Event Pack
Question Time is a trade mark of the British Broadcasting Corporation
Schools Question Time Event Pack
Contents Schools Question Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Teacher’s Notes on using the pack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 The Student Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Card 1 - So what’s your opinion, then? . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Card 2 - Get communicating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Card 3 - It’s a balancing act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Card 4 - Having your say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Card 5 - Running Your Schools QUESTION TIME event . . . . . . . . . . . . . .8 Card 6 - Evaluating Your Schools QUESTION TIME event . . . . . . . . . . . . .9 Curriculum Grids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Student Card 1 - So what’s your opinion, then? . . . . . . . . . . . . . . . . . . . . . . .SC1 Student Card 2 - Get communicating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SC2 Student Card 3 - It’s a balancing act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SC3 Student Card 4 - Having your say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .SC4 Student Card 5 - Running Your Schools QUESTION TIME event . . . . . . . . .SC5 Student Card 6 - Evaluating Your Schools QUESTION TIME event . . . . . . . .SC6
SQT Poster: Enter the challenge now! SQT Poster: Your views matter! SQT Poster: Have your say and make a difference!
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Schools Question Time Event Pack
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. It includes activities to help with event planning and evaluation. The event pack consists of six photocopiable Student Cards, teacher’s notes and two full colour posters. Students will learn how to: > understand other people’s points of view better > organise their lives more effectively > make friends more easily 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 three 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 and www.bbc.co.uk/question 1
Schools Question Time Event Pack
Glossary The glossary highlights some of the more unfamiliar terms used in the activities. See the Teacher’s Notes for Card 3 for how you can use it in class. KEY WORD
DEFINITION
KEY WORD
DEFINITION
Balanced
Representing a wide range of views and opinions.
Issue
A subject or problem which people are thinking and talking about.
Bias
A preference for something which prevents an objective consideration of the issue.
Moral
To do with individual or group understanding about human behaviour, e.g. what is right and wrong.
Relating to the shared habits, beliefs, traditions and creative expressions of a group.
Panel
A group of people who discuss or judge something.
A formal discussion presenting all sides of an argument.
Political
Relating to politics, especially party politics.
Political party
An organised group of people with shared political beliefs and goals.
Politician
A person actively involved in politics. Often a representative of a political party.
Power
The exertion of influence by some people over others, e.g. a government’s power to change the laws governing society.
Prejudice
Preconceived opinions that stop an objective understanding of an issue.
Social
Relating to how people live together in an organised community.
Spiritual
An individual’s or group’s beliefs relating to the spirit or soul. Often a main component of religious beliefs.
Studio audience
The people who watch and often participate in the making of a TV programme.
Cultural
Debate
Democracy
Demographics
Dialogue
Election
A form of government in which people either rule themselves (direct democracy) or elect representatives to rule on their behalf (representative democracy). The way different groups of people can be identified by characteristics such as their age, race or where they live. They are used in statistics to predict patterns of behaviour. Where people take turns speaking and try to understand each other’s point of view. A way of choosing between candidates by casting votes.
Government
The system or political body through which a community such as a country is governed.
Hold to account
A formal way of getting a person or group of people to explain why they have done something.
Impartial
Not favouring any side or person in an argument.
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Schools Question Time Event Pack
Introduction The BBC’s QUESTION TIME has been running for over 25 years on BBC ONE and is Britain’s most watched political programme. Its aim is to give people all round the UK the chance to debate directly with leading politicians and others who hold power and have influence: to exchange opinions, but also to scrutinise and hold to account. The studio audience is as much a part of the programme as those sitting on the panel.
The Schools QUESTION TIME resources can be used whether or not you choose to enter the Challenge. They have been designed to deliver Citizenship education across all UK curricula for pupils aged 1416. However, many of the activities are also suitable for use with sixth formers or as part of a whole-school project. Please see the separate curriculum information for details.
The Schools QUESTION TIME Challenge was launched in September 2003. Each year student winners of the Challenge have co-produced an edition of the BBC’s QUESTION TIME, working alongside David Dimbleby and the regular team.
The value of the Schools QUESTION TIME Challenge is that it provides a unique chance for students to participate in a real life event – to be involved in active Citizenship rather than just learning about how it is supposed to work. The activity will encourage students to become effective interpersonal communicators, as well as providing evidence for their portfolios.
Now students and teachers once again have the opportunity to use the BBC’s QUESTION TIME programme as a basis for work and activities to improve understanding and knowledge of Citizenship issues through discussion. All secondary schools are eligible to win one of 10 awards, to the value of £250, from the Institute for Citizenship to run a local schools QUESTION TIME event. For full details of this exciting opportunity see: www.schoolsquestiontime.org
In addition, participation will help to develop the essential transferable skills of teamwork, co-operation and planning. For the maximum educational benefit, the Schools QUESTION TIME event should be a studentled project and teachers should act as facilitators rather than leaders.
