Piloting in other schools and further research would be required prior to a randomised control trial of the intervention to establish a stronger evidence base on the impact on oracy skills and attainment across subjects. During the final stages of the project the components were brought together to create an 'Oracy Curriculum, Culture and Assessment Toolkit' that can be adopted by other schools and a website was created, Voice 21 (Developing a new pedagogy and curriculum focused on oral language skills.The following conclusions summarise the project outcomeThe Oracy Skills Framework provides a useful tool for schools wishing to review and develop their approach to oracy. Research is also required on how the intervention is interpreted in other schools, and on the opportunities and barriers that arise when implementing these approaches at other sites.Oracy Skills Framework - The Oracy Skills Framework provided an appropriate and effective structure to support the design, review and refinement of School 21’s Year 7 oracy curriculum. Today the EEF is publishing the independent evaluation of our large-scale trial of ‘IPEELL: using self-regulation to improve writing’. The project involved developing an Oracy Skills Framework, which sets out the physical, linguistic, cognitive, and social-emotional oracy skills required by students for education and life. As explained below neither of these tests were able to provide conclusive evidence of the impact of the intervention. The associated Oracy Assessment Toolkit provides teachers with a tool that can be used diagnostically and to track students' progress in developing oracy skills.The Oracy Curriculum, Culture and Assessment Toolkit as implemented in School 21 appears to provide a sound foundation for the development of oracy skills, with particular strengths in supporting persuasive talk and talk for presentational purposes and in formal contexts. Our senior associate Megan Dixon introduces the latest EEF Teacher Choices trial – The Story Time Trial – as we seek evidence-based answers... Research Areas; Research Centres; Research Groups; Research Projects & SIGs; Impact; Publications; Working Paper Series; Open Research Seminars; Cambridge Journal of Education The EEF and Sutton Trust are, together, the government-designated What Works Centre for Education.Copyright 2020, Education Endowment Foundation, all rights reserved. See a previous Teacher Toolkit blog – Talk Turkey – about oracy which discusses the LKMco report ‘Oracy: The State of Speaking in Our Schools’, and links to Concept Cartoons as a dynamic context for developing pupil talk and promoting rich dialogue. The supporting website requires development to provide an effective professional development resource for other schools.It was not possible at this stage of development to provide a valid measurement of impact. Other components which were informed by this framework are: These components were piloted and further developed with Year 7 students within School 21 from September 2013 to July 2014. The point is that the information should be useful and, in the case of the initial tasks, a formative influence on teaching.Whilst a simple Gold, Silver and Bronze assessment makes the system easy to use, some teachers have found that it does not discriminate sufficiently for their purposes. Moderate impact for very low cost, based on extensive evidence.Moderate impact for very low cost, based on very extensive evidence.High impact for very low cost, based on extensive evidence. Again, the statements do not require any specialist knowledge so that participation is possible by all students.Working in pairs, one member of the pair is given a photograph of a Lego model.

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