SQT Communications Skills Tool Kit by James Greenwood

Communications Skills Toolkit

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Contents Schools Question Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 What is a debate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Why is debate relevant to citizenship? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 The difference between conversation, discussion, debate and argument . . .4 Using the lesson plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Using the Resource Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Other relevant resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Primary schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Starter activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Lesson 1: What is a debate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Lesson 2: A game of communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Lesson 3: Are you listening? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Lesson 4: Expressing your views . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Lesson 5: Asking questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Lesson 6: Setting ground rules for debate . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Lesson 7: Thinking opposites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Resource Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Types of Debate

Topics

1A Parliamentary Debate

1B Environment

7B Britishness

2A Balloon Debate

2B World poverty

8B 21st Century Life Skills

3A Policy Debate

3B Youth crime

9B Economic Citizenship

4A School Council Model

4B Healthy eating

5A Business Meeting

5B The European Union

10B The Role of the Free Press

6A QUESTION TIME Debate

6B Local Democracy

Curriculum links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Adapting the Communication Skills Toolkit for primary schools . . . . . . . . . . . . . .43

Schools Question Time Communication Skills Toolkit

Schools Question Time Schools QUESTION TIME is a Political Literacy and Citizenship Life Skills initiative supported by Parliament’s Education Service, the Institute for Citizenship and the BBC. The initiative is designed to provide a unique chance for young people to participate in activities which will encourage them to become active and informed citizens. There are four specific activities/resources to the initiative: Politics & Parliament Toolkit - a free Political Literacy resource which can be used independently from the Schools QUESTION TIME Challenge. The toolkit explores the themes of Politics and Parliament and includes three in-depth lesson plans for Key Stage 3 and 4 on: > People and Parliament > Parliament and Government > Voting Communication Skills Toolkit – a free resource which can be used independently from the Schools QUESTION TIME Challenge. It explores the value and characteristics of good debate for informed citizenship. The Toolkit is made up of a set of teacher’s notes, seven lesson plans and resource sheets for six different types of debate. It has been developed with the help of teachers and educators to help both you and your students explore: > the value of discussion and debates > the interpersonal communication skills that enable quality dialogue > different models that can be used > the relationship between effective communication and citizenship. Event Pack – a free resource which can be used independently from the Schools QUESTION TIME Challenge and the Communication Skills Toolkit. This resource is particularly useful if the school is considering entry to the Challenge as it helps secondary school students explore opinion forming, communicating and debating. It includes activities to help with event planning and evaluation. The event pack consists of six photocopiable Student Cards, teacher’s notes and three full colour posters. The pack has been developed with teachers to promote structured discussion and debate. It enables students to explore democratic processes and systems, the qualities of leadership and responsibility and how to ensure representation for diverse groups within society. Students will learn how to: > understand other people’s points of view better > organise their lives more effectively 1

Schools Question Time Communication Skills Toolkit

> > > > > > >

make friends more easily learn more effectively put across points of view more effectively make better decisions enjoy the respect of other people be more interesting to other people get more pleasure from other people’s company.

Challenge Guide – a guide to entering the Schools QUESTION TIME Challenge. The Challenge is a competition in which students put on a local QUESTION TIME event which is judged across the UK. Delegates from the four winning teams help to make the last televised BBC QUESTION TIME of the season in July 2009. Entry is simple and full details are given in the Challenge Guide – initial entry is by answering just two questions. The 10 schools with the best entries will receive: > An exciting full day workshop focusing on Political Literacy and communication skills delivered by Parliament’s Education Service. All workshops focus on active learning and participation > An award to the value of £250 from the Institute for Citizenship to run a local Schools QUESTION TIME event. Enter the Schools QUESTION TIME Challenge and your students could win the opportunity to help produce a real edition of the BBC’s QUESTION TIME with David Dimbleby and the regular TV production team! See www.schoolsquestiontime.org

Schools Question Time Communication Skills Toolkit

Introduction Discussion and debating skills are central to informed citizenship. Speaking about our opinions and listening to those of others are vital if we are to truly appreciate points of view that differ from our own. Being a responsible citizen means striving to understand more about the world in which we live and the people with whom we share it – and taking into account others’ attitudes and priorities in our choices and actions. This resource has been developed with the help of teachers and educational experts to help you and your students explore: > what discussions and debates are for > the speaking and listening skills which enable quality discussion and debate > the different models you can use > the relationship between effective communication and citizenship. The resource comprises: > these Teacher’s Notes > seven communication skills lesson plans > Resource Sheets for six different types of debate, explaining how to set them up and providing briefings for example topics > full curriculum links for England, Scotland, Wales and Northern Ireland > guidance on how to adapt the activities for primary school pupils. This Toolkit has been produced by the Institute for Citizenship and Parliament’s Education Service as part of Schools QUESTION TIME, a Political Literacy and Citizenship Life Skills initiative supported by Parliament’s Education Service, the Institute for Citizenship and the BBC. It uses the format of the BBC’s QUESTION TIME programme as a springboard for thinking about being active and informed citizens. You can also download a FREE Schools QUESTION TIME Event Pack, which is designed for secondary students and will help them to explore opinion-forming, communicating and debating, and event planning and evaluation. For this and a host of other Politics and Citizenship resources visit: www.schoolsquestiontime.org and www.parliament.uk/education

Enter the Schools QUESTION TIME Challenge and your students could win the opportunity to help produce a real edition of the BBC’s QUESTION TIME with David Dimbleby and the regular TV production team! See www.schoolsquestiontime.org

Schools Question Time Communication Skills Toolkit

What is a debate? A debate could be described as an argument with rules; in effect, it is a formal discussion involving disagreement that has a set structure. There are usually two sides to a debate – ‘for’ and ‘against’ a motion that is decided in advance. There is a team to represent each side and each speaker has to argue their point of view and persuade others to agree with them. This requires teamwork, cooperation and effective communication skills. Why is debate relevant to citizenship? Informed citizens are the backbone of democratic society. They are in a position to understand and respect other people’s views and opinions and are equipped with the tools to participate effectively in public life. Debate governs how those in power make decisions that affect our lives. In our diverse world, debate facilitates understanding and allows students to take informed stances by exploring issues from different perspectives.

Using effective debating skills, students can test their own and others’ ideas and arguments. Citizenship teaching aims to impart not only knowledge but also the confidence and skills to speak out about issues of importance. Speaking out is integral to democracy as it gives representation to communities of interest - the chance to be heard, considered and valued. Students can learn from one another and use dialogue to develop their opinions in the light of new perspectives and information. Central to this concept is the reciprocity of effective speaking and listening, neither of which can occur unless the opposing party allows them to. Without listening we will fail to truly engage with new facts and perspectives on debates, and without speaking we leave others to influence society in ways that may not represent our interests. The difference between conversation, discussion, debate and argument Conversation, discussion, debate and argument describe different ways in which we use the vital skills of speaking and listening to communicate. Good communication requires both, and requires a balance of both to be effective. We have conversations with people every day, and the quality of what we learn and of our relationships with them depends on our ability to ‘listen’ and to ‘speak’ constructively.