SKILLS
DEVELOPED THROUGH
Skills that promote dialogue
Co-operative paired discussion Group activity Whole-class discussion Whole-class discussion Group activity Working in teams Identifying resources: face to face, phone, email and letter
Card Card Card Card Card Cards 5 and Cards 5 and
1 2 2 3 4 6 6
Paired report back to class Whole-class discussion Making individual presentations Making a group presentation in role Working in teams Identifying resources – face to face, phone, email and letter
Card Card Card Card Cards 5 and Cards 5 and
1 2 3 4 6 6
Vocabulary-building exercises Paired report back to class Group activity Listening to individual presentations Group activity Role playing Working in teams Identifying resources – face to face, phone, email and letter
Cards 1 to Card Card Card Card Card Cards 5 and Cards 5 and
3 1 2 3 4 4 6 6
• Share the opportunities to understand and be understood (take turns at talking and listening) • Keep an open mind (be willing to learn from others) • Help each other to achieve useful outcomes (collaboration) • Behave respectfully towards one another (politeness)
Skills that promote clear talking • Make your main points stand out (say what's on your mind, be explicit, use headlines) • Provide vital background information (put the other person in the picture) • Support your main points with helpful detail (fill in the picture) • Summarise
Skills that promote better understanding • Listen actively in both verbal and non-verbal communication • Be open about not understanding • Search for clarity by asking questions • Check and confirm your understanding as you go along
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Schools Question Time Event Pack
Teacher’s Notes on Pack Use The pack will aid preparation for organising an event, but also stands alone. It contains the following materials: > Six photocopiable Student Cards (issues covered include the election of governments, the influence of the media, the representation of different demographic groups in society and many more) > Teacher’s Notes for use with the Student Cards, containing advice on how to develop and differentiate the activities, a sample letter and press release, and a glossary > Three full colour posters (one for you to fill in yourself) to publicise the Schools QUESTION TIME Challenge and your own school event
The Teacher’s Notes should be read in conjunction with the Student Cards. You can also download toolkits to help you teach about Politics and Parliament and Citizenship and communication skills from the SQT website: www.schoolsquestiontime.org Have a great time in school with your event and don’t forget to enter the Schools QUESTION TIME Challenge. See www.schoolsquestiontime.org
The Student Cards Communication is an essential part of Citizenship and there is a strong emphasis on structured discussion and debate within the Student Cards. It’s only through discussion that students can explore democratic processes and systems, the qualities of leadership and responsibility, and how to ensure representation for diverse groups within society. Moreover, the activities are designed to develop the communication skills of all the students in the class, not just a few – look for the Clear Communication Tips on every card. The skills the students will develop in these activities are transferable to all areas of their lives, enabling them to:
> understand other people’s points of view better > organise their lives more effectively > make better decisions > make friends more easily > have more confidence > learn more effectively > put across points of view more clearly
> be interesting to and enjoy the respect of other people > get more pleasure from other people's company. Many of the activities in this resource are delivered through discussion, team and group work. If students are working towards Key/Core Skills accreditation then they can maintain a record of the communication skills used for their portfolios. See the table on page 3 for the skills promoted by each card. The six cards have been developed to form a programme of activities leading up to running your Schools QUESTION TIME event (Student Card 5) and Evaluating your Schools QUESTION TIME event (Student Card 6). However, the cards all offer standalone activities and lesson ideas so you can dip into the resource to suit your requirements. Student Cards 1–4 provide material for one to two lessons each and can be adapted to suit the abilities of the students.
Student Card 1
So what’s your opinion, then? This card looks at opinion forming, starting with schoolrelated politics such as school homework and uniform and progressing to include national and international issues. It focuses on what influences people when they are forming opinions about issues that affect both themselves and others. The activities on the card are designed to help students develop confidence by giving them the opportunity to discuss and shape their opinions in pairs and small groups. These can then be used to introduce wholeclass discussion on the issues. Although the activities are largely discussion-based, they can be used as a basis for written work that can be added to individual student portfolios. Task 1 After the paired discussion the class can compile a list of the most important school-based issues raised in the class. Ask the students to think about how things are changed in school and discuss the role of the governors/School Board and the School Council. Task 2 You could take a headline from a local newspaper as a focus for the discussion on local issues. After the paired work, mind map with the class the evidence on which opinions are based. Discuss the reliability of first-hand observation as an influence on opinion.
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Schools Question Time Event Pack Task 3 This task moves on to opinions on national and international issues. Be prepared to prompt students with possible national and international issues for discussion. As this is an exercise in analysing opinions it may help to choose topics which students may feel strongly about, such as: > drugs legalisation > teenage pregnancy > the war on terror > music > sport. At the end of the lesson spend a few minutes on a class discussion about how much we rely on the views of others, such as those in the media, when forming our own opinions. Can you really have your ‘own’ opinion when you have no first-hand knowledge of something? EXTENSION ACTIVITY
Use the Internet to research the topics you have discussed in class. Produce a guide to the websites which cover each topic, what opinions they give and why they might be biased. This can be linked to ICT work.
The card offers one example topic for discussion: Should Britain bring back nuclear energy? Students should also be encouraged to think of their own topics. These are some possible alternative topics complete with useful lead web links: Should cannabis be reclassified or legalised? news.bbc.co.uk/1/hi/uk_politics/4625404.stm Should the Internet be censored? news.bbc.co.uk/1/hi/technology/7047592.stm Will top-up fees deter students from going to university? news.bbc.co.uk/1/hi/education/6945975.stm For those students who find the activity too challenging, you could enact a role-play using the following character pictures. They have been designed so you can photocopy and cut them out. Jonathan Oakley represents the environmental organisation ‘SUSTAIN.’ He is concerned about the effect of both fossil fuels and nuclear waste on the environment. Government Energy Minister, Beverly Anderson believes nuclear power is the most sustainable and cost effective form of energy.
Student Card 2
Get communicating This card asks the students, in groups, to present a debate on a topical issue, taking into account all the interest groups affected by it. The four tasks divide the activity into manageable stages. The aim is to help each student put across a point of view clearly and then, by listening to others’ points of view, achieve a useful outcome or decision on the topic. It is suggested that students work in groups of five or six, each group taking a different topic. In this way each student gets a chance to talk. You can do fewer topics, with students working in pairs or teams to do their research, or the whole class could take the same topic. However you manage it, this should be a confidencebuilding classroom activity so aim for inclusiveness by encouraging all students to speak, not just the articulate ones.
Hilary Spark, Chief Executive of ‘PowerON’ the country’s biggest energy company is concerned about price and service to his customers. The farmer Graham Furrows is concerned about the effect of fossil fuels on climate change. Roydon Jones lives close to a nuclear processing plant and is worried about the effect on his family’s health. EXTENSION ACTIVITY
Prepare a five-minute presentation about the advantages and disadvantages of nuclear energy. Include PowerPoint slides, diagrams, wellresearched statistics and a summary of the main points. If your hot topic was something other than nuclear energy, work up a presentation about the key facts, opinions and issues. Remember: Point, Reason, Example.
