Early Oracy – Professional Learning Community
11 November 2017
Good communication skills are essential for everyday life and a range of careers. Yet there remains a large and persistent attainment gap between disadvantaged pupils and their peers. The Education Endowment Foundation (EEF) believes the best way to change this is through better use of evidence: looking at what has – and has not – worked in the past.
Communication and language approaches emphasise the importance of spoken language and verbal interaction for young children. They are based on the idea that children’s language development benefits from approaches that explicitly support communication through talking, verbal expression, modelling language and reasoning.
Communication and language approaches used in the early years include reading aloud to children and discussing books, explicitly extending children’s spoken vocabulary by introducing them to new words in context, and drawing attention to letters and sounds. They also include approaches more directly aimed at developing thinking and understanding through language, such as ‘sustained shared thinking‘ or ‘guided interaction’.
For this reason, we have used the phrase ‘Early Oracy’ so that the widest aspects of communication and language approaches, from whole class, quality first teaching to small groups and 1-2-1 interventions, from an ethos imbued into the classroom environment to parental engagement projects can be explored for a holistic approach to early oracy.
To support the use of the most current research, we will be drawing on the Early Years Toolkit and a number of Guidance Reports, including the Improving KS1 Literacy Guidance and Preparing for Literacy Guidance (due out in Early Spring). These reports will be a starting points for the PLC Programme – we will delve deeper into the recommendations to support their effective implementation in schools and drill into further sources of evidence.
The drive is to ensure that the research about what works is put into practice, support making better use of evidence to inform teaching and learning so it really makes a difference in the classroom.
For more information or to join the PLC, please find more information below.11 November 2017
Posted in: Training/CPD