AZ Case Study –
Zone Name; North West Rotherham EiC Action Zone
Topic; Speak Up
Author; Stacey Almond
For further details contact;
Please could you answer the following questions:
What was it like before the work and why was the work undertaken?Schools were interested in developing pupil voice, citizenship awareness and providing real opportunities for pupilsto acquire and apply speaking and listening skills. Most of the schools had not visited London before, pupils had limited awareness of what happened at Westminster and lacked confidence when supporting their opinions with reasons or speaking in public. They had limited experience of adjusting their language for formal and informal settings. The Zone was made aware, via the Birmingham Education Show, of a transport subsidy which meant travel costs were affordable for our schools. We were able to build a project arounddeveloping pupil’s public speaking skills and citizenship awareness leading up to a visit to Westminster. We felt that this project had strong potential for developing children’s debating skills and self confidence at public speaking. We felt that the speaking and listening activities planned would have impact on children’s oracy and would be of value across the curriculum.
What was planned?
157 pupils from 5 schools took part in the Speak Up project between September and December 2009. The participating schools were Ferham Primary, Thornhill Primary, Greasbrough Junior and Infant, Redscope Primary and Wingfield Business and EnterpriseCollege. Teachers from all participating schools attended an initial briefing session in September 09 to preview the activities, enable staff to integrate their own planning around the project and share the project aims:
- To familiarise young people with the language and democratic processes involved in formal debating in preparation for their visit to the Houses of Parliament.
- To provide inspiring and purposeful speaking and listening and role play opportunities within and across schools, supported by drama practitioners.
- To provide teachers with ideas and resources to support and extend their classroom practice.
The right honourable member
The speaker
Order
Motion
Voting/abstaining
Proposers
Opposes
Summing up
Representation
Government
Elections
Voting
2. Time plan – key dates
September – briefing session for staff
October – Stage 1 debates take place
November – Stage 2 debates take place
December – London visits
December - Evaluation
Each school received 4 half day workshopsdelivered by drama practitioners from Proper Job Theatre Company who worked alongside the pupils to develop their knowledge of parliament and debating skills. The actors modelled appropriate speaking and listening, enhanced the theatricality of the formal debates and incorporated role play. Each participating class prepared for and staged a formal debate in school, followed by a twin debate with another school. The secondary school staged an internal debate between the two groups. The twin debates worked particularly well with children who wereinitially nervous but responded well to either hosting or visiting a neighbouring school. The schools were twinned with ethnically diverse partners. Staff reported that this had a positive effect on confidence and self esteem as children had opportunity to apply the social skills involved in hosting or being a guest.
Between the 1st and 3rd December the schools visited the House of Commons, taking part in a tour and workshop exploring elections and passing laws. Some pupils met their MP. The London visit proved to be a memorable experience for many pupils (see attached comments and writing samples). For a number of children it was the first time they had visited London.
What was done and when?
Participating Schools
Member of staff / School / Year group / Drama practitioner
Lesley Homer / Wingfield / KS3/4 / Rick
Brian Picton / Wingfield / KS3/4 / Sameena
Mike Goulding / Ferham / 5 / Sameena
Jan Ashford / Greasbrough / 6 / Sameena
Ellie Carlin / Redscope / 5 / Rick
Catherine Morton / Thornhill / 5 / Rick
4. Houses of Parliament Visit Dates
2pm (32 max inc staff) / 2pm (32max)
Tuesday 1st Dec / 2219*
Wingfield
Lesley Homer / 2223
Wingfield
Brian Picton
Wed 2nd Dec / 2224
Greasbrough
Jan Ashford
Year 6 / 2226
Thornhill
Catherine Morton
Year 5
Thurs 3rd Dec / 2228
Ferham
Mike Goulding
Year 5 / 2230
Redscope
Ellie Carlin
Year 5
What has been the impact and how verified?Please produce evidence about as a Impact on Pupil Attainment (National Curriculum Assessments)
Baseline
On Completion of Programme
Evidence available –Report
Photos and video
Press article in Advertiser.
Articles sent to Teaching & learning magazine, TES, Primary and Secondary DCSF magazine.
Writing level data
Teacher reflection comments
Pupil reflection
Reflection question for staff
Thinking back to the start of the project, can you describe any changes you have noticed in the attitude or behaviour of any of the individual pupils, particularly in regard to speaking, listening or confidence?
Which elements worked well for your group?