A discussion uses the same vital skills to explore a particular issue or question without necessarily having to take sides. Unlike a debate, a discussion does not necessarily involve radically different views and opinions and can often be good preparation for a debate. It allows students to make sense of the subject matter and to think about what they personally believe and why. A good debate relies very heavily on good communication because there are usually two sides or differing opinions to be aired. A good debate should stimulate thought and questions and, ideally, contribute to some constructive exchange of views or conclusions. Participants must speak effectively and listen actively whilst maintaining respect for what is 4

Schools Question Time Communication Skills Toolkit

being said – even if it does not match their own views. If they fail to do this, the debate can become an argument. Arguing passionately and persuasively in favour of a point of view can be useful in clarifying positions and can be part of a lively and constructive debate. People can argue and ‘agree to disagree’. But making a point too forcefully, without listening to others’ opinions can polarise views to the point where the ‘rules’ of debate break down. This type of argument is like a game of ping pong – participants bat their own opinions back and forth showing no mutual respect at all for one another’s views. If this sort of argument happens, there are unlikely to be constructive conclusions. These arguments are generally the result of poor communication skills and a breakdown of communication at all levels. This Toolkit will help you and your students to ensure that doesn’t happen.

Using the lesson plans A good debate needs to be planned and prepared carefully. The seven lesson plans in this resource are designed to introduce students to the concept and skills involved, including: > what a debate is > how to express a point of view > effective listening and questioning > setting up a space for debate > agreeing the rules > the different roles > timekeeping > evaluation and reflection. In addition to exploring the practical aspects of debating, students will have the opportunity to develop their abilities to speak and listen effectively – a vital key participating in society and enjoying a successful and fulfilling life.

Using the Resource Sheets There are six debating mobels (A) and seven topics (B) that you can mix and match:

A: generic information for a particular debating model, which you could use for any topic. B: topics that can be used with any debating model, with background information and sources of further research. See page 14 for a list of debates and topics.

Schools Question Time Communication Skills Toolkit

Before running a debate, make sure that you understand how the model works. You should photocopy the Resource Sheets to give to the students as appropriate. You may wish to run a preparation lesson to introduce the students to the subject matter of the debate, or to check whether this has previously been covered elsewhere in the curriculum. It is not expected that students will necessarily cover every angle given on side B before, during or after a debate!

Other relevant resources > Schools QUESTION TIME Politics and Parliament Toolkit, to help you teach Political Literacy in Citizenship lessons - available from www.schoolsquestiontime.org > Schools QUESTION TIME Event Pack (PDF) to help you run an event in your school - available from www.schoolsquestiontime.org > Please see Parliamentâ&#x20AC;&#x2122;s Education Serviceâ&#x20AC;&#x2122;s Website for more FREE resources: www.parliament.uk/education

Primary schools Many of the principles covered in this Communications Skills Toolkit can be applied to the primary curriculum and to the citizenship guidelines. See the separate guidance for details at the end of this resource.

Starter activity Objective:

To recognise that people have varying opinions on a wide range of issues

Time:

5 minutes

Pair work:

Ask the students to have a brief discussion about their views on a particular issue that you provide for them, for example the quality of school meals, the usefulness of space exploration, or even what was on TV last night.

Plenary:

Explain that people often have different views about all sorts of issues, and that their opinions are affected by their background and experiences as well as their knowledge and understanding. 6

Schools Question Time Communication Skills Toolkit

Lesson 1: What is a debate? Objective:

To define what we mean by ‘debate’, ‘argument’ and ‘discussion’ and think of examples of where and why debates might take place

Time:

30 minutes

Resources:

Large paper, descriptions (below), ‘blu tac’ or other removable self adhesive tack.

Group work:

Split the class into four or five small groups. Each group should discuss the differences between a ‘debate’, an ‘argument’ and a ‘discussion’. They should write down definitions of each at the top of their piece of paper. (Less able students may need to be given definitions to match to the three terms.) They should then make a list underneath of the situations in which each might take place and the kind of issues that would suit each one.

Debate: A formal discussion on a particular issue involving the presentation of opposing views followed by a vote.

Argument: An exchange, typically heated, of diverging or opposite views. Discussion: Decision making or sharing ideas through speaking and listening.

Feedback:

Ask each group to present their definitions and their ideas about the situations and issues. Stick the sheets of paper up around the classroom so that the whole class can see.

Plenary:

The class should then use their work to agree class definitions. (Use the information in the Introduction to prompt them if necessary.) The definition should be written up where everyone can see it. The students should reflect on how they have been able to formulate these definitions. Explain that they are going to learn about debates, which take place in all sorts of settings such as Parliament and councils.

Extension:

Ask students to think carefully about the definitions and description. What kind of skills and preparation do they think are needed for a debate? Map out their ideas on the board. These could include: listening, speaking, asking questions, etc. For each idea, ask the students to explain why they think it plays an important role in holding a good debate. Explain to the students that they will be working to develop some of these skills in order to ensure they are ready to debate effectively. 7

Schools Question Time Communication Skills Toolkit

Lesson 2: A game of communication Objective:

To consider what skills are needed for effective listening

Time:

45 minutes

Resources:

Plain paper, pens

Pair work 1:

Put students in pairs, sitting back to back. One is the ‘drawer’ and one is the ‘describer’. Give all the describers a sheet of paper with shapes drawn on it. The object of the game is for the describer to tell the drawer how to draw the same picture on another sheet of paper. The drawer is not allowed to ask any questions. Give the students one minute to complete their drawings. Reveal what the drawing should have looked like and ask the pairs to show their work.

Feedback 1:

Ask the students what they found difficult about the task and why. List all of the difficulties on the board/flipchart. This will be needed for later use. Responses may include: “We couldn’t ask questions”; “It was hard to speak to someone without looking at them”; or “It was difficult to know if the other person was listening”.

Pair work 2:

Repeat the activity once more. Tell the students that this time the drawer may ask questions to gain a clearer understanding of the picture. The results should now be much better.

Feedback 2:

Ask the group why they think the results were so good. Suggestions may include “I could ask questions to help me understand the parts that weren’t clear” or “The describer could answer the questions by looking at the picture again”.

Plenary:

Explain that the key to the game is very clear communication and that the same skills are needed for a debate. There must be time to prepare a point, time to make it and time for questions afterwards. The questions asked must be clear and relevant. Those not speaking need to listen and show they are listening.

Extension:

Ask the students to write a set of instructions for the game.

Schools Question Time Communication Skills Toolkit

Lesson 3: Are you listening? Objective:

To find out how to listen effectively

Time:

25 minutes

Preparation:

Ask two volunteers to sit back to back at the front of the class. One should tell the other what they did in the previous lesson. After a few minutes, ask them whether they found conversation difficult. What would have made it easier?

Group work 1:

Split the class into threes, with two students (speaker and listener) facing each other and the third (the observer) sitting to one side. Explain that the speaker will have one minute to describe something that is really important to them, for example a pet or a hobby. The listeners will then have to report what the speakers have said to the rest of the class. The observer must watch, make notes and report back on what happened. Then take the listeners aside for secret instructions. Tell them that they should be bad listeners and briefly discuss ways that they could do this such as fidgeting, looking around or yawning.

Feedback 1:

When the time is up, ask the observers to feedback what they have seen. Then ask the speakers to say how they felt about how the listeners were behaving. Explain that you asked them to behave as they did. The listeners should describe how they tried to be bad listeners.

Plenary:

Ask the class to think about how to be a good listener and make a list of rules for this. Points may include: making eye contact; checking understanding; open body language; and feeding back the main points.Then go through the list, discussing why each rule is important.

Group work 2:

Repeat the speaking and listening activity, but this time tell the listeners to listen (and show that they are listening) as well as they can. Remind them of the key points from the plenary discussion.

Feedback 2:

Ask the observer how this time was different. Then ask the speaker whether they thought the listener was effective and why.

Plenary:

Explain that effective listening helps you to concentrate on what is being said. Ask the students to reflect on what they have learned and how they could apply it to different situations, eg job interviews.

Extension:

Ask the students to produce â&#x20AC;&#x2DC;effective listeningâ&#x20AC;&#x2122; posters.

