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

Preparing for the NSS Preparing for the NSS

English Curriculum –English Curriculum –From Social Issues From Social Issues

to Debatingto Debating

Ling Liang Church E Wun Secondary School

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

“Social Issues for Thinking & Debating” (SITD) for 3 years (2006-07, 2007-08, 2008-09)

Objectives of the project

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

Curriculum leadership development

• To develop holistic & long-term subject plans and school-based curriculum

• To deploy teachers strategically

• To develop teachers professionally

Preparing for the NSS English Curriculum

Teacher development

• To plan and teach the non-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

Curriculumplanning & development

Curriculumimplementation

School & beyond level

Overview of the school-based English curriculum development

Subject level

Capacity building (e.g. lesson co-planning time, sharing of good practices)

Teaching & learning level

Curriculum level

• Use a variety of materials & activities• Adopt suitable strategies• Provide a supportive learning

environment

Horizontal and vertical Planning

Leadership development (e.g. identifying needs, setting priorities and goals, etc.)

Building learning communities among teachers and students within schools and in the district

• Involved a core teacher at each level• Developed other teachers

Integrating social issues into the school-based curriculum

3-year development of the project

1st Year 2nd Year 3rd Year

S1 (one class)

Activities in class -

individual presentations,

group discussion & inter-group

debates

S2 (one class) S1(whole

level)

Inter-class & Inter-level

debates

S3 (one class) S1-2 (whole

level)Involved 3 core teachers

District-based

Inter-school debates

Extension mode

Infusion mode

Whole-year & cross-level curriculum planning

Linking formal & informal curricula

building a network outside school


• to develop teaching units in a task-based fra

mework• to adopt an extension mode in the first two y

ears and infusion mode in the third year• to teach and reinforce elective-related knowl

edge and skills systematically and progressiv

ely• to use different text types and resources• to employ student-centred activities• to display the final products in written and sp

oken form


An example

• Level: S3 (*The first cohort of NSS students)

• Theme: Teen Problems

To integrate elements of the elective module (Social Issues) with the textbook materials

• Approach: Infusion mode

To supplement and/or replace textbook materials with the elective module (Social Issues) materials

To be taught together with the textbook unit

SurveyFavourite Hobbies

Joys(Leisure Activities)

Problem Page

Advice column

Teenage Life

Role-play

Letters to the editor

Survey

Forum

Tears Teen Problems

Personal levelPersonal level

Family & school levelsFamily & school levels

Society levelSociety level

Teenage dating

Underage sex & teenage pregnancy

Problems & solutions (e.g. strict/busy parents, school work)

Infusion of social issues in a task-based framework

Infusion of social issues in a task-based framework

Teen Magazine

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

A teaching unit “Teenage problems” integrating knowledge & skills of the Social Issue elective with the textbook units (approx 10 - 16 periods)

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

To present argumentsin a debate

To understand how theproblem is related to a

person and society

To analyse pros and cons,causes and consequences

To look at a problemfrom different perspectives

To make judgmentsand justify views

To gather informed opinionsand present arguments

Teenage Dating

Choice of

issues

Elective-related learning objectives & content

Describing personal

problem & asking for

advice

Giving opinions & suggesting

solutions to the problem

Exploring & researching the problem in societ

y

Development of

knowledge

& skills

A variety of text-types and resources to enhance four language skills

A variety of text-types and resources to enhance four language skills

Viewing Youtube for more teen problems in a society

Reading news articles on survey reports, letters to the editor about “teenage dating”- pros and cons- causes & consequences- arguments & counter-arguments- suggestions to tackle the problem

SpeakingExplore common teen problems at home and at school

Reading & Speaking Discuss the possible consequences and solutions of the problems

Reading letters on problem page for personal problems and advice

Writing• a debate speech• a letter to the editor

Speaking (Role play) Debate on “teenage dating”

A variety of debating activities as a teaching & learning strategy in classroom

A variety of debating activities as a teaching & learning strategy in classroom

Group Discussion

Role play

Oral presentation

Forum

Problem solving activity

Inter-group debate

(Spoken) role-play

a teacher-parent meeting

(Written) A page of a newspaper - “Letters to the editors”

Display of final productsDisplay of final products

Jenny’s dadClass teacher

Social workerJenny

Reflections 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.