Some students may feel more confident asking questions rather than giving their presentation. The role of the questioner is as important as that of the speaker and will allow both to progress in their ideas. 5
Schools Question Time Event Pack Student Card 3
It’s a balancing act This card deals with balance, impartiality, and the importance of hearing views from a variety of people. Watching an edition of the BBC’s QUESTION TIME programme forms part of this. You will need to record an edition of QUESTION TIME for Tasks 2 and 3. It is broadcast every Thursday at 10.35pm on BBC ONE. It lasts for about one hour. You can use the glossary on page 2 if you feel your students would benefit from some definitions of terms. The following are especially relevant to Card 3: impartial, balanced, bias, politician, panel, studio audience, prejudice, political party, dialogue, demographics. You could use the glossary in the following ways: > Cut out the definitions, mix them up and ask the students to paste the correct answers in their exercise books. > Cut out the definitions: give half the class the words, and the other half a description each. They then have to find their partner. Task 1 Before watching the video, explain that you will be expecting students to work in groups to write a summary of one of the topics discussed during the programme. You should allocate a topic to each group within the class before showing the video. Once the summaries are complete a member of each group should report back to the rest of the class. Ask the rest of the class to comment on whether the report back was an accurate summary of the discussion, and whether there was any bias. Draw attention to the great range of opinions there are on any topic and explain that people rarely agree completely with each other. Task 2 Before commencing Task 2, you might like to take the opportunity to discuss the concepts of age, gender, socio-economic status, ethnicity and the political leanings of participants, which may not be familiar to your students. An understanding of these concepts will help your students to complete the task.
For the research activity, students will need access to the Internet. This can be carried out in school or as a homework activity. The students should report their findings to the rest of the class.
EXTENSION ACTIVITIES
Write two questions that you would have asked the panel if you had been part of the studio audience. Take it in turns to role-play members of the panel, answering the questions devised by the rest of the class. How successful was the class panel in answering the questions?
Student Card 4
Having your say This card presents an ideal opportunity for students to learn about the nature of a general election, the importance of voting and the role of the MP. This card looks at how the government can affect different areas of our lives. It also looks at how the individual can change things and the channels available for making opinions known. The card is designed for the students to work through by themselves. However, students can also feed back their answers as a class. When introducing these issues to students it may be useful to talk about the election process. When an election is called, each party will draw up a manifesto: this contains the policies that the party will implement if elected. Voters should use the manifestos to decide which party will get their votes. Newspapers will often give summaries of the main points in the manifestos, although these may be biased as they reflect the political persuasions of the newspapers. The party political broadcast, which appears on the main television channels, is each party’s opportunity to tell the electorate about their policies and to persuade voters to elect them. The number of party political broadcasts given by each party depends on the number of candidates they put up for election: more candidates equals more broadcasts!
For Task 2 the students should discuss the questions in small groups before feeding back to the rest of the class. You might like to video or tape the reporting back – this will enable the class to analyse their performances. 6
Schools Question Time Event Pack The political parties want to secure the allegiance of ‘floating voters’. These are the members of the electorate who have not decided which parties will receive their votes. The party that gets the support of the most floating voters is the one that usually wins the election. Parties will also tell voters about their policies in leaflets. However, there is a limit to how much a candidate can spend. The maximum sum a candidate could spend on the 2005 general election campaign was £5,483 plus 4.6 pence for each elector in a borough (urban) constituency, or 6.2 pence for each elector in a county (rural) constituency. All election expenses, apart from the candidate’s personal expenses, must be within this figure. A candidate is also entitled to send one leaflet to each voter free of postal charges. To stand for election in the UK as a Member of Parliament, you must be a British citizen, resident citizen of another Commonwealth country or of the Irish Republic, aged 21 or over and not disqualified. Disqualified people include undischarged bankrupts, those sentenced to more than one year’s imprisonment and members of the House of Lords. Candidates can stand as independents - they do not have to be backed by a political party. A candidate’s nomination for election must be proposed and seconded by two electors registered as voters in the constituency and signed by eight other electors. They must also pay a deposit of £500, which is returned only if they receive at least 5% of the votes cast. Election costs
The 2001 general election cost almost £40m. All parties were safely inside the limit of £15.38m laid down by the Electoral Commission, an independent watchdog. In 2005 the limit was £19.23m. The Conservatives spent £12,751,813 – more than Labour (£10,945,119) and the Liberal Democrats (£1,361,377) put together. The smaller nationalist parties spent far less, with the Scottish National party registering £226,203 and Plaid Cymru £87,121. Voter turn out at UK general elections has dropped from 84% in 1950 to 61% in 2005. (For further details, see www.electoralcommission.gov.uk/elections/ genelec.cfm) As a response to this, the government has piloted the idea of online voting and the wider use of postal voting. Postal voting has been established for some
time for those who are unable to vote on the day, but there are concerns that wider use of postal or even online voting could lead to misuse of the system. Warm-up activity The glossary could be used as a starter activity for this exercise, as for Student Card 3. See the Teacher’s Notes for Student Card 3 for ways to do this. The terms of relevance to Student Card 4 are: government, democracy, debate, power, election, and hold to account. You could also try this quick quiz to establish what students already know: 1. What is: a) a general election b) a constituency c) an MP? 2. Which constituency do you live in? 3. What is the name of your MP? Does he/she represent a political party? If so, which one? Tasks 1 and 2 Students can find background information for these tasks using the following websites: www.upmystreet.com – for facts about their constituency. politics.guardian.co.uk/aristotle – for details of the last election in their constituency. The site also contains details of how their MP voted on key issues in the current parliament. The presentations to an MP at a surgery can be given to the rest of the class. They can also be role-played with students taking the parts of the constituents and the MP. Issues for further discussion if you have time could include:
> How can MPs hold the Prime Minister and Cabinet to account? What is the role of the Opposition?
> Should voting be compulsory?
EXTENSION ACTIVITY
Write a letter to your local newspaper concerning an issue that affects young people. It could concern a local issue such as the facilities available for young people in the town. The completed cards and letters from the extension activity could be added to the students’ Citizenship portfolios or Records of Achievement.
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Schools Question Time Event Pack Informing parents, Governors, Board Members and Head Teachers
Student Card 5
Running Your Schools event The aim of the last two cards is that students can now organise, run and evaluate a Schools QUESTION TIME event. You do not have to follow the BBC’s QUESTION TIME format. You may find these cards useful if you are taking part in the Schools QUESTION TIME Challenge.