Schools Question Time Communication Skills Toolkit

Lesson 4: Expressing your views Objective:

To consider how to best express a point of view

Time:

60 minutes

Resources:

Internet access

Preparation:

Ask the class to vote (two hands, one hand or no hands) on a list of ten TV programmes. Choose the most popular three and ask the students to discuss in pairs reasons why young people like the programmes. They should then feed their reason back to the class. Ask them how they could back up their reasons. What kind of evidence might they use? Ideas may include TV viewing figures or awards won by the programme. Explain that opinions and reasons must be supported by research.

Group work 1:

Split the class into small groups. Give them each a large sheet of paper. Ask each group to agree on an opinion on the standard of food sold in school, for example “The food is not healthy enough” or “We should all have packed lunch”. Tell the students that they should follow the ‘Point, Reason, Example’ model – first make a point, then give a reason why, then use an example to back up the point. Ask the groups to think of what evidence they might need to back up their argument. They should then research using reference books or the internet.

Feedback:

Once the groups have their ‘Point, Reasons and Examples’ ready, ask them to present their points of view to the class.

Plenary:

Ask the class to take a vote on whether school dinners are good or bad. Did the way the points were presented affect their votes? Discuss how you can show you feel really strongly about what you are saying. Read out some extracts in various tones, speeds and volumes to show how this can make a difference.

Group work 2:

Ask the students to re-present their arguments within their groups. They should advise each other on how they can improve.

Reflection:

Make a class list of presentation tips.

Extension:

Ask the students to watch a news bulletin (either in class or at home) and note how and why newsreaders vary their tone, volume and speed.

Schools Question Time Communication Skills Toolkit

Lesson 5: Asking questions Objective:

To examine how to ask effective questions

Time:

25 minutes

Resources:

‘Post it’ notes

Preparation:

Discuss why we ask questions. Explain that generally we ask a question to find out more about something. Ask the students to imagine that they have been commissioned to conduct some research into what music young people like to listen to. What kind of information would they need? Give each student a few ‘post it’s and ask them to come up with questions. Stick their questions onto the wall.

Group work:

Split the students into small groups. Ask each student to take a ‘post it’ (not their own!) from the wall. In their groups they should choose a ‘good’ question and decide what makes it good. They should then choose a question that they think is less effective and decide how to improve it.

Feedback:

Ask the groups to feed back their ideas. Draw a line down the middle of the board and sort the questions into ‘closed’ questions and ‘open’ questions as they read them out. Ask the students to identify the best.

Plenary:

Ask the class to spot the difference between the two columns. Explain that a closed question (such as “Do you like ice cream?”) usually requires a one word answer, whereas an open question (such as “Why do you like ice cream?”) requires more of an explanation. Ask the pupils to write down the closed questions, turning them into open questions.

Pair work:

Split the groups into pairs. They should interview each other, taking it in turns to use open and closed questions.

Feedback:

Discuss how the interviews went.

Extension:

Discuss the difference between direct and indirect questions, for example, “What is your favourite food?” versus “Tell me about your favourite food”. Which do the students think are more effective and why? Does it depend on the situation? Weblink For more information on asking questions and how to gather news please see Lesson 2 from BBC Schools Report: http://news.bbc.co.uk/1/hi/school_report/7497310.stm 11

Schools Question Time Communication Skills Toolkit

Lesson 6: Setting ground rules for debates Objective:

To consider what rules are needed during a debate

Time:

20 minute

Resources:

None required

Preparation:

Ask the students whether they think rules are needed during a debate. They should explain their answers. What might happen if there werenâ&#x20AC;&#x2122;t any rules? Would it still be a debate or an argument? Link this back to the descriptions of a debate.

Pair work:

Ask each pair to think of three rules to combat the problems that might occur. These should include: > only one person must speak at a time > be polite at all times. Once they have thought of three, they should join with two other pairs to create a list.

Feedback:

Share the rules to create a class list.

Plenary:

Ask how the rules could be enforced. Introduce the idea of a chairperson, who makes sure that the debate is kept under control and that everything runs according to the rules. Discuss what would happen if the chair favoured one side of the debate over the other. Would everybody have to follow the rules? Explain that it is important that the chairperson remains impartial.

Extension:

Ask what else might need to be controlled in a debate other than behaviour of those taking part? What would happen to a debate if someone had done lots and lots of research and wanted to tell everyone about it in detail? Try to bring in the idea that it would take up a lot of time. What else might therefore be needed to make sure this doesnâ&#x20AC;&#x2122;t happen? They may suggest the chairperson. Explain that the chairperson has a lot to think about, so it is sometimes better to have a timekeeper to ensure that everything runs to the time allocated.

Schools Question Time Communication Skills Toolkit

Lesson 7: Thinking opposites Objective:

To consider opposing views to personal opinions

Time:

25 minutes

Resources:

Scenario (see below)

Preparation:

Put the following scenario on the board: “Your best friend has planned a huge party. The party is taking place on the other side of town. It will take two buses and a fair walk to get to the venue. Your parents won’t be able to drive you there as their car is being repaired but you have also heard them talking about how unsafe they think that area is. Your friend’s family can’t give you a lift as the car is full of things for the party. You really want to go but you know your parents will say no. You need to convince them…”

Pair work:

Split the class into pairs. Give the scenario to each pair. They must: > make a list of the reasons why they want to go to the party > think of how they can back up these reasons > think of the reasons why their parents won’t let them go and what their parents might say > think of counter arguments to their parents’ reasons. They should present this by dividing a page into three columns: ‘Reasons’, ‘Parents’ objections’ and ‘Counter-arguments’ Each pair should role play the scenario.

Feedback:

Ask one or more pairs to present their role play to the class. The class should vote on whether they think the child or parent has won the debate based on the strength of the arguments presented.

Plenary:

As a class the students should list what made the arguments strong and convincing and what made some of the arguments weaker and not so convincing.

Extension:

Repeat the activity. Each pair should swap their arguments with another pair and work on improving each other’s arguments.

Schools Question Time Communication Skills Toolkit

Resource Sheets The following pages contain Resource Sheets to help you and your students prepare for and run a variety of debates. The models and topics covered are:

Sheet

Debate model

Features

Parliamentary Debate

> Two opposing teams > Speaker/chair in charge

Balloon debate

> Group of 6 people in a ballon > Each has to justify staying in and not being voted out!

Policy debate

> Two opposing teams > Takes place over a series of rounds; preparation and negotiation are allowed after each round

School council model

> Democratic assembly > Anyone can speak: everyone votes

Business meeting

> Chaired and minuted > More of a discussion in which different points of view are heard and then consensus is reached

QUESTION TIME debate

> A panel of experts answers question from the audience > An impartial chair presides

Environment

“Just how big a threat is climate change and is it important for individuals to be encouraged to do something about it?”

World Poverty

“What contribution can we make to support the development of poorer nations?”

Youth Crime

“Is gun and knife crime out of control amongst young people?”

Healthy Eating

“Should junk food be banned?”

The European Union

“What is European Citizenship?”

Local Democracy

“Should every local authority have youth representation?”

Britishness

“What is British national identity and what impacts does multiculturalism have on it?”

21st Century Life Skills

“Life skills are of key importance to the strength of our democracy”

Economic Citizenship

“To be active citizens we need to understand the econony and how it affects our lives.”

10B

The Role of the Free Press

“Does a free press matter?”

Schools Question Time Communication Skills Toolkit

Resource Sheet 1A: Parliamentary Debate Preparation Speaker/Chair: Calls the house to order, maintains rules and control, announces the motion and calls speakers

Divide into two teams – Opposition and Proposition. Each team needs to: > Brainstorm their views about the motion and think of opinions other people may have about the same topic.