Which elements were less successful and why?
What will you use in future from this project?
It’s been good for raising confidence. The fact that there have been quite a lot of kids who were reluctant to stand up at first. It’s increased their self confidence, self esteem as they realized that they can do it. Doing something like this helps them, they can relate to it as a life skill. I think it has put it into a real life situation which is not something we always do in literacy; made it more real for them. It has helped them to understand. They responded well to the formal structure.
It’s given pupils like K, J and H much more confidence. I’m glad people like S took on leading roles, took an interest and stayed focused. The lower ability children enjoyed the structure and felt more comfortable and ready to do their bit. The more able kids took charge and led the debates. Going to another school made it more special and gave it a context. It tied in with literacy persuasive writing
At first I thought a full morning was a long time – initially thought it would be too much but the way it worked out and the way they got into it and stayed on task - it worked well.
Just about all of it – if I was doing it again– I have done debates in the past but not in much detail and not with parliament before. I would do it with Year 6 –
Practical ideas – set up debates – join with another school or class.
I would tie it into a topic to integrate it more.
Yr 5 teacher – Ferham
It’s had a positive effect on introverted pupils
Also (pupil with dyspraxia) came into his own, able to speak his mind. Others had to listen. He responded well to the formalities and structures. He’s very literal. Group responded well to Rick – big formal presence.
Linked into persuasive writing. Maybe sessions could have been shorter – only a minor thing maintaining concentration for- quite intense - maybe more games to break it up. Would use the games and debates again.
Yr 6 teacher and teaching assistant - Greasbrough
Impact on pupils in terms of speaking, listening and confidence. ?
Yes they surprised me – like the ones who normally shy away from group discussion actually stood up to speak and wanted to take part. The ones who normally dominate group discussion in class didn’t get a chance because of the format. Turn taking. They became much better at not shouting out in informal discussion in class. I noticed that they were listening and responding more. Passed over into class time. When they know the answer they are bursting to till you but I’ve noticed them waiting and continuing to listen before contributing. I found they are more respectful of each other and prepared to listen to points of view.
Successful elements?
Liked the visit and meeting different pupils. They were respectful and intrigued. It was good watching them playing on the yard together and introducing them to Year 6s. Took responsibility. Thought of biscuits and other ideas of how to make the visitors feel welcome.
Less successful elements?
All successful – Rick did different things – helped them with what to expect – helped them to polish their debate.
Future?
Tied in to Guy Fawkes – good timing around bonfire night. State opening of parliament. They’ve started to notice it (HoP) all the time on the TV - it’s made it more relevant and related to what Guy Fawkes was going to blow up.
Our debate preparation involved lots of cross – curricular elements, researched into furniture, pay areas, dietary, packaging, special offers etc as part of comparison with Burger King.
Year 5 teacher - Redscope
6. Teacher monitoring
Writing – Teachers provided NC writing levels for pupils, pre and post project.
Speaking and Listening/Confidence – Teachers scored pupils on a 1 -5 scale (based on their observations and perception and not linked to NC attainment) 5 is high/1 is low.
Analysis
Greasbrough whole class sample ( 30)
Writing
33% made 1 sub level progress
30% made 2 sub levels progress
13% made 3 sub levels progress
16% stayed the same
3% went down one sub level
3% went down 2 sub levels
76% made between 1 and 3 sublevels progress in writing
Teacher observation of progress in confidence/speaking and listening
Sample of 12
16% one level progress
16% two levels
25% three levels
33% four levels
8 % stayed the same
90% made between 1 and four levels progress
Analysis
Writing progress
Thornhill – Whole class sample (24)
Teacher was not confident with the accuracy of the pre project writing levels so did not submit data.
Teacher observation of progress in confidence/speaking and listening
(Sample of 24)
12.5% one level progress
70% two levels
8% three levels
8 % stayed the same
91% made between 1 and 3 levels progress
Analysis
Redscope (whole class sample 24)
Writing
45% made 1 sub level progress
16% made 2 sub level progress
25% stayed the same
12% went down one sub level
61% made between one and two levels progress in writing
Teacher observation of progress in confidence/speaking and listening
(Sample of 24)
54% one level progress
33% two levels
4% three levels
8 % stayed the same
91% made between 1 and 3 levels progress
Teacher comments
I was surprised at how J responded to the project he is a child who suffers from behaviour problems. He really enjoyed the project
J is SEN and really grew in confidence with the project. I feel the language really structured his conversation.
