Google Translate
The Good Shepherd
Catholic Primary School
“I am the Good Shepherd; I know my own and my own know me”. John 10:14"
Oracy
Oracy Cambridge and Voice 21 make the distinction that there are two aspects to oracy.
Learning through talk: Class teachers use talk effectively for teaching and learning, known as dialogic teaching, teacher’s model their own oracy skills and involve the children in their own learning, using talk throughout lessons to engage children.
Learning how to talk: teaching children how to use spoken language and developing children’s spoken language skills.
Beginning in Early Years we support children to develop strong oral communication skills enabling them to express themselves clearly, articulate their thoughts and ideas, and engage in meaningful interactions with others. These skills are essential for success in both academic and social contexts.
We work closely with Hammersmith & Fulham Joint Communication Trust https://lbhfinspirehub.com/ The JCT is a team of specialist teachers and speech and language therapists who work to support the educational needs of Hammersmith and Fulham children and young people with speech, language and communication needs (SLCN). The team work with teachers, support staff and parents of children with SLCN to facilitate the access of the children and young people to the curriculum and their ability to make and maintain friendships with peers.
As the children move through the school they engage in discussions, debates, and verbal reasoning activities, these help them to develop critical thinking and problem-solving skills. Through verbal exchanges, children learn to analyse information, evaluate different perspectives, and construct logical arguments—an essential skill set for academic success and lifelong learning. We incorporate drama activities where pupils can act out scenes from stories, plays, or historical events, allowing them to practice articulation, expression, and voice modulation. Using techniques from The Power of Reading such as Conscience Alley, is useful technique for exploring any kind of dilemma faced by a character, providing an opportunity to analyse a decisive moment in greater detail.
The class forms two lines facing each other. One person (the teacher or a participant) takes the role of the protagonist and walks between the lines as each member of the group speaks their advice.
It can be organised so that those on one side give opposing advice to those on the other. When the protagonist reaches the end of the alley, they make their decision.
We provide a comprehensive Mental Health & Wellbeing offer at The Good Shepherd which focuses on children’s Social and Emotional Development. Developing strong spoken language skills empowers children to express their feelings, empathize with others, and resolve conflicts constructively. These skills contribute to their social and emotional well-being and support their ability to collaborate and cooperate with peers. https://www.goodshepherdrc.lbhf.sch.uk/mental-health-wellbeing/
Specialist Drama Teacher
Children from Reception to Year 6 have access to our specialist drama teacher. They participate in drama activities that require them to take on different roles and improvise dialogues. They’re encouraged to use expressive language, gestures, and voice modulation to convey emotions and communicate effectively.
Through Scripted Performances, we provide opportunities for our pupils to rehearse and perform scripted plays or scenes. We encourage them to focus on delivering lines clearly, projecting their voices, and maintaining eye contact with the audience.
Oracy in Group Work
Children have opportunities across the curriculum to participate in collaborative problem-solving. Examples such as assigning group tasks or projects that require pupils to collaborate and communicate effectively to solve problems or complete assignments. Teachers encourage pupils to discuss ideas, share resources, and delegate tasks within their groups.
Class teachers facilitate group discussions on relevant topics or themes related to the curriculum. Providing pupils with guided questions or prompts to stimulate conversation and ensure that all group members have opportunities to contribute their ideas and perspectives.
The Oracy Skills Framework- Oracy Cambridge
Year 5 Mudlarks Project- Song & Performance for Presentation at the Lyric Theatre Hammersmith
Children's Environmental Parliament Winners
At The Good Shepherd Catholic Primary School, we strive to develop oracy skills through the curriculum, lunchtimes, extra-curricular activities, and the whole ethos of the school.
Oracy can be described as a combination of learning to talk and learning through talk. At The Good Shepherd, there is a shared understanding of how talk supports learning and children’s social development. We believe that developing oracy throughout primary education provides our students with vital life skills. We aim to encourage fluent speakers, who are confident to communicate, debate and present in a wide range of situations.
Here at the Good Shepherd, children have the extracurricular offering of LAMDA graded examinations in speaking and performance. These 1-1 private lessons seek to develop their acting and public speaking skills, whilst most importantly having fun.
Through solo performance, these children have developed their communication, critical reflection, creativity and confidence.
In the LAMDA curriculum, children start by looking at verse, small poems to develop expression and enjoyment in speaking out loud in front of an audience. This has since progressed for our older pupils to monologues. Their memory skills have been so impressive, learning two three minute speeches for grade 1 , 2 and 3.
Our pupils have achieved high success in exams, including distinctions across the board for introductory exams and both merits and distinctions in Entry Level and Grade 1-3 exams.
Founded in 1861, LAMDA (London Academy of Music and Dramatic Art) is the oldest drama school in the UK. LAMDA started to offer examinations in speech and drama to the public over 130 years ago.
The process of preparing for and succeeding in a LAMDA examination essentially helps learners, whatever their ages or aspirations, to develop a broad range of skills that will serve them throughout life. Across the range, LAMDA examinations develop a learner’s ability to:
• read easily, fluently and with good understanding
• expand vocabulary to improve powers of self-expression
• improve confidence in speaking and listening
• memorise and recall information
• research and create persuasive formal presentations
• create and defend arguments
• engage in constructive informal conversation
• work both on his/her own and participate as a member of a team.
All LAMDA examinations are rooted in encouraging participants to develop a love of literature, poetry and drama and thus improve standards of communication through the spoken word. This syllabus provides a wide range of opportunities to do so.