First proposition speaker: Defines the motion and outlines the case that will be put forward by the proposition team (in favour of the motion). Sets out the arguments and introduces the speakers who will cover them

> Research the background to the topic so that it can be placed into context. > Draw up five to six (you may have more) separate arguments for/against (depending on your team) the motion. Remember that these must have reasons and evidence to support them.

Speeches First opposition speaker: Responds to the definition of the motion. Then has to disagree with what has been said – this is called a rebuttal. Once the first opposition speaker has done this, the opposing case is made

> For each argument put forward there needs to be a speech made by a separate speaker within the team. > Each speech should be no more than two minutes long (this can be adjusted according to lesson/debate length). > Use the ‘Point, Reason, Example’ model.

Making notes Second/third proposition speaker: Speakers in favour of the motion that make speeches to present their arguments and disagree (rebut) the opposition

Second/third opposition speaker: Speakers against the motion that make speeches to present their arguments and disagree (rebut) the proposition

> Try not to write the whole speech out as it sounds very unnatural if just read out. > Instead, make notes to act as a memory trigger. > Your notes should include phrases, words, statistics and/or quotes to remind you of your points.

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 1B: Environment Motion

“Just how big a threat is climate change and is it important for individuals to be encouraged to do something about it?” Background The current media agenda is very focused on the environment and climate change. The issue of global warming, and the threats posed, receive much coverage in the news, in documentaries and in Hollywood films. Environmentalists point to the extreme weather the world has experienced lately as an example of how climate change is already affecting society, from Hurricane Katrina in the US to the recent flooding affecting much of the UK. They believe that major steps need to be taken quickly in order to prevent further damage to the Earth, and want us to use and develop more energy efficient

technologies and greener sources of energy. The media and the government have backed these initiatives, and schemes such as carbon offsetting have proved to be very popular. However, not all countries agree with this view. Some developed countries do not take the same position on the environment, citing alternative scientific evidence that questions climate change, preferring a limited emissions reduction strategy. Other developing economies are also unconvinced by emissions reductions schemes, as their industries are only just starting to take off. Although the consensus of the world’s scientists is that we should be worried about climate change, some individuals and governments are sceptical of the claims made by environmentalists, citing that the Earth’s climate has varied continually throughout its 4.5 billion year history? However, a recent United Nations’ report and other research has now sharpened the focus on the evidence for climate change.

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

What do we need to find out?

Research ideas

> What is climate change?

> Temperature change since the industrial revolution

> How has the climate changed over the past 200 years?

> Damage caused to the environment so far

> How has the climate changed long-term during the Earthâ&#x20AC;&#x2122;s history?

> Potential damage in the future â&#x20AC;&#x201C; what regions will be in trouble if the ice caps melt

> What are believed to be the main factors causing climate change?

> Evidence to the contrary > How climate will change in the UK

> What scientific and other evidence is there of climate change? > What is the evidence for the part played by human activity in creating and contributing to climate change?

Weblinks

> Is there evidence against climate change?

> DEFRA - www.defra.gov.uk

> What is sustainability and why is it important in relation to issues of climate change?

> Meteorological Office - www.metoffice.gov.uk

> What can be done to reduce CO2 emissions? > What has the UK government done so far? > What is the US policy on climate change?

> Environment Agency - www.environmentagency.gov.uk

> New Scientist - www.newscientist.com > Earthwatch - www.earthwatch.org > Greenpeace - www.greenpeace.org.uk > Climate Care UK - www.climatecare.org

> What does the United Nations say about climate change? > What do the media say about climate change?

Roles > Resident from flooding area

> What are the views of developing countries about emissions reductions?

> Oil company executive

> What are the economic implications of climate change?

> Environmental activist

> Science journalist

> Developing country government official > Nuclear power representative

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 2A: Balloon debate What is a balloon debate? Imagine you are in a hot air balloon. You are losing height and need to get rid of some weight to keep going in order to reach your destination. Youâ&#x20AC;&#x2122;ve got rid of sandbags â&#x20AC;&#x201C; the only things weighing you down are the passengers! Who will go first and who will remain? It all depends on the strength of your arguments! In a balloon debate, speakers assume the role of those who may be affected by a decision. They make their case appealing to the wider audience to support them and therefore keep them in the debate and in the balloon!

Roles > Six speakers, standing in a line facing the audience

How does it work? Each speaker should spend two minutes making their case for remaining in the balloon

At the end of the speeches, the audience members should vote by standing behind the person they feel has made the most persuasive argument

The two speakers with the least votes are eliminated

The remaining speakers speak for a further two minutes, with fresh reasons and evidence in support of their case

A further round of voting takes place

The two speakers who are left then go head to head

A further round of voting takes place

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Schools Question Time Communication Skills Toolkit

Resource Sheet 2B: World poverty Motion

What do we need to find out?

“What contribution can we make to support the development of poorer nations?”

Many believe that it is down to developed nations such as the UK to support poorer nations and help them to become more economically advanced. Others disagree and think that they need to find ways to help themselves.

> What is the current state of world poverty? > What is the UK government’s stance on world poverty? > What effet will the global economic downturn have? > How are charities involved? > Why is there such a gap between rich and poor nations? > What do international organisations such as the UN and World Bank proposing? > Why has aid in the past not helped? > Should the UK solve its own problems first before helping others? > What help can be given apart from money? > Examples of successful projects to help developing countries

Roles

Research ideas

> > > > > >

> > > >

Background The world is not an equal place. The gap between the world’s rich and the world’s poor has never been wider. The crises in the economy and deepening debt make it difficult for developing nations to pull themselves out of poverty.

US government official Farmer from a developing country Fair Trade company representative Supermarket chain representative Oxfam representative Inner city resident

What is Fair Trade? Is it worthwhile? G8 summits – what has been discussed? How charities approach world poverty The effects of trade agreements on poorer countries

> The extent of poverty in the UK > How free trade works > Benefits and disadvantages to developed countries of supporting developing countries

Weblinks > Oxfam www.oxfam.org.uk > Make Poverty History www.makepovertyhistory.org > BBC Newsnight news.bbc.co.uk/1/hi/ programmes/newsnight/6370385.stm > G8 website www.g-8.de

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 3A: Policy debate What is a policy debate?

Preparation

A policy debate consists of two teams arguing whether or not a specific policy should be put in place. The speakers need to give as much evidence as they can to support their cases.

> Each team can make up to four speeches. Each speech can last up to nine minutes (this can be changed according to time constraints).

During the debate, there may be some negotiation about the details of the policy. The objective is to finish the debate with a policy that can be agreed by both sides.

> Each team should carefully research the topic, then decide which aspects of the policy they are prepared to negotiate about and which they want to stand firm on.

Roles

How does it work?

> The team ‘for’ the policy > The team ‘against’ the policy > Four speakers from each team

The teams take it in turns to present their arguments

After an argument is presented, a member of the opposing team has three minutes to ask questions

The teams are allowed up to ten minutes between presenting their next speech to prepare and take on board the comments put forward by the others

The teams may modify their positions to reach a consensus. They could even send representatives to confer during the preparation breaks.

At the end, a vote is taken on whether the policy should or should not go ahead

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 3B: Youth crime Motion

“Is gun and knife crime out of control amongst young people?” Background Over the past year there has been a spate of gun and knife crime involving young people across the UK. This has generated much debate in the media about the rise of gang culture and so-called ‘hoodie’ violence. Some have argued that the media is to blame for glamorising the ‘hoodie’ culture and portraying teenagers as out of control thugs. While violent crime amongst this group is cause for concern, many argue that it has generated a disproportionate amount of media coverage. This has in turn fostered an attitude of fear and distrust of young people amongst the general public, which may lead to isolation of this agegroup.