Some teachers will wish to tell parents, Governors, Board Members and Head Teachers about your Schools QUESTION TIME event and their entry in the Challenge. This can raise the profile of the event quite significantly within a school as well as emphasising to the students the importance of the activity they are carrying out. The key points to communicate are:
> the nature of the Schools QUESTION TIME Challenge
The exact way in which the preparation for the event is delivered in the classroom will depend on:
> a description of the tasks which will be carried
> the timetabled slots that are available
> the supervision they will have from teaching
> the prior experience of the students and teachers in running events of a similar nature. It is envisaged that students will work in teams that take responsibility for the running of the event and that teachers will act as facilitators where necessary. The students should be involved in writing plans, taking decisions and evaluating their own performance. When the students are carrying out their planning of the event it’s important that they draw up an action plan, so that they can assign tasks to team members with completion dates and monitor their progress. An action plan template is included below. Further support is provided on Student Cards 5 and 6. They include questions about the format which can be used as a checklist, briefs for the different teams, and questions for evaluation.
out by the students
staff when carrying out the project
> how the students will develop confidence and maturity through participation in the project – this can be expressed in terms of the key skills they will develop – oral and written communication, problem solving, working with others, improving own learning and performance; the transferability of these skills to other areas of the students’ lives can be mentioned
> benefits to students in terms of UCAS applications and activities to include on a CV
> any external certification as a result of the activity.
When you’re working as part of a team it’s important to meet regularly, check on progress to date and agree what to do next. One of the things that can help you to do this is an action plan. Use the one below to plan the work in your team.
ACTION PLAN FOR YOUR TEAM:
What needs to be done
Who will do it
By when – date and time
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Schools Question Time Event Pack The following will also be useful: Sample letter to invite a panellist
Student Card 6
Evaluating Your Schools event Evaluation is an important aspect of the Citizenship curricula across the UK. At Key Stage 4/S4–5, as well as understanding the importance of playing an active part in democratic and electoral processes, students must also reflect on the process of participating. An evaluation is one way of encouraging this. The questionnaire for participants should be prepared in advance so that it can be distributed on the day. The self-evaluation will give each student the opportunity to reflect on his or her own contribution as well as that of the wider group. This should be completed as a prelude to a wider class discussion. Some of the questions given focus on the development of Key/Core Skills in communication and teamwork. Others serve as prompts to more general reflection on participation. You should use the whole-class discussion to address the issue of how effective the BBC’s QUESTION TIME model is in stimulating inclusive discussion and how conducive it is to the democratic process. Were the learned speaking and listening skills used to full effect in the model? If an alternative format was used, did it encourage people to listen to the views of others and was it effective in helping to resolve conflict and tackle controversial issues?
Bluntville Academy Letsworth Herts HE12 2FP Tel: 08976 534654 Email: emailme@domain-name.com
Paragraph 1 Introduce yourself and say why you are writing
15 December 2007 Dear …..
Give a little more detail then boldly state what you want
Schools QUESTION TIME Supported by the Institute for Citizenship, Parliament’s Education Service and the BBC.
I am writing to you on behalf of class 11UY at Bluntville Academy. As part of our Citizenship work in school we are organising our own Schools QUESTION TIME event, based on the BBC programme of the same name. Just like the BBC programme our event will feature a panel who will answer topical questions from the audience. Your name was suggested to us as someone who would make an excellent panellist. Our event takes place at Bluntville Academy on Wednesday 14 March 2008 from 10am until 11am. There will be a briefing for panellists at 9.30am on the day and after the event you are invited to a brief reception with the Governors. I very much hope that you will be able to attend. If you need to discuss any aspect of the event in greater detail then do please contact me by email at the school. The member of staff who is overseeing the event is Mr. Rob Reed, who can be contacted at the school. I look forward to hearing from you. Yours sincerely Mercedes Gripp
A little flattery is useful but don’t overdo it!
Sound upbeat and positive at the end
Give the essential time and date details
The Greatest Press Release in the World That’s correct, and this is what you’re reading right now. 97% of people under 19 do not know how to write a press release. And over 46% of these have never even seen one. Luckily, these shocking statistics can be put right by following this simple format. The Schools QUESTION TIME event at Bluntville Academy on 13 March has all the answers you need. What you have above is an introductory paragraph. Was it interesting enough to attract the reader’s attention? By now they should have taken the hook and want to know more. To keep their attention you’ve got to fill them in on your Schools QUESTION TIME event, and give them a bit more detail. Tell them why your Schools QUESTION TIME event is so interesting. What’s different about your event? Who will be on the panel? Who is the Bluntville Academy’s answer to David Dimbleby? What do you hope to achieve through your Schools QUESTION TIME? Do you need an audience? Don’t forget to mention that Schools QUESTION TIME is supported by Parliament’s Education Service, the Institute for Citizenship and the BBC. Don’t write too much – give them the main points of the story, any good statistics and don’t forget the time, date and place. By now the reader will be getting bored so sign off with: Contact: Name, Address, Phone emailme@domain-name.com
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Schools Question Time Event Pack
Curriculum Grids The flexible Schools QUESTION TIME format easily slots into a wide range of curriculum phases and subjects. Curriculum links for the 14 to 16 age group (Key Stage 4 and S4–5) are listed here.
The kind of skills required by the Schools QUESTION TIME Challenge, such as doing research and making presentations, are also likely to prove of interest to university admissions officers in personal statements on UCAS forms.
For post-16, the Schools QUESTION TIME pack and Challenge can be used to deliver aspects of the A and A/S Level Government and Politics course, as well as being relevant to those students following the Key Skills Qualification.
Outside the curriculum, the Schools QUESTION TIME pack and Challenge present ideal opportunities for students to gain community involvement awards through Trident and the Duke of Edinburgh Award scheme.
Organising the event can provide a useful focus for both examined and non-examined post-16 General Studies programmes; one quarter of the A and A/S Level is about Society, Politics and the Economy.
