Preparing for the NSS English Curriculum – From Social Issues to Debating

1. Preparing for the NSS English Curriculum –From Social Issues to Debating Ling Liang Church E Wun Secondary School

2. School background • A co-educational school in Tung Chung • Level of students: intermediate with a wide range of abilities • A participating school in the project “SocialIssues for Thinking & Debating” (SITD) for 3 years (2006-07, 2007-08, 2008-09)

3. Student development To increase world knowledge & enhance social awareness To develop higher-order thinking, speaking and other generic skills To form a learning community within school and across schools Teacher development To plan and teach thenon-LA Elective Part (esp. Learning English through Social Issues) To learn new knowledge and skills by forming a learning community within school and across schools Objectives of the project Preparing for the NSS English Curriculum Curriculum planning & development Curriculum implementation • Curriculum leadership development • To develop holistic & long-term subject plans and school-based curriculum • To deploy teachers strategically • To develop teachers professionally

4. Overview of the school-based English curriculum development Horizontal and vertical Planning School & beyond level Subject level Leadership development (e.g. identifying needs, setting priorities and goals, etc.) Curriculum level Teaching & learning level • Use a variety of materials & activities • Adopt suitable strategies • Provide a supportive learning environment Capacity building (e.g. lesson co-planning time, sharing of good practices) Building learning communities among teachers and students within schools and in the district

5. 3-year development of the project District-based Inter-school debates building a network outside school Inter-class & Inter-level debates Linking formal & informal curricula Activities in class - individual presentations, group discussion & inter-group debates Whole-year & cross-level curriculum planning Integrating social issues into the school-based curriculum Extension mode Infusion mode S2 (one class) S1(whole level) S3 (one class) S1-2 (whole level) S1 (one class) Involved 3 core teachers • Involved a core teacher at each level • Developed other teachers 1st Year 2nd Year 3rd Year

6. Integrating social issues into the school-based curriculum

7. Integrating social issues into the school-based curriculum • to develop teaching units in a task-based framework • to adopt an extension mode in the first two years and infusion mode in the third year • to teach and reinforce elective-related knowledge and skills systematically and progressively • to use different text types and resources • to employ student-centred activities • to display the final products in written and spoken form

8. An example • Level: S3 (*The first cohort of NSS students) • Theme: Teen Problems • Approach: Infusion mode • To integrate elements of the elective module (Social Issues) with the textbook materials • To supplement and/or replace textbook materials with the elective module (Social Issues) materials • To be taught together with the textbook unit

9. Teen Magazine Forum Role-play Letters to the editor Survey Infusion of social issues in a task-based framework Teenage Life Tears Teen Problems Joys (Leisure Activities) Problem Page Advice column Favourite Hobbies Survey Problems & solutions (e.g. strict/busy parents, school work) Teenage dating Personal level Family & school levels Society level Underage sex & teenage pregnancy

10. Explicit teaching of subject knowledge, thinking & debating skills • Skills • Thinking skills - e.g. identifying pros and cons, analysing causal relationships, adopting multiple perspectives, evaluating arguments, making judgments & justifying views • Debating skills – e.g. gathering informed opinions, presenting arguments and counter-arguments persuasively A teaching unit “Teenage problems” integrating knowledge & skills of the Social Issue elective with the textbook units (approx 10 - 16 periods) Knowledge • Core part – e.g. describing personal problems, asking for advice, giving advice on personal matters • Elective -- e.g. knowledge about how an issue is related to a person and society • Forms & functions - e.g. adjectives and expressions to describe personal feelings and views, linguistic and structural features for causes & consequences • Textual features – e.g. letters on a problem page, survey reports Output: (spoken) a role-playing debate (written) letters on a problem page of newspaper

11. Elective-related learning objectives & content Development of knowledge & skills To understand how the problem is related to a person and society Choice of issues Describing personal problem & asking for advice To analyse pros and cons, causes and consequences Teenage Dating Exploring & researching the problem in society To look at a problem from different perspectives To gather informed opinions and present arguments To make judgments and justify views Giving opinions & suggesting solutionsto theproblem To present arguments in a debate

12. A variety of text-types and resources to enhance four language skills Readingletters on problem page for personal problems and advice Speaking Explore common teen problems at home and at school ViewingYoutube for more teen problems in a society Reading & Speaking Discuss the possible consequences and solutions of the problems • Readingnews articleson survey reports, letters to the editor about “teenage dating” • pros and cons • causes & consequences • arguments & counter-arguments • suggestions to tackle the problem Speaking(Role play) Debate on “teenage dating” • Writing • a debate speech • a letter to the editor

13. Oral presentation Group Discussion Problem solving activity Role play Inter-group debate Forum A variety of debating activities as a teaching & learning strategy in classroom

