Fundamentals of Teaching Teacher Conference 2026 – Takeaway Resources
Oracy What is Oracy? Oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language. It is not simply about speaking confidently; it is about communicating effectively, listening actively, thinking critically and adapting communication to different audiences and purposes. Oracy is both a skill to be explicitly taught and a vehicle through which learning happens.
Learning to Talk ↔ Learning Through Talk
These are not competing approaches. Effective teaching creates opportunities for both. •
Learning to Talk: Developing the knowledge and skills needed to communicate effectively, including articulation, vocabulary, expression, listening, turn-taking and audience awareness.
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Learning Through Talk: Using discussion, dialogue, questioning and collaborative exploration to deepen understanding, develop ideas and construct meaning.
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The Key Question: Are we teaching children how to communicate, or are we using communication to help them learn? Often, we are doing both.
The Powerful Relationship Between Drama and Oracy Drama provides a particularly rich context for developing oracy because it gives communication an authentic purpose. Through drama, children can: • • • • •
Experiment with language, voice, expression and physical communication. Explore different perspectives, emotions and interpretations. Develop their ability to listen, respond and adapt spontaneously. Practise communicating with different audiences and for different purposes. Build confidence through rehearsal, feedback and reflection.
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Importantly, confidence and competence are not the same thing. A confident speaker is not necessarily an effective communicator, and a quieter child may demonstrate highly developed oracy skills. Our responsibility is to develop both.
Where Does LAMDA Fit? LAMDA Exams provide a structured and purposeful opportunity to develop, practise and demonstrate important oracy skills. Oracy skill
Potential LAMDA Exam AC connection
Physical communication
Posture, gesture, facial expression and presence
Linguistic communication
Vocabulary, language choices and clarity of speech/thought
Cognitive communication
Interpretation, organisation and structure of talk
Social and emotional communication
Audience awareness, listening and responsiveness
The greatest value comes when these skills are explicitly taught, deliberately practised and transferred beyond the examination itself.
Five Questions to Take Back to Your Teaching 1. Purpose: Do children understand why they are communicating and who they are communicating with? 2. Participation: Who gets opportunities to speak, and whose voices might be missing? 3. Explicit teaching: Are we teaching the component skills of effective communication, or simply expecting children to demonstrate them? 4. Feedback: Does our feedback identify specific communication skills rather than relying on general praise such as "well done" or "speak more confidently"? 5. Transfer: How are children encouraged to apply their communication skills beyond drama lessons and LAMDA examinations?
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One Final Thought Oracy is not simply about giving children a voice. It is about equipping them with the knowledge, skills and opportunities to use that voice effectively. Drama creates the conditions for this learning. LAMDA provides a framework through which it can be developed and celebrated. Together, they offer powerful opportunities to help children become thoughtful, articulate and purposeful communicators.
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Knowledge Discussion Asking the Questions Examiners must ask knowledge discussion questions exactly as they appear in the Assessment Criteria (ACs). These questions can be found in the syllabus and on the Learner Examination Report (LER). Encourage learners to confidently ask: • •
“Please could you repeat the question?” “Please could you rephrase the question?”
If a learner is struggling, the examiner may reword or break down the question, but only after it has first been asked as written in the AC.
Subsidiary Questions Subsidiary questions help learners provide more information and demonstrate their full potential. They are not designed to catch learners out. There are two key principles: 1. The question must follow directly from the AC wording. •
Example: Grade 1 Acting AC 4.1: Describe the location of the scene.
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Learner: “The scene takes place in a kitchen.”
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Examiner: “Can you describe the kitchen?”
2. The examiner may build on something the learner has already said. •
Example: Grade 1 Speaking Verse and Prose AC 4.1: Describe what the selections are about.
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Learner mentions a dog.
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Examiner: “What is the dog doing?” or “Can you tell me anything more about the dog?”
Reassure learners that additional questions are intended to help them provide as much relevant information as possible and achieve the best mark they can.
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When Learners Answer Several Questions at Once Sometimes learners include information that answers later questions. In these cases, examiners will acknowledge this: “Thank you, you've already given me some information that relates to the next question. Is there anything else you'd like to add before we move on?”
Moving the Discussion Forward Examiners may move on when: •
The learner has given a full response.
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Subsidiary questions have been used and the learner has no more to add.
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The learner is finding the question difficult despite encouragement.
This helps maintain the timing and integrity of the assessment.
Pass, Merit or Distinction? Teachers often ask what distinguishes responses at different mark levels. While exemplar answers cannot be provided, the following illustration may help. Question: Can you tell me about Wednesday? Pass A simple, relevant response: "Wednesday is a day of the week. It comes after Tuesday and before Thursday." Merit A fuller response with some additional detail: "Wednesday is a day of the week. It comes after Tuesday and before Thursday. It is the only day that starts with a W. I like Wednesdays because we have chips for lunch." Distinction A detailed response with wider knowledge and personal engagement: "Wednesday is a day of the week. It comes after Tuesday and before Thursday. It is the only day that starts with a W. I like Wednesdays because we have chips for lunch. There is also 5
Ash Wednesday before Easter. My favourite football team is Sheffield Wednesday, and Apollo 11 launched on a Wednesday in 1969." In general: •
Pass responses answer the question appropriately.
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Merit responses provide more detail and development.
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Distinction responses demonstrate breadth, depth and confident communication of knowledge.
Understanding the Qualification Levels LAMDA Exams can be taken by learners of any age. However, qualification levels carry different expectations. Entry Level and Level 1 (Grades 1–3) Typically taken by learners aged 6–12. Responses should demonstrate an appropriate level of understanding and knowledge. Level 2 (Grades 4–5) These qualifications sit alongside GCSE-level study on the RQF. Learners should demonstrate increasing maturity, understanding and development in their responses. Level 3 (Grades 6–8) These qualifications sit alongside A Level study and carry UCAS points. Responses are expected to show greater depth of thought, mature vocabulary, analysis and clear communication of understanding.
Managing the Knowledge Discussion LAMDA Exams are timed assessments. Teachers should ensure: •
Own-choice pieces and speeches are appropriate in length.
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Learners understand exactly what each question is asking.
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Responses are focused, relevant and concise.
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Pay particular attention to command words such as: -
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Summarise Outline Describe Explain Plot
A response should match the command word.
Example: Grade 5 Speaking Verse and Prose AC 5.1: Summarise the main plot of the book used for the prose selection. This does not require a chapter-by-chapter retelling of the story. Learners should provide a concise overview of the main events. Examiners frequently report that overly long answers can create time-management difficulties. Encourage learners to answer clearly and accurately without including unnecessary information.
Memorised Answers It is not uncommon for learners to memorise answers. • • •
A well-prepared memorised answer can receive full credit. However, memorisation alone does not always demonstrate understanding. Responses written entirely by adults or generated through AI can sometimes be identified by vocabulary or language that is not typical of the learner's age or level.
The strongest responses are those that: • • • •
Use the learner's own words. Show genuine understanding. Reflect thoughtful preparation. Allow the learner's own voice and personality to come through.
Developing answers in this way gives learners the best opportunity to demonstrate both knowledge and understanding.
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