Last week, education secretary Lucy Powell pledged to “hardwire” oracy into the national curriculum, giving it equal status to reading and writing. This change is long overdue. Now we need to be clear about what it means for schools and what they need to make it happen. At Voice 21, the national oracy charity, we have worked with more than 2,500 schools over the past decade. We know that a high-quality oracy education equips young people with the skills to build relationships, advocate for themselves and others, listen critically and disagree agreeably. These skills help them to reach their full potential in school, unlock opportunities in the workplace and thrive throughout their lives. Yet some opposition to oracy seems to rest on a curious assumption: that children will simply “pick up” these skills without being taught. Some will, but others have fewer opportunities to develop them or need more support to do so. These skills matter too much to be left to chance. We are not starting from scratch. Across the country, teachers and leaders in Voice 21 “Oracy Schools” have already put considerable thought into developing oracy curricula, filling gaps in the specificity and progression provided in the sparse spoken language components of the current national curriculum. Many are already generously sharing their practice. Their experience should inform what happens next. An oracy entitlement There is no single formula to reproduce everywhere. But our experience suggests that three questions should guide how oracy is embedded in the national curriculum. First, what oracy knowledge and skills should pupils develop? The national curriculum needs to specify what pupils should learn. For example, how to build on someone else’s contribution, or adapt an explanation for a particular audience. Pupils also need to learn about spoken language and communication, such as how talk differs from writing. Making these explicit supports deliberate teaching and establishes a shared language for oracy across the system. This must rest on a broad, inclusive understanding of oracy. It should not privilege Standard English over other dialects or treat pupils’ existing ways of speaking as problems to correct. Pupils should develop pride and proficiency in the languages and dialects that connect them to their communities, as well as understanding when, why and how to use Standard English. It must also recognise that not all pupils communicate through speech, and fully include those who communicate in different ways. This includes those who use British Sign Language (BSL) or augmentative and alternative communication (AAC). The aim should be to build on how pupils already communicate, extending their repertoire of speaking, listening and communication skills. Laying the foundations Second, how should that learning develop over time? Learning to give a reason for an opinion lays the foundations for weighing competing arguments. Learning to take turns in conversation lays the foundations for managing more complex discussions: balancing contributions, inviting others in and ensuring different perspectives are heard. Explaining a familiar topic to a small group can prepare pupils to present more complex ideas to a larger, less familiar audience. An oracy curriculum should be carefully sequenced, so pupils build on previous learning and encounter new challenges throughout school. The national curriculum should make this progression clear, helping teachers understand what pupils are working towards and how to get them there. Third, in what range of contexts should pupils learn to speak, listen and communicate? Pupils need to learn these skills for different purposes and audiences. This breadth helps them become agile communicators, able to apply their oracy skills in new contexts. From explaining a mathematical solution to discussing a character’s motives or evaluating historical evidence, the wider curriculum provides a rich canvas for developing and using these skills. English has an important role, but oracy must also be put to work across other subjects. A commitment to implementation A revised national curriculum is an important step. But teachers and leaders will need support to put it into practice in their schools. For some, this will mean thinking more explicitly about how they teach and prioritise oracy. Practical guidance, sustained professional development and opportunities to learn from schools already doing this well must be part of implementation from the outset. Schools should not be left to bridge the gap between national ambition and everyday practice alone. Powell’s commitment is an opportunity to establish an oracy entitlement for every child. Fulfilling that promise requires a corresponding commitment to the teachers and leaders who will deliver it.