Rhetoric, as part of the Trivium, is central to our Framework for Teaching and Learning. We’re now starting to put the ideas into practice. This week, our newly appointed Director of Spoken Literacy, Andrew Fitch, gave out this excellent guide to putting rhetoric into action in everyday lessons. It’s great. Shared here with Andrew’s permission.
Download it here: Spoken Literacy and Rhetoric in the classroom
UPDATE. Here is a poster we’re putting out to reinforce some basics:
teacherhead 
Thank you for sharing /v useful strategies,
Much appreciated.
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[…] the meaning of key words as they emerge. We’re in the process of getting a whole-school rhetoric initiative off the ground and I’m looking to see how that is going. It’s always great to see a […]
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[…] Trivium in action: Rhetoric: With this, we’ve found that there needs to be an explicit deliberate plan – a road-map – to take us from ‘the big idea’ to the daily reality for students. Although staff have shown strong buy-in to the concept of rhetoric with structured speech events as a defining feature of our curriculum, we’re finding that it’s all too easy for this to fall away when other pressures dominate – e.g. content coverage. So, we’ve created a post to drive the initiative (Director of Spoken Literacy) and he is pulling together a road-map ready for next term. This will specify exactly which subjects in which years will be delivering structured speech events during particular units of work in each half-term. The rhetoric strand of our CPD programme will support this. It’s obvious enough, but arguably the organic sowing of seeds approach was a necessary precursor to the more structured delivery model. […]
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[…] and he has produced some superb guidance for structured speech events in the classroom – as captured here. We have also promoted the idea that teachers should teach student to speak properly – very […]
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[…] It is well worth re-reading Andrew’s guidance (Andrew Fitch is our Director of Spoken Literacy). We need to discuss oracy as pedagogy (a phrase borrowed from Peter Hyman). Rhetoric is not an add-on; it is not something that gets in the way of content. It is a means of teaching the content as well as being a learning experience in itself. http://headguruteacher.com/2015/09/09/making-speech-count-rhetoric-in-practice/ […]
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[…] It is well worth re-reading Andrew’s guidance (Andrew Fitch is our Director of Spoken Literacy). We need to discuss oracy as pedagogy (a phrase borrowed from Peter Hyman). Rhetoric is not an add-on; it is not something that gets in the way of content. It is a means of teaching the content as well as being a learning experience in itself. http://headguruteacher.com/2015/09/09/making-speech-count-rhetoric-in-practice/ […]
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