Harnessing Oracy to further develop retrieval in A-Level biology

This is a video report, accompanied by a transcript, and supplementary notes and materials. Context: This action research project was conducted within the A Level Biology at Richard Huish College, where students often struggle with a content heavy curriculum and the challenge of applying knowledge to unfamiliar exam questions. Recognising that traditional, passive revision strategies do not adequately support deep learning, the study explored the use of oracy-based activities as a means of improving student engagement, confidence, and conceptual understanding during revision. Aims: The primary aim was to investigate whether structured oracy tasks could strengthen students’ reasoning skills and promote more cognitively demanding forms of retrieval practice. Methods: Using a lesson study approach, two oracy focused revision activities were co-planned and delivered to Year 2 students: one evaluating a method for extracting DNA from strawberries and another focused on enzyme concepts. Both tasks incorporated peer discussion and competitive elements to enhance motivation. Student feedback was collected via anonymous post-it notes, and the activities were refined iteratively in response to this input. Findings: Findings demonstrated consistently high levels of engagement and positive student perceptions of the oracy tasks. Structured discussion activities generated far greater participation and deeper conceptual understanding than in previous years when students revised independently using past exam questions. Students were more willing to attempt challenging explanations, address misconceptions, and collaboratively refine their thinking. While some lower prior attaining students initially relied on stronger peers, all learners ultimately contributed meaningfully, suggesting that collaborative dialogue supported both participation and long term retention. In addition, improvements in student outcomes were noted across several performance indicators, including a significant narrowing of the gender gap in biology attainment. Implications: The implications of this study highlight the potential value of integrating oracy strategies within A Level Biology teaching. Although a causal relationship cannot yet be confirmed, the observed improvements and positive student responses indicate that oracy focused revision may foster deeper learning and more equitable outcomes. These findings suggest further opportunities to develop student led revision resources and expand collaborative learning approaches within the curriculum

Keywords (free text)

biology, retrieval practice, oracy, A-level biology, lesson study

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1313
https://doi.org/10.71779/783

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SFCA 16-19 Education: Pedagogy