14. Display of final products Jenny’s dad Class teacher Jenny Social worker (Written) A page of a newspaper - “Letters to the editors” (Spoken) role-play a teacher-parent meeting

15. Reading a long text in class poses difficulties to some students. Pre-reading at home is recommended. • It is hard to find suitable • teaching materials • for students of diverse • needs, interests and abilities • on controversial issues • that are relatively up-to-date • and related to students’ • experience. • Step-by-step scaffolding of students’ learning is important. • provide adequate language • input and guidance • build up confidence in • expressing views • and sharing opinions Flexibility should be exercised and modification of their teaching schedule is needed. Reflections

16. Whole-year & cross-level curriculum planning

17. to organise the curriculum based on themes to plan the curriculum holistically to ensure coherence within and across junior secondary year levels to enhance the interface between KS3 and KS4 to adopt an explicit and integrative approach with equal focuses on content, languageand generic skills Whole-year & cross-level curriculum planning

18. Curriculum planning within and across year levels Extended units Core units Text-types in the extended units More non-LA Wider coverage of themes Greater use of authentic materials Goal Setting - Planning Ahead for My Life Managing My Life Units: At School + In My Free Time • LA • -Fables and stories • -Comics • -Poems and songs • Screenplays & script • Advertisements Preservation Vs Redevelop -ment : Sneaker Street Leisure and Entertainment LA -Advertisements -Scripts -Songs Key to Getting Along with Others – Respect School bullying S2 year plan Role model Non-LA - Letters to the editors - News articles - Debating speeches Sensationalism & paparazzi Stealing for Money - Is Money Everything to You Enjoying Life - Shopping The environment Modern life Global warming The problem of addiction Let’s Celebrate Together Charity – Helping Those in Need Teen dating, underage sex and pregnancy Animal rights Teen problems • Non-LA • letters to the editors • News articles • - Debate speeches • Survey questionnaire and report S1 year plan • Non-LA • News reports • News articles • -Debate speeches More LA Animals Eating Out Cruelty to Animals S3 year plan The environment Food safety and deception in TV commercials Depth Breadth Going beyond textbook units

19. Extended units Thinking skills Debating skills Teen dating, underage sex and pregnancy • identify and analyse causes, • consequences, pros & cons • understand a social issue from • different points of view • support arguments with examples • figures, statistics & expert opinion • - suggest creative solutions to • problems • define a problem/ an issue • establish team line • present arguments clearly with • supporting details and forcefully • through voice and intonation • making rebuttals S3 year plan Progressive development of skills Preservation vs Redevelop -ment : Sneaker Street • identify and analyze causes, • consequences, pros & cons • identify and adopt different • points of view • support arguments with figures, • statistics and examples • - suggest creative solutions to • problems • distinguish between facts • and myths • apply basic research skills to • collect information • form arguments for a particular • point of view with supporting • details • present arguments using • appropriate tone of voice and • facial expressions to convince • the audience Food safety and deception in TV commercials Sensationalism & paparazzi Global warming The problem of addiction S2 year plan Goal Setting - Planning ahead for my life School bullying • identify and analyze causes • and consequences • understand more than one • point of view in a situation • suggest creative solutions • to problems • distinguish between facts • and myths • identify “obvious” fallacies • with supporting reasons • collect information from various • sources • - give supporting reasons for an • argument • give counter-arguments to • show disagreement in groups • put forward arguments with • confidence • voice opinions in public Stealing Money - Is money everything to you? S1 year plan Charity- Helping those in need Cruelty to animals Food safety and deception in TV commercials

20. Linking formal and informal curricula & building a network outside school

21. To enrich students’ learning experiences inside and outside classroom To foster inter-school peer learning in the district To encourage other teachers to infuse debating skills into task-based units and include them in co-curricular activities To network different schools in Tung Chung for professional sharing Linking formal and informal curricula & building a network outside school

22. Classroom learning e.g. group discussion, oral presentation, inter-group debates Co-/ Extra- curricular activities Frequency e.g. inter-class & inter-level debates Other learning experience e.g. district-based inter-school debates (workshops & competitions) S3 Extending classroom learning and co-/extra-curricular activities to other learning experiences Daily events S1- S3 S2 Classroom learning e.g. oral presentation, group discussion One-off events

23. Within school Inside class time At the same year level (S1, 2 & 3) Brainstorming Oral presentation Group work Inter-group debate Outside class time Across different year levels Inter-level debate Peer Learning within school and between schools in a variety of learning contexts Peer learning Be in a variety of formats & contexts Cross year levels Go beyond class time Break down School boundaries Between schools At the same year level /across Different year levels Inter-school debates Outside class time

24. Peer learning in the classroom through a variety of speaking activities Brainstorming ideas on social issues relevant to students’ lives Presenting arguments from different perspectives (by individuals or in groups) Group discussion & inter-group debates

25. Some snapshots of inter-group debate in class The school should be fair to all students. He has committed a crime. If the school does not send him to the police, other students in school may follow his wrong doing…..(students) We should teach him what is right when he is still young. He needs to bear the consequences himself. He should learn a good lesson…(teachers) If the school does not report the thief to the police, the public will lose confidence in the school….. (the public)

26. Some snapshots of inter-level debate within school Motion: Playing online games brings more harm than good Affirmative side formed by S2 & S6 students Negative Side formed by S2 & S6 students

27. Some snapshots of district-based inter-school debate workshop for students Quiz: How much do you know about debating? The motion “That smoking should be banned in public places” was used to illustrate some essential debating skills.