What do we need to find out? > What is the extent of youth crime in the UK? > How do the media portray young people? > How does this affect older people’s perceptions? > What is the government’s position? > Do young people really have easy access to guns? Do many carry knives? > Are there any statistics showing an increase in supply of guns to cities? > Are young people recruited into criminal activity by adults involved in drug crimes? > Does perception match reality – is the media making too much of the problem?

> Does the term ‘hoodie’ glamorise violence and gang culture, or is it an accurate reflection of a subculture of young people out of touch with modern British society?

Research ideas > Statistics showing extent of gun knife crime >

> > > >

generally and fort young people Number of articles about ‘hoodies’/youth crime compared to the actual number of gun/knife crimes committed by young people Statistics showing violent crime rates over the past year compared to 2005/2006 Statistics relating to drug crime and young people Terms used by the media to describe young people Government initiatives to tackle the problem of violent crime amongst young people Information about the pressures on young people in modern society and what they believe could be done to support them.

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Schools Question Time Communication Skills Toolkit

Weblinks > The Guardian http://www.guardian.co.uk/uk/ukcrime > The Times www.timesonline.co.uk/tol/news/uk/crime/ > Home Office www.homeoffice.gov.uk/ > Ministry of Justice www.justice.gov.uk/ > Ipsos MORI www.ipsos-mori.com/crime

Roles > Tabloid newspaper editor > MP from constituency affected by violent youth crime > Representative from Trident (a Metropolitan Police Service initiative set up to deal with gun crime in London's black community) > Youth worker > Victim of youth crime > A young person

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 4A: School council model What is the school council model? A school council is a democratically elected group of students. There is usually at least one representative from each class. School councils allow students to have a say in what happens in the school by expressing their views on school policies and bringing problems and changes they would like to see to the attention of school staff.

Ideally, representatives from each group should take part in school council meetings – and school council representatives should attend other meetings held in the school.

Roles > Speaker - responsible for keeping order and making sure members have a chance to speak > Secretary – responsible for organising the meetings and taking notes

School councils can make a positive contribution to every aspect of the school community. For example, they may help:

> Class representatives

> improve academic performance

Why not run a debate in class, taking on these different roles? Think about how people at the school who are not students might feel about the school council’s role and its decisions.

> reduce bullying and vandalism > improve relations between teachers and pupils > discuss issues like school uniform and canteen food. There are lots of different groups of people involved in a school community (see diagram). The key to a successful school is communication, and it is important that all groups, including students, have a voice.

> Other representatives or guests (such as teachers and non-teaching staff)

For more information about setting up and running a school council, see the School Councils UK website, www.schoolcouncils.org

Teaching staff Form/Class council

Senior Management Team The teachers responsible for the day-to-day running of the school

School council Sub committees Small groups set up to discuss and take action on single issues

Question Time is a trade mark of the British Broadcasting Corporation

Non-teaching staff For example the caretaker, the administration team, the caterers School Board/Governors The body that is in charge of the school – it may include representatives from the local council

Schools Question Time Communication Skills Toolkit

Resource Sheet 4B: Healthy eating Motion

What do we need to find out?

“Should junk food be banned?”

> What kind of food is sold in the canteen?

Background

> Is there a healthy option and is it popular amongst the students?

Levels of obesity are at their highest point ever in the UK. In spite of media campaigns about healthy eating, many people still opt for fast, high fat meals and are being encouraged to offer healthy choices, but the cost of fresh food is increasing. Schools are meant to provide a nourishing meal at lunchtime. As a result, health problems linked to poor diet are common, even among the young. For some the solution is to ban junk food altogether, so that people have no choice but to eat healthily. Others argue that it is down to the individual and as long as they understand what they are eating is unhealthy then it is their own choice. Some people go as far as blaming the companies who make and sell this type of food. Are they merely supplying the demand?

> What is the best selling item in the canteen? > What are the health effects of junk food? > Does junk food affect behaviour? How? > How can young people be encouraged to live healthier lifestyles? > Will banning certain types of food be an infringement of people’s rights?

Research ideas > Levels of obesity in the UK > Illness and diseases caused by poor diet > Prices of healthier options > How healthy eating school menus have affected schools

Roles

> Government initiatives for school dinners

> > > > > > >

Student representatives of different ages

Weblinks

Teachers

> BBC Health portal bbc.co.uk/health/healthy_living

Governors Cleaning staff

> Jamie’s Ministry of Food www.jamiesministryoffood.com/content/jo/h ome.html

School cooks Speaker Secretary

You could run this in the class, with groups taking on different roles. Or why not table the motion for debate in your own school council? You could make the motion apply specifically to your school canteen.

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 5A: Business meeting What is a business meeting?

During the meeting

Business meetings are usually held to discuss specific issues and share information about an issue with all those involved.

> The chair should run the meeting according to the agenda

A business meeting is run by the chair, who is also allowed to take part in the discussion and express his or her opinions. A secretary is responsible for organising the meeting and making notes. An agenda is drawn up to show what will be discussed (the ‘items’). There is also an opportunity for those attending to raise other points not on the agenda – this is called ‘other business’.

> People wishing to ask questions and make points during others’ items should ask permission from the chair > The secretary must take minutes and note all the points raised and decisions made

After the meeting > The minutes should be typed up and distributed to those who attended

Before the meeting > The chair and secretary should research the topic for discussion so that they can check for understanding and clarify the points being made > The people attending should give their agenda items to the secretary the day before the meeting.

How to set out an agenda Try to set out your agenda in the following way: 1. Welcome and thank you for attending 2. Apologies from anyone unable to attend 3. Matters which may have arisen from last meeting 4. Items to be discussed – each person who is going to attend should contribute an item 5. Any other business 6. Plans for the next meeting

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 5B: The European Union Motion

> How do member states benefit?

“What is European citizenship?”

> In what policy areas do the European Parliament and European Commission have powers? What is the role of the Council of Ministers?

Background Citizenship is often associated with identity and belonging. People living in Europe, whether inside or outside the EU, might describe themselves as European – but what does that mean? Given the cultural, ethnic and linguistic variety of Europe, any attempt to define European citizenship needs to recognise diversity while acknowledging common cultural and social interests. Some citizens are concerned that European integration undermines British culture and society, and centralises power in the EU institutions, further away from citizens. Others argue that this is not centralisation, but cooperation – important for dealing with cross border environmental issues, security concerns, migration and trade.

Roles

> How does the EU affect the ordinary citizens of the UK?

Research ideas > What do the main political parties say about the EU? > What do ordinary people know about the EU, and what are their opinions of it? > Is there enough balanced and accurate media coverage of EU politics to allow citizens to engage in a thoughtful and constructive way? > In the 21st century are we national, European or global citizens – or all of them at once?

> Secretary

Weblinks

> Chairperson

> European Union www.europa.eu/index_en.htm

> British fisherman > Business person who works all over Europe > Ordinary citizen > Environmentalist

What do we need to find out?

> BBC Inside Europe news.bbc.co.uk/1/hi/indepth/europe/200 3/inside_europe/default.stm > European Youth Parliament www.eypej.org

> Why was the European Union set up? > Who are the other members? > Is the EU democratic? How are the views of ordinary citizens represented in European institutions?

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 6A: QUESTION TIME debate What is a BBC QUESTION TIME panel debate?

Roles

The BBCâ&#x20AC;&#x2122;s QUESTION TIME programme is broadcast every Thursday at 10.35pm on BBC ONE. It allows members of the public to hold those in power to account, by being in the audience and asking questions directly to a panel of experts. An impartial chair presides over the debate.

