Submit evidence: Speak for Change Inquiry 

The Oracy APPG interim report sets out some suggestions emerging from the Oracy APPG’s Inquiry about possible ways forward. We welcome feedback on these suggestions and further evidence submissions to help us in formulating our final report and recommendations.

1. Terms of reference


The Inquiry is investigating the current provision of oracy education in schools in England, assessing the value and impact of oracy education and identifying the barriers to children accessing and receiving quality oracy education.  

Value and impact

  1. Given many teachers recognise the importance of oracy, why does spoken language not have the same status as reading and writing in our education system? Should it have the same status, and if so why?

  2. What are the consequences if children and young people do not receive oracy education?

  3. What is the value and impact of quality oracy education at i) different life stages, ii) in different settings, and iii) on different types of pupils (for instance pupils from varied socioeconomic backgrounds or with special educational needs)?

  4. How can it help deliver the wider curriculum at school?

  5. What is the impact of quality oracy education on future life chances? Specifically, how does it affect employment and what value do businesses give oracy?

  6. What do children and young people at school and entering employment want to be able to access, what skills to they want to leave school with?

  7. What is the value and impact of oracy education in relation to other key agendas such as social mobility and wellbeing/ mental health?

  8. How can the ability to communicate effectively contribute to engaging more young people from all backgrounds to become active citizens, participating fully in social action and public life as adults

Provision and access

  1. What should high quality oracy education look like?

  2. Can you provide evidence of how oracy education is being provided in different areas/education settings/extra-curricular provision, by teachers but also other practitioners that work with children?

  3. What are the views of teachers, school leaders and educational bodies regarding the current provision of oracy education?

  4. Where can we identify good practice and can you give examples?

  5. What factors create unequal access to oracy education (i.e. socio-economic, region, type of school, special needs)? How can these factors be overcome?

  6. Relating to region more specifically, how should an oracy-focused approach be altered depending on the context?


  1. What are the barriers that teachers face in providing quality oracy education, within the education system and beyond?

  2. What support do teachers need to improve the delivery of oracy education?

  3. What accountability is currently present in the system? How can we further incentivise teachers to deliver more oracy education to children and young people?

  4. What is the role of government and other bodies in creating greater incentives and how can this be realised?

  5. What is the role of assessment in increasing provision of oracy education? What is the most appropriate form of assessment of oracy skills?

  6. Are the speaking and listening elements of the current curriculum sufficient in order to deliver high quality oracy education?

  7. What is the best approach – more accountability within the system or a less prescriptive approach?

  8. Are there examples of other educational pedagogies where provision has improved and we can draw parallels and learn lessons?

2. Written evidence

Further information on guidelines for submitting written evidence can be found in the Terms of Reference. Evidence should:

-       Be in a Word format

-       No longer than 3000 words

-       State clearly who the submission is from, and whether it is sent in a personal capacity or on behalf of an organisation

-       Begin with a short summary in bullet point form

-       Have numbered paragraphs

-       Where appropriate, provide references


The Oracy All-Party Parliamentary Group is keen to hear from you if you have any relevant evidence to submit in line with the Terms of Reference. If you would like to discuss this further, please contact or download the form.

The evidence that we receive may be made public either as part of the oral evidence sessions or as part of our final written or digital report. If you wish for the whole of, or parts of, your submission to remain private, please note this clearly in your submission. Submissions from persons and organisations will be published unless specifically requested. Where a person or organisation has stated that they wish for their written evidence to be anonymous, it will be published under the title anonymous.  

If you have any questions, please contact Gemma Carroll at


3. Video evidence 

As the Oracy APPG seeks to promote the importance of the spoken word, we would like to invite audio or video evidence submissions. These will be considered as evidence and may be used in our final digital report or accompanying communications for the report launch. These can be securely uploaded through the link below. For files larger than 10MB please use WeTransfer.

All audiovisual submissions must seek to address the Terms of Reference in all or some form. This could be as a short video of your insight and viewpoint, or demonstrating a practical aspect that will support the inquiry’s findings. Specifically, we would invite a submission of audiovisual evidence that:


  1. States the importance of oracy or shares valuable insight, from a professional or evidence-based position.

  2. Provides a personal insight on oracy, for example providing practice –based evidence such as a classroom demonstration.

  3. Provides evidence from a student perspective on why they are speaking up for oracy.

Any digital evidence submitted should be no longer than 5 minutes in length (but you can make more than one submission). If someone is speaking to camera, they need to be clearly visible and audible. Context needs to be provided within the audiovisual submission, regarding its purpose and key messages. 

4. Online surveys 

You can also fill out one of these short surveys to submit your views. Please state if you wish to remain anonymous, otherwise your quotes may be used in the final report:

Survey for Higher Education professionals

Survey for parents

Survey for primary school students

Survey for secondary school students



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