This course will equip and empower teachers and schools to provide sustained and comprehensive high-quality oracy education
link theory to practice and explore policy as a driver for development
An undergraduate degree is usually required, however admission on the grounds of experience is considered for highly experienced applicants.
Accreditation of prior, certificated learning can be given for up to 90 credits for relevant Masters' study undertaken within the last five years.
This is a flexible and practice-centred programme developed to support the needs of busy professionals who have an interests in oracy education in a range of educational contexts.
The course ethos is informed, first and foremost, by a renowned student-centred approach focusing on developing and enhancing professionals’ practice and specific subject expertise, which allows you to identify your own research focus.
You will benefit from outstanding tutorial support from expert lecturers in oracy education and educational research.
As you progress through the course you will develop communities of practice with your fellow students in order to share experiences, expertise and learning focusing on oracy education.
Provides opportunities for practitioners across a wide range of contexts
Research and apply theory to practice in order to drive improvements in your current professional settings
Offers flexibility for busy professionals to engage in postgraduate study
Can be studied either part-time or full-time through blended learning
Includes a conference to support you network and share ideas
Allows you to explore Oracy education from different perspective
“ This course will equip and empower teachers and schools to provide sustained, and comprehensive high-quality oracy education. This is designed to enable oracy development for curriculum design across all age ranges from early years to Higher education. It is an applied degree that links theory , to practice and explore policy as a driver for development”
How do I plan purposeful talk into lessons and provide effective feedback to learners to aid progression?
What changes to school culture could we make to established shared expectations for oracy and increase understanding of how these can be achieve?
How do we measure the impact of oracy work on children, young people and adults?
How do I develop research ideas to explore something that matters to me and/or my employer?
“ “Globalization, multiculturalism, and diversity—whether ethnic, racial, or socioeconomic—now require new approaches to social life and decision making. In an increasingly connected but diverse world, deliberation and discussion must be employed not just to communicate what people already know or believe, but also to build knowledge and craft negotiated solutions to complex political, medical, and environmental problems.””
Oracy lead or subject specialist, senior leader in schools, expert teacher, Professional leading education initiatives in interdisciplinary teams, leader or manager.
Blended learning – combination of online and face to face learning and teaching
Assessment embeds principles associated with oracy and dialogic teaching. Including essays, discussion and practice based coursework and in-depth study based.
Dr Laura Kerslake has completed a PhD at the University of Cambridge where she researched oracy and dialogic education. She has worked on several oracy-focused research projects, including the teacher dialogue project (T-SEDA) and Inquiring Learners, for which she is co-investigator (both University of Cambridge). Laura has published several articles and book chapters which focus on oracy and dialogic teaching
Fees UK students: £6500
Fees for International students: £12,000
Provost & Professor of EducationView profile
An innovative academic, Tanya’s research focus is on educational isolation of coastal, rural and small schools and the relationship with teacher development , teacher supply and educational improvement.
Tanya is currently supervising the following theses: