Verbal communication has always been crucial. But today more than ever, young people must be equipped for jobs that can’t be done by machines
Two years ago, Sir Keir Starmer enthused about teaching speaking skills. So schools campaigners were understandably dismayed when oracy – otherwise known as speaking and listening – did not appear in the interim report of the curriculum review for England headed by Prof Becky Francis. Peter Hyman, the former New Labour adviser who became a headteacher, has been a key figure behind the revival, over the past decade, of an idea developed in the 1960s.
Steps to embed the importance of verbal communication in education have already been taken, with more than 1,000 schools working with the charity Voice 21, and a parallel project in Scotland. The hope expressed by children’s authors and others last week is that its absence from the draft report was an oversight which will soon be rectified. The task before Prof Francis’s commission is a daunting one, with reformers of all kinds looking to it for solutions. An evidence call attracted 7,000 responses, with the future of special educational needs provision, and a wish to reduce exams, among key issues raised.
