott, 2019

RE can assist oracy development by incorporating dialogic teaching strategies that encourage students to articulate their views and listening to others, as well as develop critical questioning and the exploration of multiple perspectives.

A great strategy for developing oracy is a ‘concept cartoon’, where around four characters share differing views on an issue. This models both articulating a view and listening to others. Another strategy is to allocate roles in discussion. Gaunt and Stott describe these as: builder, challenger, clarifier, prober, summariser (page 32.). These strategies benefit students in ‘exercising high-order thinking skills and in turn raising the quality of talk’ (pg 32.).

In my experience of applying these techniques, I have seen my students developing their critical thinking and reasoning skills as they articulate their thoughts and listen to diverse viewpoints. They also gain confidence in using subject-specific language and develop a deeper understanding of complex issues. Collaborative activities refine their ability to analyse, synthesise and evaluate information. I have seen this yield richer discussions and more thoughtful written reflections, as students learn to structure their arguments verbally before committing them to paper. As Peter Hyman notes,

‘Oracy enables students to find a voice both metaphorically and literally’ (Gaunt and Stott, 2019, pg 5.)

Oracy development is well-supported in RE/RVE/RME, as it offers opportunities for students to explore personal and philosophical questions in a dialogic space. The learning content often explores meaning, morality and belief systems, requiring students to navigate sensitive and emotionally- charged topics with respect and clarity. Our subject can also support oracy development in providing a safe space for students to articulate, reflect on and refine their personal beliefs and values. By listening to and questioning others, they often gain new insights that clarify or challenge their own worldview.

Moreover, activities which support students’ oracy can also challenge teachers to think critically about their own perspectives and assumptions. Teachers must navigate diverse views while remaining open-minded and reflective, prompting them to examine their beliefs more deeply. Engaging in discussions with students about sensitive or profound topics can reveal new insights and encourage teachers to question and refine their understanding of different worldviews, as well as their own.

Focusing on my students’ oracy development has improved their confidence, empathy, and academic performance. I have seen a transformation in the clarity with which they articulate their thoughts, listen and engage with different viewpoints. With the scaffolding that oracy- focused activities provide, I have seen students grow in confidence. Oracy- focused activities have also deepened students’ understanding of complex concepts by encouraging them to explore and verbalize their thinking, which, in turn, leads to more thoughtful and insightful written work. As Gaunt and Stott suggest:

‘If everybody was able to discuss difficulty issues in such a thoughtful and measured way, then the world would be a richer, more tolerant, less divided place’. (2019, pg 1)
(Gaunt and Stott, 2019)

References

Amy Gaunt and Alice Stott, 2019, Transform teaching and learning through talk; The Oracy Imperative’ Rowman and Littlefield, Maryland,USA