Advocates of Oracy-Dialogics argue that it should play the major role in teaching and learning, yet it has also been argued that it plays little part in many teachers' pedagogic repertoire. This paper considers what is meant by Oracy-Dialogics. Then it describes research in a Cambridge Primary Review flagship school; it analyses the whole school philosophy necessary for Oracy-Dialogics to be successful. Next it describes the implementation of Oracy-Dialogics in a sequence of three lessons with Year 6 pupils, on Ancient Egypt, focusing on three different aspects of Oracy-Dialogics; the oral pedagogy of the teacher, pupil oracy in pair peer interaction and pupil oracy as they interacted as small groups of four. Finally it evaluates pupils' views about the role and value of Oracy-Dialogics during a topic in which Oracy-Dialogics permeated the teaching style.