01 / Users
Who is EVA for?
EVA serves teachers in the classroom, leaders making whole-school decisions, and researchers studying dialogic pedagogy — find what’s most relevant to you.
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Find the part that speaks to your role
For Teachers
Classroom-ready oracy lessons and embedded CPD.
For Senior Leadership
Evidence, Ofsted alignment, pilot pathway, and scale.
For Researchers
Theoretical grounding, theory of change, partnerships.
FOR TEACHERS
Classroom-ready dialogic teaching, supported by embedded CPD
EVA gives you classroom-ready lessons built around structured dialogue — every activity designed so students think through talk, not just talk about thinking.
Ready to teach Monday morning
Every EVA unit is a complete pack: seven lessons, teacher guidance, student resources, framework mapping. No build time, no interpretation required.
Practical scaffolds that fit a real lesson
Talk stems, Questions-Talk Grids, Thinking Boards, Verdict Continuums — structures that embed dialogue without adding teacher workload mid-lesson.
Aligned to the new oracy framework
Mapped to all four strands of the Cambridge / Voice 21 model. When you’re observed, the alignment is explicit and demonstrable.
CPD that builds expertise over time
Micro-training videos for immediate use, plus our 18-24 month Advocate Programme for teachers building lasting dialogic practice.
FOR senior Leadership
Oracy is more than performance
Oracy is entering the curriculum, and most teachers already know performance oracy — speaking clearly, presenting, projecting. Schools do this part well. But performance is only one corner of oracy. The Cambridge / Voice 21 framework sets out four strands, and it’s only when all four work together — physical, linguistic, cognitive and social — that talk actually shifts how students think. No single strand does it alone. That orchestration is the part schools find hardest, and the part EVA is built to deliver.
Closing the disadvantage gap
The EEF identifies oral language interventions as adding +6 months progress, with the strongest effects for disadvantaged pupils. EVA puts that research into daily classroom practice.
Ofsted: Quality of Education
EVA supports an ambitious curriculum delivered through structured discussion and challenge — directly addressing the implementation and impact judgements inspectors are looking for.
Teacher workload and CPD
Lessons are ready to teach. Training is embedded in two-week cycles around normal teaching. No bolt-on CPD, no additional planning load.
Oracy framework readiness
Every EVA lesson is mapped to all four strands of the Cambridge / Voice 21 framework. When the framework lands, your department is already aligned.
FOR Researchers
Dialogic teaching, made operational at the lesson level
EVA is the work of a small team translating dialogic teaching research into classroom-deployable practice. We’re grounded in Professor Alexander, Professor Mercer, and the EEF Toolkit’s evidence base, and we’re actively seeking research partners as we move toward formal evaluation.
What EVA™ implements
Professor Robin Alexander’s dialogic teaching framework, Professor Neil Mercer’s exploratory talk research, and the Cambridge / Voice 21 four-strand oracy framework — all operationalised into the structure of every lesson.
Theory of change
EVA’s theory of change links dialogic teaching mechanisms (exploratory talk, structured challenge, talk-into-writing) to short-term classroom outcomes and longer-term progress in line with the EEF Toolkit’s evidence. Available for discussion with research partners.
What’s distinctive
Significant research goes into every EVA lesson. Each unit synthesises decades of dialogic teaching and oracy scholarship into structured, classroom-ready practice — bringing established research into the daily rhythm of teaching.
Research partnerships
We’re seeking university evaluation partners ahead of formal trial work, and welcome enquiries from researchers working on dialogic implementation, applied pedagogy, or oracy in secondary contexts.