> Panel members (usually five) with different views and ideas

It is recommended that you and your students watch an edition of QUESTION TIME before running a similar debate in school. You could also use the Schools QUESTION TIME Event Pack to prepare.

The chair should introduce the panellists and the subject of debate

> Chair who runs the debate

> Audience members with questions to ask the panel

How does it work?

The chair should then take a question from the audience, and allow each panellist and some audience members to respond

As the debate draws to a close, the chair should ask each panellist to summarise his or her view

The chair should then bring the debate to a close and thank everybody for coming

Donâ&#x20AC;&#x2122;t forget to enter the Schools QUESTION See www.schoolsquestiontime.org for details.

TIME Challenge!

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 6B: Local democracy Motion

What do we need to find out?

“Should every local authority have youth representation?”

> Which local authorities have youth councils? > Do young people want youth councils? What sort of issues should they address? > What do older people think about the idea? > Should people who aren’t old enough to vote be allowed to have a say in local decisions?

Background Several local authorities have set up youth councils to listen to young people’s worries and concerns. Many believe that if young people are involved in local decision-making, they will take greater pride in the place where they live, and they will therefore be less likely to commit crime and more willing to take an active and responsible part in community life. However, some people feel that the views of young people are still not listened to properly and the young people involved are not in fact the ones who are most likely to benefit from having a greater role in their community.

Preparation > As a class, list the various people who might be affected by the issue of young people being involved in local democracy (these will be the members of the panel) > Work in groups, with each group choosing a panel member to represent them > Each group should discuss their panellist’s attitudes towards young people, and agree on a statement that summarises their opinion > Each group should also think of two questions that they would ask the whole panel which will help them address their concerns > The groups should then nominate members to be panellists and to ask the questions from the audience

Research ideas > Examples of successful youth councils > The debate about the voting age > The opinion of the government on youth participation in local democracy > Youth participation in national and international democracy

Weblinks > National Association of Local Councils Website www.nalc.gov.uk > Youth Action Council (Staffordshire) www.speakoutonline.co.uk > Children and Young People’s Assembly for Wales www.funkydragon.org > Scottish Youth Parliament www.scottishyouthparliament.org.uk/ > UK Youth Parliament www.ukyouthparliament.org.uk/ > Youth at the United Nations www.un.org/youth

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 7B: Britishness Motion

“What is British national identity and what impacts does multiculturalism have on it?” Background Modern day Britain is a culturally diverse society with people migrating to the UK from across the world. Some think current rates of immigration are too high, and that multiculturalism is diluting the accepted idea of Britishness and rapidly changing British society. Others would argue that any notion of Britishness is bound to evolve with time. Immigration has happened throughout our history and the migrant population makes significant contributions to the country, both in terms of diversity and economics. They believe that an updated version of the British identity should be developed in order to more accurately reflect modern Britain. Coupled with this is the increase in emigration rates amongst British nationals. More young people are moving abroad to work in Australia and the US, whilst older people retire to European countries with better climates.

> Who tends to migrate to the UK or emigrate to other countries - old or young, any particular professions? > Is this a reflection of a more mobile global society where people don’t feel constrained to live in one country for their entire lives? > Does the lack of a national identity mean that people are less concerned about the lack of a social identity and are happier to emigrate nowadays? > What can we learn about the ‘context’ for migration? o Global economic, political, environmental and social reasons why people migrate o The impact of wars and poverty on levels of political asylum seeking and economic migration. > What benefits does the migrant population bring to the British economy? How long do immigrants tend to stay in the UK? > What is the cost to the country of not embedding and integrating immigrant populations effectively?

Research ideas What do we need to find out? > Population flows are not new – what can we learn from understanding more about population flows into, and out of, what is now the UK, throughout history? What is the current rate of immigration into the UK? > What is the current rate of emigration?

> UK immigration policy - how does it deal with population flows? > Data on whether immigrants are integrating into local populations > How do we define our identities? Issues of identity / multiple identities / faith / ethnicity / culture

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

> Unemployment rates amongst immigrants compared to UK nationals > Difference in immigration rates in large cities and rural communities > What are the issues and challenges for ‘immigrant’ and ‘host’ communities? > What sort of initiatives have been used effectively to create better understanding between diverse communities? > The impact of immigration and emigration in relation to effective planning and provision of local services e.g. housing, health, education, transport

http://www.channel4.com/news/articles/ dispatches/immigrants+the+inconvenient+tr uth/867147

Roles > Local MP in a constituency with a high immigrant population > Inner city resident > Rural farmer > Unemployed person > CEO of a company with a large migrant workforce > Immigrant living in the UK

Weblinks > Home Office - www.homeoffice.gov.uk > The United Nations’ Refugee agency www.UNHCR.org > Constitution Unit www.ucl.ac.uk/constitution-unit/ > Demography data - www.gad.gov.uk > Despatches -

Question Time is a trade mark of the British Broadcasting Corporation

Schools Question Time Communication Skills Toolkit

Resource Sheet 8B: 21st Century Life Skills Motion

“Life skills are of key importance to the strength of our democracy”

Leitch Review of Skills, 2006) say about the importance of life skills in terms of employment? > How do life skills fit in with Citizenship Education?

Background What are life skills and what do they do? Citizenship life skills are the skills we need if we are to function as fully independent and successful citizens. They include reasoning skills such as inqury, analysis, understanding, debate and opinion forming. Citizenship life skills matter because our ability to participate in the world around us is dependent on how able we are to assess, critique, deliberate and understand the complex issues we are confronted with on a daily basis. In terms of democracy, our ability to analyse and hold to account those in power is central to maintaining a stable democracy. As society becomes ever more complicated, the need to equip young people with citizenship life skills is becoming more important. As tomorrow’s legislators and voters, we not only need to understand the roles of Parliament, the economy and the media, but also we need to be able to participate, negotiate and debate the complex issues of our times.

Research ideas > What skills do the Confederation of British Industry (CBI) say employers most value and need in their employees? Why are life skills so important in the workplace? > How do we use life skills on a day-to-day basis? How are life skills best taught, in and out of school?

Weblinks > Government Report: The Leitch Review of Skills (2006): http://www.dcsf.gov.uk/furthereducation/uplo ads/documents/200612%20LeitchReview1.pdf > CBI website on the importance of skills for employment: http://www.cbi.org.uk/ndbs/content.nsf/b80e 12d0cd1cd37c802567bb00491cbf/e83f616f 81370ce880256dc60047ede9 > National Curriculum Website information on life skills and citizenship: http://qca.org.uk/ > ‘Every Child Matters’ Government webpage on learning and skills: http://www.everychildmatters.gov.uk/ete/age ncies/lsc/

What do we need to find out? > How are life skills currently taught in the Primary and Secondary School curriculums? What life skills does the Curriculum aim to teach and how? > What does the Government (such as in the 31

Schools Question Time Communication Skills Toolkit

Roles > > > > > >

MP Police Officer Teacher Businessman Employer from a large company Immigrant living in the UK

Schools Question Time Communication Skills Toolkit

Resource Sheet 9B: Economic Citizenship Motion

“To be active citizens we need to understand the economy and how it affects our lives.” Background The economy is about the production, distribution and consumption of the goods and services we need to pursue our lives. In the 21st century, national economies are an inseparable part of a highly complex, interdependent global economy. This interdependence means that global economic problems – such as the major crisis now involving the world’s banking system – have a direct affect on local households and families in the UK and across the globe. National economies and the global economy have always been seen to be healthy if they are in a state of constant growth – where the total value of goods and services produced is always increasing. However, the scale of the current financial problems coupled with the effects of global population growth, environmental challenges and decreasing natural resources raise serious questions for future generations about how we should define a successful and sustainable economy in the 21st century. Our role as Economic Citizens Political debate increasingly centres on economic issues. Whether it is taxation, the management of the economy, the state of global markets or business profits, politics is never far from economics. Economic matters such as changes in interest rates, recessions, debt, financial exclusion and the future of pensions play an ever important

role in society, and if we are to engage as political citizens, we need to understand our roles as economic citizens. Businesses of all sorts target high profits in their traditional role of wealth creation but there are now growing questions about the type of business we need (manufacturing or service industries), about different levels of pay and reward (eg nurse compared to hedge fund manager) and the need for more socially responsible business. The government raises nearly all of the money that it spends on running essential services through taxation, mainly by taxing people’s earnings, taxing goods and services and by taxing business. This can be directly – from people’s earnings, or indirectly, by taxing the things we spend money on. Taxes pay for schools and education, hospitals and the NHS, social security (pensions, child support, housing benefit, job seekers allowance, disability benefit etc), the police, defence and the armed services and the maintenance of roads, among other things.