The Schools QUESTION TIME format can also be successfully linked to the democratic processes in School Councils.
ENGLAND Curriculum links are given below. In addition to these, the Schools QUESTION TIME pack and Challenge provide excellent opportunities to develop Political Literacy and Citizenship Key Skills, particularly in Communication, Working with others, Improving own performance, and Information Technology. CITIZENSHIP ACTIVITY SHEET
TOPIC AREA
1
So what's your opinion, then?
Attitudes and values
2
Get communicating
Discussion, research and presentation
3
It's a balancing act
Impartiality, diversity and balance
4
Having your say
Government and democracy
5
Running Your Schools QUESTION TIME Event
Planning and teamworking
1b
6
Evaluating Your Schools QUESTION TIME Event
Reflecting and evaluating
1b
PROGRAMME OF STUDY REQUIREMENTS 1g
2b 2c 3a 3b 3c
1f 1g
2a 2b 2c 3a 3b 3c
1g
2b 2c 3a 3b 3c
3a
1f 1g
2a 2b 2c 3a 3b 3c
4c
1d
1f
2a 2b 2c 3a 3b 3c
3d, 3j, 4a, 4c, 4e
1d
1f
2a 2b 2c 3a 3b 3c
1a, 1c, 4b
1b
1a
PSHE
1c 1d
1d, 4g
1b, 2e, 4c, 4h
SCOTLAND Curriculum links are given below. In addition to these, the Schools QUESTION TIME pack and Challenge provide excellent opportunities to develop Political Literacy and Citizenship Core Skills, particularly in Communication, Working with others, Problem solving and Using ICT. MODERN STUDIES (STANDARD GRADE) ACTIVITY SHEET
TOPIC AREA
PSD
KEY IDEAS
1
So what's your opinion, then?
Attitudes and values
1d 2a
Self-Esteem
2
Get communicating
Discussion, research and presentation
1b 1c 1d 2a
3
It's a balancing act
Impartiality, diversity and balance
2a 2b
4
Having your say
Government and democracy
1a 1b 1c 1d 2a 2b
5
Running Your Schools QUESTION TIME Event
Planning and teamworking
2a
2c
Independence and Interdependence
6
Evaluating Your Schools QUESTION TIME Event
Reflecting and evaluating
2a
2c
Independence and Interdependence
Self-Awareness Interpersonal Relationships
2c
Interpersonal Relationships 2d
3c
Independence and Interdependence
10
Schools Question Time Event Pack WALES Curriculum links are given below. Citizenship can be taught through PHSE; for specific Citizenship links, see the Programme of Study for England and the links on the grid above. In addition to these links, the Schools QUESTION TIME pack and Challenge provide excellent opportunities to develop Political Literacy and Citizenship Key Skills, particularly in Communication, Creativity, Problem-Solving and Information Technology.
ACTIVITY SHEET
TOPIC AREA
PHSE FRAMEWORK
EDUCATION FOR SUSTAINABLE DEVELOPMENT AND GLOBAL CITIZENSHIP
1
So what's your opinion, then?
Attitudes and values
Moral (Values and principles) Community (Media)
Needs and rights
2
Get communicating
Discussion, research and presentation
Skills (Communication)
Interdependence
3
It's a balancing act
Impartiality, diversity and balance
Attitudes and Values (Diversity)
Diversity
4
Having your say
Government and democracy
Community (Democracy & Government)
Citizenship and stewardship
5
Running your Schools QUESTION TIME Event
Planning and teamworking
Skills (Working co-operatively)
Citizenship and stewardship
6
Evaluating your Schools QUESTION TIME Event
Reflecting and evaluating
Learning (Reviewing)
Citizenship and stewardship
NORTHERN IRELAND Curriculum links are given below. In addition to specific cross-curricular links, the Schools QUESTION TIME pack and Challenge provide excellent opportunities to develop Political Literacy Skills, Knowledge and Understanding and Personal Qualities, Attitudes and Inter-Personal Skills as specified in the General Requirements.
ACTIVITY SHEET
TOPIC AREA
POLITICAL STUDIES
SOCIAL AND ENVIRONMENTAL STUDIES
CROSS-CURRICULAR THEMES
1
So what's your opinion, then?
Attitudes and values
Acquiring, handling and evaluating information
Understanding the influences which shape society
General (Values)
2
Get communicating
Discussion, research and presentation
Exploring a range of source materials
Understanding interdependence
CH (Interaction and Interdependence) IT (Communication)
3
It's a balancing act
Impartiality, diversity and balance
Understanding political vocabulary
Understanding different values and attitudes
EMU (Understanding conflict) CH (Diversity)
4
Having your say
Government and democracy
Understanding political institutions
Understanding relationships and responsibilities in society
EMU (Interdependence)
5
Running your Schools QUESTION TIME Event
Planning and teamworking
Studying contemporary political issues
Exploring issues relating to the environment and society
EMU (Exploring contemporary issues)
6
Evaluating your Schools QUESTION TIME Event
Reflecting and evaluating
Acquiring, handling and evaluating information
Understanding interaction
General (Abilities and Skills)
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Student Card 1
So what’s your
opinion, then? Your opinion is a view you hold about a particular issue. Every day we give our opinions on a whole range of things from the best place to buy a pizza to the war on terror.
Task 1 Expressing an opinion helps people to understand what you think and to make sure your views are taken into account when decisions are made. To be properly understood, you need to give a good and informed reason for your opinion. Think about why you prefer one television programme over another. Why do you like or dislike football? Complete the table below to give your opinions about what goes on in school. What’s your opinion of…
Reason for your opinion
The amount of homework you get? We get too much.
I don’t have time to watch TV.
Examples I missed my favourite show because my French homework took ages.
School uniform?
The after school and lunch time activities?
Another issue about your school?
Find a partner and compare your answers. Discuss what each of you thinks about the above issues in your school. At the end of your discussion agree on a joint opinion and report back together to the rest of the class.
