Key Stage 1

  • Pupils to be able to speak clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
  • Be able to use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
  • Pupils are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
  • Pupils to listen and respond appropriately to adults and their peers by considering and evaluating different viewpoints, attending to and building on the contributions of others.

Early Years Foundation Stage

  • Pupils engaged in quality conversations with adults and peers throughout the day in a language-rich environment.
  • To have back-and-forth interactions from an early age which form the foundations for language and cognitive development.
  • To provide extensive opportunities to use and embed new words in a range of contexts and engaging them actively in stories, non-fiction, rhymes and poems.
  • Use conversation, story-telling and role play as opportunities to give pupils time to share ideas with support and modelling from the adults.

Pupils are comfortable using a rich range of vocabulary and language structures that invite them to elaborate in conversations.

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Voice 21 Approach

  • Through a high quality oracy education pupils learn through talk and to talk. This is when they develop and deepen their subject knowledge and understanding through talk in the classroom, which has been planned, designed, modelled, scaffolded and structured to enable them to learn the skills needed to talk effectively.
  • The deliberate, explicit and systematic teaching of oracy across phases and throughout the curriculum will support pupils to make progress in the four strands of oracy outlined in the Oracy Framework.
  • The Oracy Framework can be used as a basis of formative assessment, enabling teachers to gauge what the pupils have or have not yet grasped and informing on what to teach next.
  • Our Voice 21 Oracy Benchmarks provide a framework to identify, guide and empower teachers who are developing and refining their oracy practice, whether within their own classroom or as part of a school-wide approach.


  Learning Cycle 1 Learning Cycle 2 Learning Cycle 3 Learning Cycle 4 Learning Cycle 5
Year 2


Guilty or not guilty?

Mock Trial (History Link)



To buy or not buy?

Dragons Den (DT Link)



What is the top wonder of the world?

 (Geography Link)
Year 1

Belgrave tour guide

What’s special about Belgrave?

Role play.


Is it only birds that fly?



Which fruit is the best fruit?

Role play fruit sellers


Who is the best artist?

Formal presentation.



How do you feel today?



Was it safe for Baby Mouse to walk by herself?

Safety talk from a traffic crossing patrol’s viewpoint


If a snail, butterfly and spider had a race. Who would win and why?



If you could be a superhero who would you be? Why?

TV presentation


What came first? The chicken or the egg? 

Scientist – using new vocabulary


Topic: Favourite toys

Speak in simple sentences

Topic: Favourite Animals

Expanding sentences

Topic: Senses/

Outside Talk

Use new vocabulary

Topic: Weather Today

Formal discussion

Topic: Freezing/Melting

Making predictions