What do we need to find out? > What do we need to do to be responsible consumers? > How do we contribute as individuals to the economy? > What skills do we need to be economic citizens? > Our taxes fund a range of essential services for the benefit of society. Why do you think people generally dislike paying taxes even though they support a range of important services?

Schools Question Time Communication Skills Toolkit

> As a student, have you been concerned about the prospect of student debt? > Recent years have seen a growing gap between wealth and poverty between countries and within countries. Does this matter? If so, why? > Do you think that economies should be solely about growth or do you feel that a sustainable future needs to underpin economic development?

Weblinks > About the Economy from National Statistics online http://www.statistics.gov.uk/instantfigur es.asp figures > Global Economic News for the Financial Times http://www.ft.com/globaleconomy > Weekly Economic News Magazine www.economist.com Roles > > > > >

Government Minister A high-earning taxpayer A low-earning taxpayer An unemployed person A person living in relative poverty

Schools Question Time Communication Skills Toolkit

Resource Sheet 10B: The Role of the Free Press Motion

“Does a free press matter?” Background In the UK we have what is described as a 'free press’. This means that media outlets are not censored or controlled by the Government in terms of their output and opinions. National newspapers for example are owned and run by different companies. They can express their own viewpoint on news stories and have varying political allegiances which are often well-known. In the UK, the British Broadcasting Corporation, BBC, is a public service broadcaster, funded by the licence fee payer with a remit to educate and inform in an impartial way. The media (newspapers, TV, radio, internet) provides the public with their most direct, and sometimes only, source of information about the world on a national and global scale. The media, by necessity, edits the information it receives before it communicates it to us. This is why the media is so powerful. It dictates what information we receive and can even tell us how important an issue is in comparison to others. This is why it is so important for us to have the skills necessary to judge and evaluate the information we are presented with on a daily basis by all forms of media. Life skills are key if we wish to build an accurate picture of our world. When faced with conflicting information and opinions from differing sources, life skills allow us to process and assess the quality of the arguments we are presented with, whether they are biased or

neutral and allow us to decide how influenced we will be by competing arguments. What do we need to find out? Does a democracy need a free press? What countries have state controlled media? Is it acceptable for some newspapers to be politically biased? Can we trust such media outlets? What newspapers tend to support which parties? Should newspapers, like TV media, be forced to be more neutral? Are there any individuals or companies that own more than one newspaper or news channel around the world? What does this mean for the neutrality of these media outlets and press freedom?

Research Ideas and Activities > Choose a major news story and select different articles on it that appear in a selection of national newspapers on one day. Make sure to include at least one broadsheet and one tabloid newspaper. > What differences do you see in the way that the event is reported? > Why do you think these differences exist between these newspapers? > Has the news reporter in each case sought to backup their claims with the debate method of ‘point, reason, explain’? > Why do you think it is important to have a free press that is not controlled by the government?

Schools Question Time Communication Skills Toolkit

Weblinks > Free Press: An organisation dedicated to reforming the media and protecting its independence: http://www.freepress.net/ > Amnesty International link to information about the right to freedom of expression: http://www.amnesty.org/en/freedom-ofexpression > The Observer, â&#x20AC;&#x2DC;Special Report on Freedom of the Pressâ&#x20AC;&#x2122;: http://observer.guardian.co.uk/freepress/0,,4 78363,00.html > Website for The Campaign for Press and Broadcasting Freedom: http://www.cpbf.org.uk/ > Reporter Without Borders Website, Freedom of the Press Index: http://www.rsf.org/article.php3?id_article=11 715

Roles > > > > > >

Journalist Human Rights Campaigner Ordinary Citizen Government Minister University Lecturer Owner of a Large Media Conglomerate

Schools Question Time Communication Skills Toolkit

Curriculum links The lesson plans and debate models offer opportunities to develop the following skills relevant to citizenship education and across the curriculum: > speaking, listening, team work, problem solving and decision making skills > research and investigation skills. All the materials are suitable for use as part of the Citizenship Studies GCSE Short Course offered by AQA, EdExcel and OCR and for Standard Grade Modern Studies. Specific links for the debate topics on the Resource Sheets are given below.

England and Wales In England and Wales, there is a statutory requirement to deliver the Citizenship Curriculum at Key Stage 4. At this level there is an emphasis on responsible action both within the school and in the wider community, and on developing the skills with which to achieve this.

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1c: the work of parliament, the government and the courts in making and shaping the law

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8B 21st Century Life Skills 9B Economic Citizenship 10B The Role of the Free Press

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5B The European Union 6B Local democracy

4B Healthy Eating

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7B Britishness

Citizenship guidelines

1a: the legal and human rights and responsibilities underpinning society and how they relate to citizens, including the role and operation of the criminal and civil justice systems

3B Youth crime

1B Environment

England and Wales

2B World poverty

Each activity can be incorporated into a number of different subject lessons including short course Citizenship GCSEs, as well as in extra curricular group work. The grid below outlines curriculum requirements explored in each resource sheet.

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1d: the importance of playing an active part in democratic and electoral processes 1f: the opportunities for individuals and voluntary groups to bring about social change locally, nationally, in Europe and internationally

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1i: the United Kingdom's relations in Europe, including the European Union, and relations with the Commonwealth and the United Nations

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Schools Question Time Communication Skills Toolkit

4B Healthy Eating

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2c: contribute to group and exploratory class discussions, and take part in debates

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3a: use their imagination to consider other people’s experiences and be able to think about, express and explain views that are not their own

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3b: negotiate, decide and take part responsibly in both school and community based activities

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3c: reflect on the process of participating

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Geography

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Citizenship guidelines Other subjects

2b: justify orally and in writing a personal opinion about such issues, problems or events

History English

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PHSE

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Food Technology Science

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8B 21st Century Life Skills 9B Economic Citizenship 10B The Role of the Free Press

3B Youth crime

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7B Britishness

2B World poverty

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2a: think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT based sources

5B The European Union 6B Local democracy

1B Environment

England and Wales

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• • •

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Schools Question Time Communication Skills Toolkit Scotland In Scotland, Curriculum for Excellence has “Responsible Citizenship” as one of its four elements. The Education for Citizenship framework details how schools can take this forward. Education for citizenship assumes a new significance post-14 when young people confront many of the issues associated with independent living.