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Student Card 1 So what’s your opinion, then? Task 2 Your opinions about local issues in your town, street or neighbourhood are often formed on the basis of direct experience of what you see and hear around you. Here are some examples of local issues: > Road safety > Activities for young people
Task 3 Influences on opinions Local radio/National radio/ Television/Newspapers/ Magazines/The Internet
Provide facts and opinions from commentators
Family Friends Teachers
We can listen to these people’s opinions and discuss our own with them
> Crime > Facilities for the elderly > Pollution
Our own observations
What we see and hear in our daily lives
> Transport Which of these do you have a strong opinion about? Why? The local issue which I feel strongly about is…
These are some of the big issues of today: > Terrorism > Streetcrime > The crisis in the National Health Service Find a partner, give them your opinion on an international or national issue and discuss what has influenced it.
I feel strongly about this because… When you give your opinion to your partner it’s important that you keep them interested:
> Make eye-to-eye contact but don’t stare > Don’t talk on and on – pause to check On national and international issues we rely more on the media and on other people’s opinions – what they say – to help us form our own.
that your listener is understanding you
> Ask if they have questions
Notice that there can be many different reasons for having a particular opinion – and you can understand someone’s opinion without necessarily agreeing with it.
Clear Communication Tips In discussions it’s sometimes easy to leave the talking to those who seem more confident. But your opinion is just as important and deserves to be heard. Before you try out your opinions in public, practise talking them over with a friend in a one-to-one situation – just as you have in Task 3 on this card. SC 1
Student Card 2
Get
communicating
Your opinion is never the only one. By listening to and understanding other people’s opinions and sharing information you will be better able to work out what you think and where you stand on a subject.
Task 1
Task 3
In groups of five or six decide on a topical issue to talk about. It should be one for which there are arguments in favour and arguments against. Now think of a question that could be asked about that topic. One idea to start with could be ‘Should Britain bring back nuclear energy?’ but you can choose any topic.
Once you know your topic question and the people you are representing, it’s time to do your research. The Internet is a good place to start. If your topic is nuclear energy, you could look at the following websites: www.energyquest.ca.gov This website has lots of information about energy.
Task 2 Within your group elect a representative to speak on behalf of each of the different sorts of people who might have views on your topic (often called stakeholders). For example if you’ve chosen nuclear energy, you might have: > Representative of an environmental pressure group > Government Energy Minister
http://science.howstuffworks.com This website explains the science behind many everyday processes and technologies. http://www.eia.doe.gov/kids/ This is the website of the Energy Information Administration of the US Government. http://www.nei.org This is the website of the Nuclear Energy Institute and contains information about nuclear energy and how it works.
> Farmers
As you look at these sites, make brief notes from the point of view that you are representing. This is the preparation for what you will say.
> Local residents
The table below will give you a start.
> The Manager of an energy company
Representing
Possible points for evidence
Environmental pressure groups
• Effect on the environment
A Government Energy Minister
• Investment costs of nuclear energy • Popularity with voters
Energy companies
• Costs involved in running nuclear energy processing plants • Disposal of nuclear waste
Farmers
• Climate change and its effect on crops
Local residents
• Effect on health • Value of their properties
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Student Card 2 Get communicating Task 4 You’re now ready to present the opinion you have prepared to the other members of your group. This is a good format to follow: > Point: Sum up your point of view in one quick sentence – headline it > Reason: Say why you think this – take each point separately and speak clearly and calmly, referring to your points for evidence > Example: Provide any evidence you have both to back up your reasons and to disagree with the opposite point of view > Summarise by repeating your point of view > Once every member of the group has spoken, each team member has the chance to put one question to another speaker Finally, after listening to everyone’s presentations and discussing the issues together, decide as a group whether you are for or against the topic raised.
Clear Communication Tips Try to be clear at all times: ‘I think this...’ Back up your opinion with facts. Ask questions if you don’t understand, or want to find out more. Repetition works – when speaking, it helps to make your point stand out and be remembered by your listener; as a listener, if you repeat what the speaker has said in your own words it can help you to form an opinion and to confirm to the speaker that you have understood their point.
Other media sources of research: www.bbc.co.uk/news The BBC website. You can search for news from across the world. www.wrx.zen.co.uk/britnews.htm
Notes for presentation
This gives you links to all the British media, including local and regional online newspapers. www.guardian.co.uk This is the Guardian website. You can search the archives of news stories from the last few years, finding useful background information.
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Student Card 3
It’s a balancing act You are going to watch an edition of the BBC’s QUESTION TIME. This is a political television programme which gives people all round the UK the chance to ask questions directly to politicians and other people who hold power and have influence. The debates take place between the audience and the panel under the supervision of the Chair.
Task 1
Clear Communication Tips
Working in groups, prepare a short summary of one of the topics discussed in the programme. This should include between three and six key headline points which sum up the opinions from all sides. Your aim is to represent fairly all the different views expressed during the discussion.
Notice from the BBC’s QUESTION TIME programme that taking it in turns to speak and listening to what others have to say is an essential feature of the programme. If everybody talks at once, no one understands anyone else.
Make notes on your topic as you watch to ensure you have the information you need for your summary. Consider the following: > Which were the strongest arguments?
When panellists and the audience are given the opportunity to question and/or challenge a point then this clarifies the issue still further.
Who made them? > How much did people agree with each other? > Did people back up their opinions with personal anecdotes? Did they use facts and figures? > What evidence will you have available to provide the background to your key points? Make a note of any useful quotes. You will then provide an accurate summary of the discussion on the topic to the rest of the class. Remember to try to avoid bias when reporting back – make sure that the rest of the class can’t tell what side you’re on!
Don’t expect a spontaneous, unscripted discussion to be neat and tidy. It can be passionate and a bit messy – and there may even be times when, within the Chair’s control, occasional interruption is appropriate. Here are some pointers to help encourage good discussions: Take it in turns to speak – and don’t rush in without listening to the points being made by others. It pays to listen so you can refer to others’ points. Show respect – respect for another speaker builds respect for the listener. Include everyone – some people are not as confident as others about talking but it doesn’t mean they have less to say.
