Oracy INSET
Since 2009, we've worked with hundreds of schools to help all pupils become more articulate, thoughtful speakers without adding to teacher workload.
How do we do it?
We help teachers create the best conditions for classroom talk, such as using a series of practical principles to empower children who clam up in the classroom.
We help teachers find opportunities to facilitate "Thinkers Games" - ways to make thinking physical and help children throw themselves into the joy of discussion.
We help teachers embed new questions into their curriculum - ones that unlock pupils' curiosity and prove irresistable to talk about.
What makes our training different?
Unlock voices
There are lots of children who are “playground confident, classroom shy”. Outside, they’ll be chatting happily, making others laugh, part of the conversation. But back in the classroom, the shutters come down and you rarely hear from them. We explore the different reasons children have for not engaging fully in classroom talk and how to help them past those barriers - the biggest of which can be one we underestimate: us!
Did you know… we can do INSET in a variety of ways:
Full or half-days on a designated INSET day
In a twilight - after a series of pupil demonstration workshops
Over a series of weeks with our “Oracy Expert in Residence” programme
Get in touch to tell us what would work best for you
Propelling questions
The opposite of authentic talk is a sort of “distributed monologue” in which, while lots of voices are heard, it’s the teacher who is always at the centre, evaluating responses and listening for the particular responses they require (and could have given himself) before the lesson moves on. Even group work attains its real value when “hearing back from the groups” which, as anyone who has been on a subpar INSET will know, is an activity that can feel very… “long”.
The key move is from teacher-centred dialogue to question-centred dialogue in which the nature of the questions asked at the start of a discussion propels young people into challenging conversations that sustain themselves. Drawing on years of experience in the field of philosophy for children, we’ll show you how to identify the questions within your curriculum that have the greatest oracy potential.
Before the day… some staff were had trepidation about working with colleagues outside of their usual class groups, and from a senior leadership point, worries were; would staff engage with the day positively, would the day have the intended outcome for strengthened relationships.
After the day… staff were exceptionally positive about the whole day - there was energy uplift, appreciation for skills and strengths not normally seen and team cohesiveness. It had the desired outcome of bringing the staff team together for the last long half term of the year, many staff commented on how the INSET had given them a new energy for the last part of the academic year.
Hidden Leaders were all very professional, friendly and knowledgeable, this greatly helped to relieve any anxieties and put people at ease to then fully enjoy the day.
Natalie Stevens, Head of School, Mountfield Heath School
Ready-to-use oracy resources
Lots of ideas from INSET sound great on the day but get easily forgotten as handouts go to the INSET graveyard.
We make sure your day has a legacy:
Two pocketsized minibook for every teacher ("I still carry mine in my handbag!" said one recently).
Pre-made Oracy resources that get talk going in every area of the curriculum
Spot and Stripe videos to start conversations between pupils
Short, one-minute "How-To" videos for teachers to keep referring back to
I really liked the fact that it was so interactive with constant practical examples - actually doing things and feeling what the activities feel like and what they bring out in terms of thinking. It was great fun too and very inspiring. In fact I couldn't believe how quickly the whole day went - it flew by because it was so interesting, fun and inspiring. I am a huge fan of P4C oracy and I think your approach is not only beautifully simple but beautifully effective too.
Jason and Tom deliver a totally wonderful day's experience and I say 'experience' because the course is packed full of practical activities - inspiring ideas which are shared and experimented with in an atmosphere of co-creative fun. Never have I been on a whole day's training in which the hours actually fly by too quickly - I am greedy for more! The approach makes the inclusion of a philosophical dimension into everyday teaching easy, flexible and totally possible without being a burden in terms of preparation, planning or time management of the curriculum. It can be incorporated into virtually any topic or subject, can be slotted in, take main stage or sit there waiting in the wings for those impromptu moments. Learning how to apply the approach is key. Mind-expanding and so much fun - Jason and Tom will give you the tools to put oracy strategies into action immediately. I cannot recommend this p4c training highly enough.
Rachel Hutchings, Teacher, Kent
Get in touch
Think your staff might enjoy this day? Reach out to us and let’s talk about how we might work together.
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If you would like to find out more about oracy, check our availability, discuss prices or make an appointment to meet someone from our team, please get in touch.
01245 820123
tom@thephilosophyman.com