Blogs

With thanks to @Schools Engagement at The Royal Society. 

This month our Focus of the Month is Oracy in STEM, and there has never been a better time to talk about talk.

The importance of oracy in developing scientific understanding has taken centre stage in two major reports published this year: the Royal Society’s Review on Scientific Literacy and Oracy in Primary Education and the Curriculum and Assessment Review . Both highlight the need for pupils to learn through talk, not just about it.

The Royal Society’s review, led by Professor Sarah Earle of Bath Spa University, explores how discussion, questioning and reasoning help children build scientific literacy from an early age. The report describes oracy as “articulating ideas, developing understanding and engaging with others through speaking, listening and communication” – an approach that makes science something pupils can explore, question and make sense of together.

The review goes further, proposing that scientific literacy itself depends on oracy. By talking through scientific ideas, pupils practise reasoning, explanation and evidence-based thinking, the same skills scientists use to make sense of the world. When pupils share ideas, challenge misconceptions and explain their reasoning, they’re not only learning science content but also learning how science works.

One of the key findings of the report is that while oracy appears in parts of the UK curriculum, it is often treated as a stepping stone to writing rather than a learning process in its own right. The review calls for a shift towards learning through talk, encouraging teachers to create time and space for discussion and to use prompts that spark curiosity and deepen thinking.

The Curriculum and Assessment Review reinforces this message at a national level. It calls for greater emphasis on oracy, digital literacy and critical thinking as essential skills for a changing world. With the rise of AI, misinformation and online discourse, the ability to question, reason and communicate clearly is no longer optional, it is fundamental.

Together, these reports make a strong case for embedding oracy across the STEM curriculum. Whether it’s through practical investigations, structured discussions or “explain your thinking” routines, giving pupils a voice in science helps them see themselves as scientists and citizens, capable of asking questions, forming opinions and backing them up with evidence. You can read the full report here: https://royalsociety.org/news-resources/publications/2025/scientific-literacy-oracy-rapid-literature-review/

Throughout November we will be exploring what that looks like in practice through community blogs, shared resources and classroom examples.

Let’s keep the conversation going. How do you build talk into your STEM lessons? Join the discussion here: How do you build oracy into STEM?

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