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Student Card 3 It’s a balancing act Task 2 The BBC’s QUESTION TIME team tries to ensure that the panel is balanced in terms of political affiliations. They take into account, age, gender, socio-economic status, ethnicity and the political leanings of participants. Discuss the importance of having this kind of balance. > Why is it important to hear views from a variety of people?
People are often put into certain social groups like the ones below. The producers of the BBC’s QUESTION TIME try to make sure the audience for each programme reflects groups represented in the local population. Age 16–24
25–34
35–44
45–54
55–64
65+
Ethnicity
> Has listening to different views ever changed your opinion on an issue? If so, give an example.
White
Black or Black British
Mixed Race
Asian or Asian British
> Which political affiliations did the panel members have? What did they stand for? Could you predict what their views on other issues might be?
Chinese
Other
Political views Conservative
Labour
Liberal Democrats
Green
Scottish National
Plaid Cymru
Ulster Unionist Sinn Fein
Democratic Unionist Social Democratic & Labour
Alliance Other
UKIP Undecided
Occupation Senior Management Middle/Junior Management Clerical/Administration Unskilled Manual Student
Skilled Manual Housewife/husband Unemployed
> Why it is important to have a balanced audience? Who would be included in a balanced audience for a BBC QUESTION TIME held in your area? Which social groupings would you take into account? > Find the statistics for the area where the BBC QUESTION TIME programme you watched was filmed (you can use the 2001 census at www.statistics.gov.uk/census). Did the programme seem to reflect these figures? If not, why do you think this might be? SC 3
Student Card 4
Having
your say
Every four or five years the people of the UK have the chance to change their government and Prime Minister in a general election. This means a single ‘election day’ when everyone entitled to vote decides who they think should form the next government. The majority of votes are cast at a polling station on election day, but there are also other ways of voting, such as by post. The right to vote at a general election is given to citizens of the UK over the age of 18 (though some people, such as sentenced prisoners, are not entitled to vote). Candidates from different political parties, such as the Conservatives, Labour, the Green Party or Liberal Democrats, stand in each area or ‘constituency’. The candidate who gets the most votes becomes the Member of Parliament (MP) for that constituency. Every MP has a seat in the House of Commons. This isn’t an actual seat – it means that the MPs have the right to attend and take part in debates and votes. (In fact, there aren’t enough actual seats in the House of Commons for all of the MPs to sit down at once!) The party that gets the most candidates elected almost always becomes the government of the country. The leader of the party with the most votes then almost always becomes Prime Minister.
Why vote? Having the right to vote, whether it is for a school council or a general election, gives you the opportunity to have an influence on decisions that affect your life. Remember: whoever is elected will speak for you. So make sure you pick the right person!
Voting facts Virtually everyone over 18 has the right to vote in the UK. This wasn’t always the case. People had to campaign for many years to get the vote. In the past • • • •
only people who owned property could vote only people who were rich could vote women couldn’t vote you had to be 21 to vote – you weren’t considered to be an adult until that age! So when you get the chance to vote, make sure you use it: your ancestors fought hard for your right to do so.
When one party is not the clear winner of the election then it becomes a ‘hung parliament’. In this case, the Queen may have an important role in deciding who will be the Prime Minister.
Question Time is a trade mark of the British Broadcasting Corporation
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Student Card 4 Having your say Task 1 The government can affect our lives in all kinds of ways. It can decide such things as: > Whether the country should go to war or not > How much of your money it takes in tax and what it spends it on > The punishment for smoking cannabis > At what age you are allowed to have sex > Whether government departments can read your emails and text messages. Write down three other ways in which the government can affect our lives. 1.
either contact your MP by letter or email or meet in person at a ‘surgery’. As well as representing your views on national affairs, your MP may be able to help with local issues such as healthcare, education or local facilities. Work in pairs. Your task is to make an oral presentation to your MP at a surgery concerning a problem that affects either an individual or a family. Think of a local issue which you would like to raise with your MP. The presentation should explain what the problem is and how it started. The presentation should last for no more than two minutes.
Clear Communication Tips
2.
When reporting back to class and giving reasons for your choice you should always:
3.
> make a statement on what you think > give reasons why you think this
As you can see from these lists, the government of the country has considerable power, as once it has been elected it can make decisions in your name.
Task 2 Your MP is your representative in Parliament. When we vote for an MP, we are voting for the person or party that we trust most to represent our interests. Most people do not have the time to make decisions about every issue, nor do they want to. This is why we elect epresentatives to make political decisions for us. Your MP can also help constituents with their problems, especially where they concern the work of government departments. You can
> follow up with an example > check for understanding.
This formula helps you structure your comments: I think.... This is because... For example... From this you can see that... Do you agree or disagree?
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Student Card 5
Running your Schools event Now it’s time to produce your own school or class version of a BBC QUESTION TIME debate. How closely it is based on the BBC programme is for you to decide. Good preparation is essential for this activity. The following information will take you step by step through the process.
The Panel and Chair Team You are responsible for getting the panel together and inviting the Chair for your Schools QUESTION TIME.
First, agree the format it will take.
For the debate to be a lively one, you need panel members with differing views on topical issues.
The Format When will it be held? (Date and time) Where will it be held? How many will be on the panel? Where will people be drawn from? Local politicians? Students from school? Who will be in the audience? School students? People you invite? How can you plan to ensure a good quality of discussion? Who will chair it? Teacher? Student? Local personality? What qualities will the Chair need? An event like this is worth recording. If your school has digital video recording facilities, can you film it? Is there anyone else who could film it for you (local TV station, businesses)?
Try to choose panellists who are good communicators – people who speak clearly and who are interesting to listen to. Warn the panellists that they will need to brief themselves on a wide range of issues. The Chair must, as far as possible, be impartial. He or she will need to ensure that the debate is fair, and that the questions asked by the audience are answered. What other skills might they need? Make sure that the Chair’s research includes predicting the panellists’ views on key issues, so that they can be challenged. When you invite the participants to your event you need to brief them also on what is expected of them as well as giving them the date and time. Your teacher can give you a sample letter that will guide you on the kind of things to include.
Who’s doing what? For the event to be a success, everyone involved needs to work together – in teams.
