Oracy has gained significant traction in recent years, emerging as a critical area of focus in educational reforms. The shift has been partly driven by evidence-based practice. In this article, George Vlachonikolis, author of our Cambridge IGCSE™ and O Level Economics teacher’s resource, explores how key communication skills deepen learning. George also shares some teaching ideas from the resource that provide opportunities for oracy.
A landmark collaboration between School 21 and the University of Cambridge over a decade ago brought oracy into the spotlight. It focuses on how structured speaking and listening activities can enhance learning across subjects. But, it is arguably the business world and employers who have become most vocal about the importance of emotional intelligence and communication for school leavers joining the workforce.
Educators and policymakers have increasingly recognised oracy as a fundamental pillar of effective education. In October 2024, the Oracy Education Commission in the UK, defined oracy as:
Articulating ideas, developing understanding and engaging with others through speaking, listening and communication
These mutually reinforced skills of speaking, listening and communication are essential for teachers to prioritise. The goal is not merely for students to speak fluently, but to deepen their learning through talk. This approach is exemplified in two key pedagogical methods:
Dialogic teaching encourages students to engage in structured, meaningful conversations that foster critical thinking. By reasoning, questioning and discussing, students actively construct knowledge through shared dialogue. This makes learning more interactive and intellectually engaging.
Drama-based pedagogy uses storytelling and role-playing to immerse students in active learning. These methods have shown positive effects on both cognitive and non-cognitive outcomes, including creativity, empathy and social skills.
The Cambridge IGCSE™ and O Level Economics teacher’s resource has many teaching ideas which include opportunities for oracy. Here are some examples:
Role-play on supply-side policies (SSPs)
Download the activity here (Cambridge IGCSE™ and O Level Economics teacher’s resource, pages 140-141).
Role-play is one of the most effective ways to foster oracy because it encourages students to embody different perspectives and engage in meaningful dialogue. In this activity, students assume different roles:
- Government officials
- Workers
- Business owners
They will engage in dialogue to explore the pros and cons of various SSPs. The value of this exercise lies not just in the content, but in the process of articulation. Students must clearly and persuasively present their arguments, listen actively to counter-arguments, and then respond critically.
This process of active speaking and listening will support their ability to organise their thoughts, speak with clarity and engage in constructive debate.
Class debate
Download the activity here (Cambridge IGCSE™ and O Level Economics teacher’s resource, pages 66-67).
Another oracy-driven activity is a debate on the benefits of the market economic system. For this activity, students are divided into two groups and asked to defend opposing views. One side will advocate for private sector involvement and the other for state ownership.
The debate format aligns with dialogic pedagogy. Students are encouraged to build their arguments through discussion, reflect on different viewpoints, and refine their thinking. They sharpen their critical thinking and learn to articulate complex ideas clearly and respectfully. These are skills that go beyond the classroom into real-world discourse.
‘Tomatoes vs. video games’
Download the activity here (Cambridge IGCSE™ and O Level Economics teacher’s resource, pages 71-72).
‘Tomatoes vs. video games’ is a plenary activity. It offers a light-hearted opportunity to reflect on economic concepts such as merit goods and demerit goods. In this activity, students present short, structured speeches to argue whether each item should be classified as a merit or demerit good.
It encourages students to practice clear communication, construct persuasive arguments and consider different viewpoints. Students will deepen their understanding of the economic theory behind merit and demerit goods. They will practice speaking with purpose and using supporting evidence. As with other activities, it helps students use economic terminology confidently in their speech which in term may improve their written answers.
These three activities fit with the goals of an oracy-focused education, where dialogic and drama-based pedagogies are crucial for student engagement and cognitive development. Oracy is more than just a pedagogical buzzword, it is a powerful pedagogical tool. By using the teacher’s resource to integrate more role-plays, debates and plenary discussions, it is possible to create a learning environment where dialogic teaching and drama-based pedagogy thrive.
About the author
George Vlachonikolis, Assistant Head, Headington Rye Oxford
George is the Assistant Head at Headington School, Oxford. An economics teacher at heart, George is also the Chair of Examiners for economics with one of the main exam boards in England. George has a Post-Graduate Advanced Certificate in Education (Educational Assessment) from Cambridge University and he is an ambassador for Cambridge Assessment.
