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Oracy skills in Music
Through the Kapow Primary Music curriculum, pupils have opportunities to develop their oracy skills by:
- Rehearsing as a group and singing as an ensemble.
- Listening with concentration and providing feedback about other children’s and composers’ work.
- Expressing opinions respectfully.
- Collaborating in a group.
- Discussing composition or personal preferences using musical vocabulary.
- Reasoning about instrument choices and justifying choices of instruments or sounds in compositions using musical vocabulary.
- Modifying tone of voice.
- Building confidence when using their voice.
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Oracy skills in Art and design
Through the Kapow Primary Art and design curriculum, pupils have opportunities to develop their oracy skills by:
- Explaining and justifying their choices of materials, methods, and techniques.
- Engaging in paired and group discussions.
- Presenting and explaining their artwork and ideas to peers and the class.
- Analysing and critiquing the work of others, as well as established artists.
- Collaborating on group artwork.
- Responding to high-level questions such as ‘What is art?’ by articulating and defending their ideas.
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Oracy skills in D&T
Through Kapow Primary’s D&T scheme, pupils have opportunities to develop their oracy skills by:
- Presenting their design ideas or products to audiences of different sizes.
- Explaining designs, preferences or final products.
- Role-playing from the point of view of the user.
- Discussing products and design ideas using new vocabulary.
- Collaborating by organising tasks within a group.
- Critiquing others’ designs and products.
- Reflecting on and responding to feedback towards their own designs and products.
- Summarising design ideas.
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Oracy skills in Computing
Through the Kapow Primary Computing curriculum, pupils have opportunities to develop their oracy skills by:
- Communicating and solving problems collaboratively in groups or pairs.
- Building on the ideas of others and using discussions to plan programming projects.
- Articulating their thoughts, processes and reasoning (e.g. when debugging).
- Explaining and justifying their decisions during problem-solving tasks.
- Presenting their final outcomes to an audience, enhancing their public speaking skills.
- Evaluating the final outcomes of peers’ work.
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Oracy skills in Geography
Through the Kapow Primary Geography curriculum, pupils have opportunities to develop their oracy skills by:
- Verbally responding to questions using geographical vocabulary.
- Summarising information from videos and texts.
- Collaboratively engaging in an enquiry cycle.
- Brainstorming initial ideas to address an enquiry question.
- Conducting interviews during fieldwork to gather information.
- Exploring issues through drama techniques (hot-seating, conscience alley and freeze-framing).
- Presenting findings to a range of audiences in person and using media.
- Performing songs and poems to enhance content knowledge.
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Oracy Skills in Science
Through the Kapow Primary Science curriculum, pupils have opportunities to develop their oracy skills by:
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Asking and answering scientific questions aloud, using scientific vocabulary.
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Explaining observations and ideas in group discussion.
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Discussing hypotheses and predicting outcomes.
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Describing their experiments and methods orally.
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Presenting results using data (tables, charts, graphs) and talking through what the data shows.
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Debating possible explanations for findings.
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Listening to explanations from others, comparing with their own, asking for clarification.
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Reporting findings to different audiences (classmates, teachers, possibly parents).
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Reflecting on what worked and what did not, verbally justifying choices made during investigations.
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Oracy Skills in French
In Kapow Primary’s French scheme, pupils have opportunities to develop oracy skills by:
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Practising speaking and pronunciation of French in class, repeating phrases, and mimicking native speaker models.
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Engaging in dialogues and role‑play (ordering in a café, asking for directions, greetings etc).
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Listening to spoken French (audio recordings, teacher, video clips) and responding appropriately.
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Using “language detective” tasks: discovering meanings of unfamiliar words or grammar through context.
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Speaking in front of peers in more formal segments (short presentations, show and tell) in French.
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Working in pairs or groups to practise spoken French (dialogue, asking questions).
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Using French in practical, everyday contexts in class to make learning more meaningful.
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Pronunciation practice, gaining confidence in speaking aloud.
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Exploring intercultural understanding by speaking about life in France or other French speaking countries, comparing with their own life
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Oracy Skills in History
Through the Kapow Primary History curriculum, pupils have opportunities to develop oracy skills by:
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Asking historically valid questions as part of enquiry cycles (What? Why? How?).
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Discussing sources of historical evidence: what they show, what they might leave out, possible bias.
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Explaining chronological understanding: ordering events, describing change over time.
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Debating interpretations of history, comparing perspectives.
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Presenting findings from historical investigations (projects, reports, class presentations).
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Using historical vocabulary accurately in discussion (e.g. empire, migration, continuity, consequence).
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Working collaboratively in groups to research, interpret evidence, and present arguments.
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Listening to others’ views on historical events, challenging ideas or asking for clarification.
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Reflecting on learning: what changed over time, what connections can be made between past and present.
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Oracy Skills in PSHE (Kapow Primary)
Through the Kapow Primary PSHE curriculum, pupils have opportunities to develop their oracy skills by:
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Discussing feelings, emotions and personal experiences in a safe and supportive environment.
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Taking part in group discussions and circle times to explore topics such as relationships, health and wellbeing.
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Practising active listening and responding respectfully to others’ viewpoints.
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Using role play and drama activities to rehearse real-life situations like resolving conflicts or making decisions.
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Asking questions and expressing opinions on moral and social issues.
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Collaboratively brainstorming ideas and solutions to problems.
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Presenting thoughts and ideas clearly to peers and adults.
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Reflecting on their own values and how these affect their behaviour and relationships.
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Debating topical issues to develop critical thinking and empathy.
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Communicating confidently about personal safety, rights and responsibilities.
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Oracy Skills in Religious Education
Through the RE curriculum, pupils develop their oracy skills by:
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Planning and discussing their enquiry and research questions clearly and confidently.
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Hypothesising and predicting outcomes, explaining their thinking aloud.
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Asking sensitive and relevant questions during investigations.
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Engaging in discussions to explore meanings in sacred texts, artefacts, symbols and stories.
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Reflecting on their own thoughts and feelings and articulating these sensitively in group conversations.
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Listening carefully and respectfully to others’ beliefs, values and experiences.
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Interpreting religious language and explaining the significance of rituals and symbols.
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Using imagination to understand and express emotions such as love, forgiveness and compassion.
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Comparing and analysing different beliefs, explaining similarities and differences clearly.
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Applying their learning by discussing how religious beliefs influence people’s lives and communities.
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Synthesising ideas by making connections between religions and wider human experience.
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Evaluating different viewpoints and expressing their own reasoned opinions confidently.
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Communicating their learning in varied ways, including oral presentations, drama, role play, music and creative media.
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Responding thoughtfully to big questions about meaning, values and beliefs in group and whole class discussions.
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Oracy Skills in Physical Education
Through the Kapow Primary PE curriculum, pupils have opportunities to develop their oracy skills by:
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Giving and receiving clear instructions and feedback during games and activities.
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Using specific vocabulary to describe movements, techniques and tactics.
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Communicating effectively with teammates to plan and execute strategies.
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Explaining their thinking and decision making during physical challenges.
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Participating in group discussions to reflect on performance and set personal goals.
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Demonstrating leadership by motivating and encouraging others verbally.
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Listening attentively to coaches and peers and responding respectfully.
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Engaging in role play to understand teamwork, fair play and sportsmanship.
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Presenting ideas and reflections about health, fitness and wellbeing.
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Collaborating with others to solve problems and adapt to changing situations in games.
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