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Research

Read and download the latest research and development on oracy from Voice 21

improving-vocabulary

Voice 21: 10 years of impact

Our 10 Years of Impact Report shares the story of how oracy is transforming children’s futures. You’ll find the latest evidence of the difference oracy makes in schools, real examples from classrooms across the country, and insights into how the oracy movement has grown, from training more than 16,000 teachers and 4,000 leaders, to building a national network of over 1,100 Voice 21 Oracy Schools, including 90 Centres of Excellence.

It also looks ahead to our vision for an Oracy Generation, where every child has speaking and communication woven throughout their education to thrive in school, work and life.

Voicing Vocabulary

Voice 21 launched a 2-year research project to answer the question: How can oracy education support vocabulary development?

Learn more about the research and teacher insights that we’ve drawn upon to identify each of the active ingredients of an oracy-centred approach to vocabulary development.

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The Oracy Starter Kit

The Voice 21 oracy starter kit is the best place to get started on your school's oracy journey and includes the Voice 21 Benchmarks and Framework.

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Oracy Benchmarks

The Oracy Benchmarks outline what constitutes a high quality oracy education. They provide a robust and realistic framework for teachers and schools.

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The Talking Point

Voice 21's journal including findings 
from research projects led by teachers in Voice 21 Oracy Schools as well as colleagues from within and beyond Voice 21.

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Voice 21 Oracy Framework

The Oracy Framework, devised by Voice 21 and Oracy Cambridge provides a structure designed as a tool to support the explicit teaching of oracy.

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Centre of Excellence Criteria

Find out what it takes to become a Voice 21 Oracy Centre of Excellence, recognising your achievement in delivering a sustained high-quality oracy education.

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Holly Dyson, Douglas Barnes Research

Holly sought to answer the question: To what extent does an oracy-based restorative justice approach enable lunchtime staff to support Year 3 children in managing conflict?