ESB News - Spring Summer 2021

ESB supports the Oracy All-Party Parliamentary Final Report

Speech

With the pandemic having had a devastating impact on oracy, particularly on the spoken language development of disadvantaged learners, the report acknowledges how a greater focus on oral language improves outcomes for the most disadvantaged students. ESB is therefore delighted that its recently launched 70/70 campaign aims to find and financially support 70 centres from within Charities, Community Groups or Youth and Adult Societies as well as educational sectors with members who face disadvantage and who would be supported in their aspirations if they could achieve an ESB qualification. The report calls attention to the debate about whether Ofqual should reinstate an improved form of English Language GCSE spoken language assessments as a contributory element of the GCSE grading. Says Tina: “ This is something we would wholeheartedly support as teachers have asked for it and we know that there are forms of valid assessment that could be reintroduced ”, says Tina. “ We feel we could contribute to the success of this reintroduction as ESB assessments are a clear path for oracy success with each level building on learners ’ development from the previous level, providing a perfect journey to progress to GCSE level. ”

ESB ’ s assessment methodology has been endorsed as a valuable part of teaching Oracy to learners, in the Final Report published yesterday by the Oracy All-Party Parliamentary Group Inquiry ‘ Speak for Change ’. Whilst the inquiry heard a spectrum of views as to whether oracy should be formally assessed, there was general agreement that the absence of currency and accountability undermined oracy ’ s status and value. As a proud contributor to the enquiry, we fully support the report ’ s recommendations to raise the status and priority of oracy in education by calling for a shift in values, policy and practice. Tina Renshaw, ESB ’ s Chief Executive, says: “ I am delighted that these recommendations pave the way forward to improve oracy education in schools. We have been successfully offering oracy assessments to learners for many years and know its value as a valid pathway to promote oracy in schools. “ We take a learner-focused approach to assessment, recognising and encouraging the potential of all. We do not only assess what the young person knows or says, but what they have become. Clarity of communication and an ability to express thoughts simply, sincerely and persuasively, are qualities needed by everyone in this specialised, competitive world. Along with other examples of established practice, the report recognises that ESB ’ s assessment frameworks can act as a scaffolding tool for embedding Oracy into a school curriculum. ” Echoing the view of others that there is lack of specificity and ambition for oracy in the National Curriculum, Tina is quoted in the report: “ There is not enough differentiation in the current National Curriculum for English in terms of spoken language to facilitate the delivery of high-quality oracy education, and the guidance given is insufficient for such a crucial skill set. The requirements focus largely on formal speaking and listening (presentations, speeches, debate, performance) and do not make enough reference to the broader range of talk possibilities. ” Tina Renshaw, English Speaking Board, evidence to the Inquiry, pg. 36

To read our full article please visit our news section on our website and click here to read the Oracy APPG ’ s final report.

Emma Hardy MP, Chair of the Oracy All Party Parliamentary Group

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