28. Peer Learning among students from different schools in the debate workshop (practical session) Motion: School work should be submitted on-line

29. Feedback from students • Speak English more confidently - in public - with people just met • Learn to argue with evidence • Improve speaking and presentation skills • Debating is fun! • Make new friends and work in a team • Think deeper and from more perspectives; • Gain more knowledge by reading more (e.g. newspaper) to research an issue

30. Peer Learning among teachers from different schools in the training session I’ve gained some knowledge and skills in planning the school-based English curriculum holistically. I’m more aware of the need to enrich students’ learning experiences inside and outside the classroom as well as the school. Debates are for ALL students, not just the elite students It’s a valuable opportunity to share teaching ideas & experiences with teachers in the district. Debates can be in different formats (e.g. court trial, forums, role-play) with varied cognitive demands on students. I’ll try to infuse debating skills in teaching the unit of “Cruelty to Animals” to get students prepared for the debating competition.

31. Collaborative effort in the production of a Teacher’s Manual for the participating schools

32. Attending the inter-class debating competition in YMCA Christian College Students from Ling Liang Church E Wun Secondary School were invited to watch the debate. Ms Cheng was invited to be one of the adjudicators.

33. Getting students involved and prepared for the event Theme: Cruelty to Animals Should animals be used as objects for sports & entertainments? Should animals be kept in zoos? Should animals be used to develop products and medicines for human beings? Debating competition with other schools (May) Teaching in class (April) Coaching & independent learning outside class • Enriching the knowledge • of the issue through • research on arguments • and evidence • Receiving intensive • training on persuasive skills • Understanding & • gaining knowledge • of the issue • Knowing the rules & • format of a debate • Deepening • understanding and • knowledge of the issue • through participating • in the debates

34. Maximizing students’ participation in the event Group leader Group leader Group leader Group leader Debaters Debating team Group members Group members Group members Group members Research team Stand-by Debating competition with other schools Coaching outside class Teaching in class Chairman & Time-keeper Audience

35. Some snapshots of inter-school debate in Tung Chung Semi-final Motion: Human beings should not use animals as objects of sport and entertainment Negative Team (Ling Liang Church E Wun Sec School) Affirmative Team (YMCA Christian College) Team 2

36. Some snapshots of inter-school debate in Tung Chung Semi-final Motion: Human beings should not use animals as objects of sport and entertainment Negative Team (YMCA Christian College) Team 1 Affirmative Team (Tung Chung Catholic School)

37. Some snapshots of inter-school debate in Tung Chung Grand Final Motion:The government should ban people from using animals to develop products and medicines for human beings Negative Team (Ling Liang Church E Wun Sec School) Affirmative Team (Tung Chung Catholic School)

38. Active participation of different parties in the competition Negative Side Affirmative Side Chairman & Time keeper Adjudicators Research Team Research Team Audience

39. The most exciting moments of the inter-school debate in Tung Chung The best debater of each school team The Winning team – Ling Liang Church E Wun Sec School A happy ending with all the debaters from three participating schools having their photo taken

40. Myth Fact Students of different language abilities have taken part in different forms of debating and benefited much from learning basic debating skills. Debating is too challenging for average and weak students. Only a very few outstanding students can benefit from it. It is not easy to link debating with classroom learning Myth Fact Debating can be included inside and outside the classroom using different formats and rules flexibly to create both fun and learning for students. Debating must be conducted in a formal setting outside the classroom with rigid rules Fact Many of the themes of modules are related to issues or social issues with much controversy or room for discussion Myth Myths versus Facts

41. 2.Student-centredApproaches to Learning and Teaching - All students, not just the elite, can debate on social issues - Debating in different formats and contexts is fun and motivating 4. Alignment with the Education Reform - life-long learning - whole-person development Getting prepared for the NSS Curriculum • Student Learning • - Learning is done inside and outside class time (e.g. researching • for more information) • - Learning among peers (Teacher is NOT the only source of • knowledge and/or information) 3. Curriculum development - Classroom teaching and Other learning experiences (OLE) are complementary and can be infused into the school-based curriculum - Experiences and resources are accumulated for the development of the NSS Curriculum

42. Thank you!