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The legal and human rights and responsibilities of citizens, individually and collectively, in a democratic society

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Education for Citizenship

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The complex interdependencies between the various types of system physical, biological and societal that make up the world The economic and financial aspects of individual and societal needs and wants and how these relate to issues of environmental sustainability, cultural development and social equity How Scottish society has evolved in the wider British, European and global context The role of the media and marketing processes in shaping public opinion and influencing individual and collective decision making

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The nature of change and continuity and the effects that individuals or groups of individuals, including voluntary groups, can have on the evolution of societies

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The political, legal, administrative and cultural structures and processes of democratic societies, locally, nationally and internationally The changing nature of the world of business, of working life and economic activity

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8B 21st Century Life Skills 9B Economic Citizenship 10B The Role of the Free Press

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7B Britishness

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5B The European Union 6B Local democracy

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4B Healthy Eating

3B Youth crime

Human cultures and societies and the natural and made worlds in which they live

2B World poverty

Scotland

1B Environment

The SQT resources are useful for helping to deliver against the strategic aims of Education for Citizenship. Each activity can be incorporated into a number of different subject lessons as well as in extra curricular group work. The grid below outlines issues and topics explored in each resource sheet.

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The sources of disagreement and conflict between individuals and communities and the ways in which people can set about resolving such conflicts

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Education for Citizenship

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The developing capacity to imagine alternative realities and futures that could benefit society and the environment

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The ability to consider and empathise with the experience and perspective of others

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Geography History

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English Food Technology Science

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The ability to apply knowledge and skills gained in one context to another, in order to take advantage of an opportunity, solve a problem or resolve an issue

8B 21st Century Life Skills 9B Economic Citizenship 10B The Role of the Free Press

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Barriers to full opportunity to exercise citizenship arising from socio-economic circumstances, prejudice and discrimination The ability to respond in imaginative ways to social, moral and political situations and challenges, for example developing a personal response to a topical moral issue, or making a response to a local political development

7B Britishness

5B The European Union 6B Local democracy

4B Healthy Eating

3B Youth crime

2B World poverty

Scotland

1B Environment

Schools Question Time Communication Skills Toolkit

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Schools Question Time Communication Skills Toolkit Northern Ireland In Northern Ireland, there is a statutory requirement to deliver Local to Global Citizenship as part of the Learning for Life and Work area of learning. The SQT resources are useful for helping to deliver against three of the four key concepts: ‘Democracy and Active Participation’, ‘Human Rights and Social Responsibility’ and ‘Equality and Social Justice’.

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Investigate various ways to participate in school and society

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Investigate why rules and laws are needed, how they are enforced and how breaches of the law affect the community

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8B 21st Century Life Skills 9B Economic Citizenship 10B The Role of the Free Press

5B The European Union 6B Local democracy

4B Healthy Eating

3B Youth crime

2B World poverty

Investigate the basic characteristics of democracy

7B Britishness

Human Rights and Social Responsibility

Democracy and active participation

Northern Ireland

1B Environment

Each activity can be incorporated into a number of different subject lessons as well as in extra curricular group work. The grid below outlines issues and topics explored in each resource sheet.

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Investigate an issue from a range of viewpoints and suggest action that might be taken to improve or resolve the situation

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Research and manage information effectively, including number and statistics where appropriate, to investigate citizenship issues, explore problems and make informed decisions

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Demonstrate creativity, initiative, organisation and perseverance in carrying out tasks and in developing own ideas

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Investigate why it is important to uphold human rights standards in modern democratic societies, including meeting basic needs, protecting individuals and groups of people

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Investigate why different rights must be limited or balanced in our society Investigate the principles of social responsibility and the role of individuals, society and government in promoting these

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Investigate how and why some people may experience inequality/social exclusion on the basis of their material circumstances in local and global contexts Explore the work of inter-governmental, governmental and non-governmental organisations which aim to promote equality and social justice

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Home Economics Science PSD

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History English

8B 21st Century Life Skills 9B Economic Citizenship 10B The Role of the Free Press

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7B Britishness

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5B The European Union 6B Local democracy

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4B Healthy Eating

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1B Environment

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Explore how inequalities can arise in society, including how and why some people may experience inequality or discrimination on the basis of their group identity

Geography

Other subjects

3B Youth crime

Equality and social justice

Northern Ireland

2B World poverty

Schools Question Time Communication Skills Toolkit

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Schools Question Time Communication Skills Toolkit

Adapting the Communication Skills Toolkit for primary schools This guide describes how the Schools QUESTION TIME Communication Skills Toolkit can be used in primary schools. The skills and knowledge to be gained from the resource are extremely valuable within the context of citizenship teaching across the UK, and the activities require very little adaptation to render them suitable for younger students.

Citizenship and debate in primary schools Citizenship at primary school level encourages pupils to ‘investigate and think critically about issues of current interest’ using ‘problem solving, researching and evaluation skills’ as well as ‘discuss real life issues’ (QCA, 2002). Fostering and developing debating skills can enhance pupils’ understanding and participation in citizenship activities, whilst also introducing effective speaking and listening skills. These are skills not just needed for citizenship but across the whole school curriculum and in every social interaction. Through focusing on such skills and allowing them to flourish, improvements can be made to pupils’ academic achievements and their abilities to form fulfilling interpersonal relationships.

Practical ideas Here are some tips for how to use the resource to introduce discussion, debate and good communication skills. > Lesson plans (p 5–13): most of these can be used in primary schools without significant adaptation. The communication games (Lessons 2 and 3; p 8–9) are ideal as they provide a fun and exciting way to recap and develop listening and speaking skills. > Language: some of the language used in debating will be completely new to pupils of any age. Where possible, the use of the stated terms should be encouraged. Time should be spent with pupils discussing the meanings of terms and where necessary alternative terms can be agreed and used. Lesson 1 (p 7) introduces some of the key vocabulary. > Theme of the month: use the topics from the Resource Sheets over a period of a month. Set aside a period of time each week for pupils to explore the topic in order to have a context within which they can formulate their own ideas and opinions. The work done through the month could culminate in a debate.

Schools Question Time Communication Skills Toolkit

> Debating models and assembly: it may be appropriate to choose just one debating model to focus on rather than a different one for every debate, although this is entirely up to the teacher and the abilities of the pupils. Different year groups could learn and practise different models. Their debates could then be shared in assembly. This also provides a springboard for further debate and allows the whole school to vote on the issues presented to them. > Focus groups: split the class into small focus groups to research very specific questions related to a central theme. They can use different means of research and presentation of findings such as using the Internet, books, asking other people for their views, interviewing ‘experts’ (visitors could be invited into school), creating posters and speeches. Focus groups could talk about their findings in circle time. > Circle time: this lends itself well to exploring issues to be discussed in a debate. It allows pupils to express their views about the topics and issues they have researched and listen to other pupils’ views and findings. Circle time gives pupils a time to reflect on what they have heard and learnt and consider their own viewpoints, without feeling under pressure to make decisions about issues which may initially seem fairly alien to them. It provides an excellent starting point for discussion and also a good place to share any points that may have caused concern or confusion when researching their topics. > Drama: after playing the communication games (Lessons 2 and 3, p 6–7), pupils could act out scenarios showing the consequences of someone not listening effectively in a set situation. They could also exaggerate their body language to emphasise how they are listening and communicating so that the pupils watching the scenario can see how the person is listening or not listening. > PE: the idea of teamwork and competing against each other to win a debate could be introduced through a game in PE. Attention could be paid to the preparation and understanding of rules to play a game well. This can be linked to the research and preparation needed for a successful debate. For more FREE Citizenship Resources please see: www.schoolsquestiontime.org or www.parliament.uk/education or www.citizen.org.uk These SQT resources have been produced using QuarkXPress® software With thanks to the BT Better World Campaign for their support of Schools Question Time from 2003 - 2008.

Question Time is a trade mark of the British Broadcasting Corporation