Oracy - The Bothered Curriculum

Hywel Roberts is an educator and author known for his work on teaching and learning, particularly focusing on oracy (the ability to express oneself fluently and grammatically in speech). The concept of ‘botheredness’ within oracy refers to pupils engagement, enthusiasm, and emotional investment in the learning process, particularly in speaking and communication tasks.

Embedding ‘botheredness’ into our bespoke primary oracy curriculum here at RSM, encourages children to be more thoughtful, engaged, and willing to participate in oral communication activities. This approach highlights the importance of emotional engagement and a sense of care in developing oracy skills, suggesting that when children are genuinely interested and motivated (or "bothered"), they are more likely to learn effectively and develop strong speaking skills.

Throughout school we use the terminology 'Let's say...' when conducting a typical oracy 'botheredness' session.

Some strategies for embedding ‘botheredness’ into oracy lessons includes:

1. Personalised and Relevant Topics: Allowing pupils to choose or connect topics that are meaningful to them, ensuring the discussions feel relevant and important to their lives. The scenario must include: people, a place and a problem.
2. Active Participation: Encouraging all pupils to contribute and giving them a sense of ownership over their learning. This might involve group work, peer feedback, and opportunities for every child to speak in a variety of settings.
3. Emotionally Engaged Learning: Introducing scenarios where children have to express genuine emotions or opinions, such as debates, role-playing, or storytelling. When pupils feel emotionally engaged, their communication is more likely to be thoughtful and impactful.
4. Feedback and Reflection: Providing regular, constructive feedback on pupils' communication skills, while also allowing them to reflect on their own growth. This can help develop self-awareness and further motivate pupils to improve their oracy skills.
5. Authentic Audiences: Providing opportunities for pupils to speak in front of an "authentic" audience, such as their peers, parents, or local community, so they can experience the real-world value of effective communication.

By embedding ‘botheredness’ into the oracy curriculum, teachers can foster an environment where pupils are not only learning how to communicate, but also why it matters, thus making them more engaged and motivated to develop their oracy skills.