Oracy-Dialogics in primary school

Nichol J and Andrews K (2018) Oracy-Dialogics through the lens of the Cambridge Primary Review. Education 3-13 46(6): 620–635. Introduction  This paper explores the principles of Oracy-Dialogics through a case study in a Cambridge Primary Review flagship school. It focuses on the importance of a whole-school philosophy and describes the implementation of Oracy-Dialogics in a sequence of three Year 6 lessons on Ancient Egypt. The paper explores the oral pedagogy of the teacher and pupil oracy in pair and small group interactions in more detail and also presents findings on students’ attitude towards Oracy-Dialogics. This research digest will focus on students’ evaluation of three oracy-based lessons, one on detective work and two on Anglo-Saxon settlements. I chose this paper because I am interested in the role of oracy in teaching and wanted to find out more about the underlying principles and how they can be applied to the context of primary schools. How did the researche