Flexibility should be exercised and modification of their teaching scheduleis needed.

Reading a long text in class poses difficulties to some students. Pre-reading at home is recommended.

Step-by-step scaffolding of students’ learning is important.• provide adequate language input and guidance• build up confidence in expressing views and sharing opinions


• 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, language and generic skills


Curriculum planning within and across year levelsCurriculum planning within and across year levels

Core units Text-types in the extended unitsExtended units

Preservation Vs Redevelop -ment : Sneaker Street

Sensationalism & paparazzi

Global warming

The problem of addiction

Leisure and Entertainment

Role model

The environment

Modern life

Non-LA- Letters to the editors- News articles - Debating speeches

LA-Advertisements -Scripts -Songs

S2 year plan

S2 year plan

Goal Setting - Planning Ahead for My Life

School bullying

Stealing for Money - Is Money Everything to You

Charity – Helping Those in Need

Cruelty to Animals

Food safety and deception in TV commercials

Managing My Life Units: At School + In My Free Time Key to Getting Along with Others – Respect

Enjoying Life - Shopping

Let’s Celebrate Together

Animals

Eating Out

LA-Fables and stories-Comics -Poems and songs-Screenplays & script- Advertisements

Non-LA-News reports -News articles-Debate speeches

S1 year plan

S1 year plan

Teen dating, underage sex and pregnancy

Animal rights

Teen problems

The environment

Non-LA- letters to the editors- News articles- Debate speeches- Survey questionnaire and reportS3 year p

lan

S3 year plan

Going beyond textbook units

More non-LA

Greateruse of

authentic materials

More LA

Widercoverageof themes

Depth

Breadth

Thinking skills Debating skillsExtended units

Goal Setting - Planning ahead for my life

School bullying

Stealing Money - Is money everything to you?

Charity- Helping those in need

Cruelty to animals


- 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

S1 year plan

S1 year plan

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 rebuttalsS3 year p

lan

S3 year plan


Preservation vs Redevelop -ment : Sneaker Street

Sensationalism & paparazzi

Global warming

The problem of addiction

- 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

S2 year plan

S2 year plan

Pro

gressive d

evelo

pm

en

t of skills

Linking formal and informal curricula

& building a network outside school

• 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

Extending classroom learning and co-/extra-curricular activities to other learning experiences

Extending classroom learning and co-/extra-curricular activities to other learning experiences

Classroom learning

e.g. oral presentation, group discussion One-off events

Daily events

Frequency

Classroom learninge.g. group discussion, oral presentation,

inter-group debates

Co-/ Extra-curricular activities

e.g. inter-class & inter-level debates

S2

S1- S3

Other learning experience

e.g. district-based inter-school debates (workshops & competitions)

S3

Peer

learning

Within school

At the same year level(S1, 2 & 3)

BrainstormingOral presentationGroup workInter-group debate

Inside classtime

Across different

year levels

Inter-level debateOutside

class time

Between schools

At the same year level /acrossDifferent year

levels

Inter-schooldebates

Outsideclass time

Go beyondclasstime

Be in a varietyof formats& contexts

Cross yearlevels

Break downSchool

boundaries

Peer Learning within school and between schools in a variety of learning contexts

Peer Learning within school and between schools in a variety of learning contexts

Brainstorming ideas on social

issues relevant to students’ lives

Group discussion & inter-group debates

Presenting arguments from

different perspectives (by individuals

or in groups)

Peer learning in the classroom through a variety of speaking activities

Peer learning in the classroom through a variety of speaking activities

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)

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)

If the school does not report the thief to the police, the public will lose confidence in the school….. (the public)

Some snapshots of inter-group debate in class

Some snapshots of inter-group debate in class

Some snapshots of inter-level debate within school

Some snapshots of inter-level debate within school

Affirmative side formed by S2 & S6 students

Negative Side formed by S2 & S6 students

Motion:

Playing online games

brings more harm than good

Some snapshots of district-based inter-school debate workshop for

students

Some snapshots of district-based inter-school debate workshop for

students

The motion “That smoking should be banned in public places” was used to illustrate some essential debating skills.

