The recent Curriculum and Assessment Review could mark a significant shift in how spoken language is viewed in education in the coming years, but what does this mean for learners with speech and language difficulties?
The review strongly highlighted the importance of oracy - defined as encompassing speaking, listening, and communication, including verbal as well as non-verbal forms such as sign language and Alternative and Augmentative Communication (AAC). The report described oracy as a vital element of a “world-leading curriculum” and recommended the development of national guidance on oracy for both primary and secondary schools (a recommendation that the Department for Education has already accepted).
For children with speech and language difficulties, including those with Developmental Language Disorder (DLD), this shift to a greater focus on oracy could be a significant milestone. With an estimated 7.6% of children affected by DLD, the review’s recommendations offer a unique opportunity to close gaps in attainment and inclusion.
What the review says about oracy
The review proposes several key changes that will impact classroom practice:
- A national oracy framework: This will provide structured guidance for teaching spoken language across all key stages, ensuring parity with literacy and numeracy.
- SEND-focused adaptations: Evidence-led strategies for adapting curriculum and pedagogy for learners with additional needs, including DLD.
- Oracy-driven instruction across subject areas: Encouraging exploratory talk and structured discussion to deepen understanding.
Why this matters for children with DLD
Children with DLD experience persistent difficulties in understanding and using language, which affects learning across the curriculum. Without support, these challenges can lead to lower attainment, reduced confidence, and social isolation.
Embedding oracy into everyday teaching can:
- Reduce barriers to participation: Structured talk activities give pupils with DLD a voice in the classroom, providing them with the vital language modelling that they need
- Support vocabulary growth: Repetition and explicit teaching of key terms help consolidate understanding.
- Build confidence and self-efficacy: Opportunities to speak and be heard foster self-esteem and resilience.
Research consistently shows that strong oral language skills underpin academic success and life chances. For learners with DLD, prioritising oracy is not just beneficial, it is essential.
Practical strategies for schools
So how can schools translate these recommendations into practice? Here are five evidence-informed strategies:
- Modify language: Break down instructions into short, clear steps. Use repetition and rephrasing to reinforce understanding.
- Embed exploratory talk: Encourage pupils to reason aloud, ask questions, and build on each other’s ideas. Use sentence stems like ‘I think… because…’ or ‘Can you explain why…?’ to scaffold discussion.
- Visual and multisensory resources: Combine spoken explanations with visuals, gestures, and written keywords. Graphic organisers, diagrams, and visual timetables can reduce cognitive load and aid comprehension.
- Enrich vocabulary through interactive techniques: Facilitate access to subject-specific terminology using structured, engaging activities. For example, play ‘Word Tennis’ where two pupils (or teams) ‘bat’ words back and forth within a category (e.g., types of animals, synonyms for ‘happy’) to encourage fluency and retrieval practice. Introduce new vocabulary in context and revisit it regularly.
- Assessment for learning: Use formative checks during talk-based activities to identify gaps early. Simple strategies like thumbs up/down or traffic light cards where pupils use red, yellow, or green cards to indicate their confidence level with a concept, are particularly helpful.
Professional development matters
Investing in staff confidence and competence will be critical to making the oracy framework a success.
The review highlights the need for teacher CPD on oracy and inclusive strategies, alongside the recent government pledge of £200 million to improve teacher training. Again, there is an opportunity here if there is explicit and ongoing training in SLCN and DLD, rather than a generic offering.
Looking ahead
The curriculum changes planned for 2028 represent a significant shift - spoken language will be valued as much as reading and writing. For learners with DLD, this means classrooms where talk is prioritised, supported, and celebrated. By embracing these recommendations now, schools can ensure every child has the language tools they need to thrive academically, socially, and emotionally.
Next steps
If you are a school leader or teacher, start the conversation about oracy today to understand how it can benefit your learners.
Audit your current oracy provision, identify gaps, and explore resources from organisations such as Voice 21 UK.
Moor House Research and Training Institute is at the forefront of global research and training in the field of speech and language disorders, taking the benefits of the work of Moor House School & College out more widely through training courses, published research and resources for professionals. For specific training on DLD, visit: COURSES - Moor House Research & Training Institute
Moor House School and College is a non-maintained specialist school for day and residential students from age 7 to 19 with language disorders.