There are four main areas to think about. Divide the work between four teams. Make sure you meet each other and the other teams regularly. A top tip is to create an action plan before you start. Put the name of the person alongside each task and the date by which it has to be done. This will enable you to monitor your progress.
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Student Card 5 Running your Schools The Venue Team You are responsible for everything to do with where the event takes place. Do you need a sound system? Will everyone be able to hear and be heard? What will your set look like? What furniture will you need? How will the audience find their way to the venue? Are there enough toilets? Are there facilities for disabled participants?
event The Publicity, Marketing and Communications Team You are responsible for telling people about the event, and promoting it inside and outside school. If appropriate you could also help to invite the audience and panellists. Your team needs to liaise constantly with the others to find out what’s going on. There are lots of methods you can use to promote and advertise the event: > Posters
Can you provide refreshments, if not for the audience, at least for the panellists and Chair?
> Local newspapers
Have you got enough seats for everyone?
(You’ll need a press release for this – ask your teacher for advice.)
You must ensure that your venue is available in advance, so you have plenty of time to set things up. The Audience and Question Team You are responsible for getting the right kind of audience to your event, and asking them to present their questions to you for selection. The audience is very important and should represent a range of different views and sorts of people. Can you ensure a mix of ages and ethnic groups? The audience must prepare interesting, topical questions so let them know where they can get any background ideas/information from. You also need a chance to select a good variety of questions in advance. You could: > Get the audience to email, phone or fax questions through in advance > Ask the audience to meet an hour before the event starts and submit their questions then. Remember, it’s best to choose questions which invite explanation rather than just a ‘yes’ or a ‘no’. Note: If any of the audience members are short of ideas for questions you may wish to mention to them some of the hot topics you researched for Student Card 3.
> Radio stations and television companies
Do you have any photographs you could supply in advance of the event? Recording the event (on video, with photographs or in print) is your responsibility. You should also think about publicity after the event. Did any of the panellists say anything newsworthy which might interest the media? How can you use the event to raise the profile of your school in the community?
Clear Communication Tips For successful teamwork you need to have dialogue between team members. Share the opportunities to understand and be understood (taking turns at talking and listening). Keep an open mind (being willing to learn from others). Help each other to achieve useful outcomes (collaboration). Behave respectfully towards one another (politeness). Remember to ask questions if there is anything you don’t understand. SC 5
Student Card 6
Evaluating your Schools
event It is important to evaluate your Schools QUESTION TIME event so that you can identify the things you learned from the experience: the skills you developed and how you would go about running another similar event in the future. In an evaluation it’s important to get the views of your guests as well as those who ran it, including your own observations. This is where video recording your event will be handy!
Participants’ evaluation
Schools QUESTION TIME Questionnaire a Was the information you were given in advance of the event adequate? Yes/No b If your answer to a is No, what would you like to have known?
c Was the event well organised? Yes/No d If your answer to c is No, how could it have been organised more effectively?
Evaluating the event will help you to see what was successful and what was not so successful. Note that you must prepare for the evaluation in advance. There are two types of evaluation: Informal evaluation can be carried out by observing the event, watching the reactions of the panel and audience, and speaking to participants about what they think of the event. Formal evaluation can be carried out by developing a questionnaire. The questionnaire opposite gives some ideas you might like to include.
Make sure that participants complete the questionnaires before they leave as it’s difficult to chase them afterwards.
e Would you recommend to others that they should participate in a similar event in the future? Yes/No
f Why did you participate in the event? What were your objectives? Did you achieve those objectives?
g Is there any other information you would like to give us?
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Student Card 6 Evaluating your Schools Your evaluation You now need to complete a self-evaluation. Use the following questions as prompts and write your evaluation on a separate piece of paper. Communication What communication skills did you use when running the event? Think about those you used as a group and those you used individually: > Discussions > Presenting > Reading and obtaining information > Writing documents in general > Drafting/redrafting information > Organising information > Using images > Using a range of sources of information
event Content of the event What were the strengths and weaknesses of the topics and panel chosen? Was the event interesting? Was the balance right between audience and panel participation? Was the debate fair and balanced? Was the event chaired in an impartial way? General What are the key messages that you will take away from the experience? What would you do differently next time? What worked and what didn’t? Was your event a success? Identify the top three factors which contributed to the success/disappointment.
> Using different forms/styles to suit audience > Using specialist vocabulary/language How well did the event allow you to gain the ‘real understanding’ you experienced through dialogue in the early stages of the project? How could you improve the design of the event to promote better understanding? Planning In planning your event how successful were you at the following tasks? > Setting targets > Using a plan > Reviewing progress and achievements > Planning and trying out options > Checking if problems have been solved
Clear Communication Tips When evaluating an event, carefully listening to what the participants – both panellists and audience members – say is an important skill in gaining information. Think about: > The tone they used > The context in which statements were made > The body language they used to accompany their statements > Their ability to engage the attention of the others and make their meaning clear.
> Working towards objectives > Identifying objectives
Did the audience ask open questions? How successful were the questions?
> Reviewing work Working as a team How well did you work as a team? Was the work in pairs or in groups productive?
What was the role of the Chair? Did the Chair stimulate contributions from everyone?
Did you feel all voices were heard?
Did the Chair remain impartial?
Did listening to others change your opinion/help you to come to your own opinions?
Did the Chair summarise the key points? SC 6
A Citizenship education initiative for the whole school
Enter the CHALLENGE now!
“
You would not believe the experience we have gained from your Schools QUESTION TIME pack. Our young people became young adults in one afternoon.
”
“
We really loved the Schools QUESTION TIME event and can’t wait until next year.
”
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Challenge 2009
At school... Where you live... As a citizen of the UK... Enter the Schools QUESTION TIME Challenge and you could take part in the production of a BBC QUESTION TIME programme.
Question Time is a trade mark of the British Broadcasting Corporation
Challenge 2009
Live debate is coming to: Our version of the BBC’s QUESTION TIME. The panel will be:
Chair:
Venue:
Date:
Time:
If you would like to be part of our audience please contact:
Question Time is a trade mark of the British Broadcasting Corporation