The UK Education Secretary Lucy Powell has proposed incorporating speaking skills, or "oracy," into the national curriculum with equal importance to reading and writing, a move she outlined at the annual conference of the Confederation of School Trusts in Birmingham. The plan includes making oracy a formally assessed component of GCSE examinations and reducing the academic workload and written assessments in subjects such as drama, physical education, and music in favor of more practical evaluations.
Currently, GCSE English includes a spoken language assessment graded on a pass, merit, or distinction scale by teachers, but this does not contribute to the overall GCSE grade. Powell’s proposal would see speaking and listening skills play a more central, graded role, effectively “hardwiring” oracy into the curriculum.
The plan has drawn criticism from some quarters. Baroness Spielman, the former head of Ofsted and current shadow minister for work and pensions, cautioned that efforts to formally assess oracy risk reopening avenues for grade inflation. She recalled that speaking and listening exams were removed from GCSE grading more than a decade ago due to concerns about the reliability of teacher-assessed marks. Spielman expressed apprehension that the new policy could create the perception that schools are performing better than they actually are, ultimately disadvantaging students.
Responding to the criticism, sources close to Powell argued that the proposal seeks to democratize access to speaking and presentation skills that have traditionally been more accessible to privileged pupils, particularly those in fee-paying schools. They stressed that the removal of oracy from GCSE grading under a previous education secretary was connected to assessment challenges rather than a lack of value for these skills. Powell emphasized that every child should have opportunities to develop their ability to communicate effectively, which she views as critical for succeeding in work and life.
Educational leaders have largely welcomed the increased focus on oracy but have highlighted the need for curriculum adjustments to accommodate new content. Paul Whiteman, general secretary of the National Association of Head Teachers, noted that while the emphasis on practical and vocational skills is encouraging, teachers are currently unable to cover the existing curriculum fully within the available time. He urged the government to cut other curriculum content to allow space for embedding oracy skills meaningfully.
Social mobility experts have also weighed in with caution. Professor Lee Elliot Major warned that without careful implementation, oracy assessments could reinforce existing educational inequalities, becoming another measure favoring socially advantaged students. He pointed out that as technological advances increase the importance of communication and collaboration, equitable access to these skills is essential to avoid deepening attainment gaps.
As the government moves forward with reviewing the curriculum, Ofqual, the exams regulator, is expected to consider how oracy might be assessed in a manner that is both rigorous and fair. The debate highlights broader discussions about balancing practical skill development with maintaining standards and fairness within the UK education system.