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Submit evidence: Speak for Change Inquiry 

The Oracy All-Party Parliamentary Group's Speak for Change inquiry is seeking to improve oracy education in schools. The inquiry is investigating the current provision of oracy education in the UK, assessing the value and impact of oracy education and identifying the barriers to children accessing and receiving quality oracy education.


The Oracy APPG welcomes submissions of evidence from as wide a range of organisations and respondents as possible. The Terms of Reference and evidence guidance below set out the key questions for the Inquiry.


The deadline for written evidence submissions has now passed, however, if you would still like to submit evidence or discuss a forthcoming report or evaluation which could be relevant to the Inquiry, please get in touch at

We are also collecting video evidence until 30th April 2020.

The information below sets out the number of ways you can get involved with the Inquiry. The APPG will also host evidence gathering events in other parts of the country and conduct MP school visits. Do let us know if you would be interested in hosting an event or seminar with partners or among schools you work with, or if you are a school and would like to invite your MP to see oracy in action and gather evidence for the Inquiry.

1. Evidence guidance


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

The deadline for the submission of written evidence has now passed. However, if you would still like to submit written evidence to the inquiry, please get in touch with us to discuss further at Further information on guidelines for submitting written evidence can be found in the Terms of Reference.

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.  


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 can be securely uploaded through WeTransfer or emailed to


All audiovisual submissions must seek to address the Terms of Reference in all or some form. This could be as a recording or video of evidence, 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, 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 2 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. The deadline for digital submissions is the 30th April 2020.

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 teachers

Survey for other professionals

Survey for primary school students

Survey for secondary school students


5. Oral evidence 

Between March and June 2020, the APPG will be running oral evidence sessions to engage more deeply with various relevant themes and groups. Some oral evidence sessions may be closed, for example the session(s) with young people. Please indicate in your written submission whether you or a representative from your organisation is willing to give oral evidence to the inquiry.  Witnesses for oral evidence will be invited by the Chair of the APPG at a later date.

In addition, the APPG will host evidence gathering events in other parts of the country and conduct MP school visits. Do let us know if you would be interested in hosting an event or seminar with partners or among schools you work with to explore some of the Inquiry's more challenging questions and find consensus among attendees. In addition, if you are a school and would like to invite your MP to see oracy in action and gather evidence for the Inquiry, please get in touch at

6. Timeline of evidence submission

Inquiry launch: 20th May 2019

Deadline for submission of written evidence: 20th September 2019 


General Election: 12th December 2019 

Deadline for submission of digital evidence: 7th May 2020

Oral evidence sessions: March - June 2020

Publication of final report: September  2020

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