Quiz: How much do you know about debating?

Peer Learning among students from different schools in the debate workshop (practical session)

Peer Learning among students from different schools in the debate workshop (practical session)

Motion:

School work should be

submitted on-line

Feedback from studentsFeedback from students

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

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

Speak English more confidently

- in public - with people just met Learn to argue with

evidence Improve speaking and

presentation skills

Speak English more confidently

- in public - with people just met Learn to argue with

evidence Improve speaking and

presentation skills

Peer Learning among teachers from different schools in the training

session

Peer Learning among teachers from different schools in the training

sessionI’m more aware of the need to enrich students’ learning experiences inside and outside the classroom as well as the school.

Debates can be in different formats (e.g. court trial, forums, role-play) with varied cognitive demands on students.

It’s a valuable opportunity to share

teaching ideas & experiences with

teachers in the district.

I’ll try to infuse debating skills in teaching the unit of “Cruelty to Animals” to get students prepared for the debating competition.

I’ve gained some knowledge and skills in planning the school-based English curriculum holistically.

Debates are for ALL students, not just the elite students

Collaborative effort in the production of a Teacher’s Manual for the

participating schools

Collaborative effort in the production of a Teacher’s Manual for the

participating schools

Attending the inter-class debating competition in YMCA

Christian College

Attending the inter-class debating competition in YMCA

Christian College

Ms Cheng was invited to be one of the adjudicators.

Students from Ling Liang Church E Wun Secondary School were invited to watch the debate.

• Deepening understanding and knowledge of the issue through participating in the debates

• 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

Teaching in class(April)

Coaching & independent learning

outside class

Debating competitionwith other schools

(May)

Getting students involved and prepared for the event

Theme: Cruelty to Animals

Should animals be kept in zoos?

Should animals be used as objects for sports & entertainments?

Should animals be used to develop products and medicines for human beings?

Teaching in class Coachingoutside class

Debating competitionwith other schools

Groupleader

Groupmembers

Groupleader

Groupmembers

Groupleader

Groupmembers

Groupleader

Groupmembers

Debating team

Research team

Debaters

Stand-by

Chairman &Time-keeper

Audience

Maximizing students’ participation in the event

Maximizing students’ participation in the event

Motion: Human beings should not use animals as objects of sport

and entertainment

Some snapshots of inter-school debate in Tung Chung

Negative Team (Ling Liang Church E

Wun Sec School)

Affirmative Team (YMCA

Christian College) Team 2

Semi-final

Semi-finalMotion: 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)



Affirmative Team (Tung Chung Catholic School)

Grand Final

Negative Team (Ling Liang Church E Wun Sec School)

Motion: The government should ban people from using animals to develop products and medicines for human beings

Chairman & Time keeper

Affirmative Side Negative Side

Adjudicators

Research TeamResearch Team

Active participation of different parties in the competition

AudienceAudience

The most exciting moments of the inter-school debate in Tung

ChungThe 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

Myths versus Facts

Debating is too challenging for average and weak students. Only a very few outstanding students can benefit from it.

Debating is too challenging for average and weak students. Only a very few outstanding students can benefit from it.

Myth

Debating must be conducted in a formal setting outside the classroom with rigid rules

Debating must be conducted in a formal setting outside the classroom with rigid rules

Myth

It is not easy to link debating with classroom learning

It is not easy to link debating with classroom learning

Myth

Debating can be included inside and outside the classroom using different formats and rules flexibly to create both fun and learning for students.

Debating can be included inside and outside the classroom using different formats and rules flexibly to create both fun and learning for students.

Fact

Students of different language abilities have taken part in different forms of debating and benefited much from learning basic debating skills.

Students of different language abilities have taken part in different forms of debating and benefited much from learning basic debating skills.

Fact

Many of the themes of modules are related to issues or social issues with much controversy or room for discussion

Many of the themes of modules are related to issues or social issues with much controversy or room for discussion

Fact

1. 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)

1. 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)

Getting prepared for the NSS Curriculum

Getting prepared for the NSS Curriculum

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

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

2. Student-centred Approaches 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

2. Student-centred Approaches 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

4. Alignment with the Education Reform - life-long learning - whole-person development

Documents

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