K really enjoyed the technical language used.
M is very shy; he really enjoyed taking part in the debates and offered to become the speaker which surprised me.
J is very shy. She really did grow in confidence with the workshops.
SEN. I think the language was a little difficult for him to access. He did enjoy the visit though
SEN. I do feel his confidence grew with the structure of the workshops.
Analysis
Ferham – whole class sample (24)
Writing levels
43% made one sub level progress
39 % stayed the same
4% Working towards
Teacher observation of progress in confidence/speaking and listening
(Sample of 24)
12.5% one level progress
62 % two levels
20% three levels
4% stayed the same
95% made between 1 and 3 levels progress
Analysis
Wingfield ( 60) students participated
Writing
No data received.
Teacher observation of confidence/speaking and listening
No data received
Video reflection from pupils
7. Pupil Feedback
Made me interested in school council.
Yr 5 pupil, Ferham
How would you describe your attitude to speaking and listening now?
Better – if you listen that’s how you make the debate better.
What did you think of the debates you took part in? How did taking part help you?
They were good and they were fair. In my English – if I talk it sometimes doesn’t make sense. (S speaks 4 languages French, Punjabi, Irani, Pshto, His main language is Dary – from Afghanistan), my English is not as perfect as my Dary. Some people in the debates used posh words and that helped me to increase my vocabulary.
What did you think about going to the twin school/House of Commons? How did this help you?
It helped me by visiting new people who used different words, they were kind, played with us and talked with us.
How do you think working with Rick/Sameena has helped you?
She helped me al lot with finding out about the laws, how to stand, how to speak, how to behave in a debate. I knew a bit about it form TV. Now I know everything about it...
Do you think you will use anything you have learnt from being part of this project in the future?
When I get older I know the rules and the laws and that can help me. Debates can teach you how to be outside and why we have rules, like about dropping litter and to keep people safe.
What would make the project better?
More people – bigger debates. I liked listening to other peoples ideas. With more people we would get more ideas.
Yr 5 pupil, Ferham
How would you describe your attitude to speaking and listening now?
I feel confident. I don’t feel shy – I’ve just proved I can speak in front of another schools so I can speak in front of other people.
Year 5 pupil – Ferham
What have you most enjoyed about this project?
It’s got to be the debates – when we all come to a conclusion. Finding out which side wins.
Tell me about a memorable experience from the project?
A teacher calling me ‘Winston Churchill’ because I did something good in the debate.
Do you think the project has changed your attitude to speaking and listening in class?
Yes – well I guess I’ve started to tell people what I think of things a lot more.
How would you describe your attitude to speaking and listening in class before this project?
Well when somebody expected me to say something I didn’t say it because I was afraid they would tell me off or something.
How would you describe your attitude to speaking and listening now?
Same answer as 3(Yes – well I guess I’ve started to tell people what I think of things a lot more.)
What did you think of the debates you took part in? How did taking part help you?
They were fun and it helped me speak up – I liked the way it made everyone behave.
What did you think about going to the twin school/House of Commons? How did this help you?
That was cool because were debating against people we didn’t know.
I’m very excited about it. I’ve never been to London before.
Year 6 pupil - Greasbrough
It’s made me understand that if you stand up when you speak you will be able to change something like someone’s opinion.
Year 6 pupil – Greasbrough
How do you think working with Sameena has helped you?
She’s helped me a lot because she did different activities with us and that built my confidence up and she taught us a lot of things about eye contact and I had to listen and take those things on board.
Do you think you will use anything you have learnt from being part of this project in the future?
Yes I will – if you had to speak out or on something and you had to say a comment I’d have to keep eye contact and focus on what I’m saying
Year 6 pupil–Greasbrough
What have you most enjoyed about this project?
Debating. I’d heard of it but never done it. People had different opinions and you learnt from it.
Tell me about a memorable experience from the project?
When Rick said “Will members please rise”
Year 5 pupil – Redscope
Do you think you will use anything you have learnt from being part of this project in the future?
I might be an MP!
Yr 5 pupil,Thornhill
Is this work sustainable? This project provided contacts and a template model for schools to use in future. Schools are aware of travel subsidy, dates for booking, contacts for Proper Job, drama exercises and have contacts within neighbouring schools to set up future twin debates.
What has been learnt and next step? Please state how effective this programme has been.
This project was well-received andcreated interest across the whole school community – including school governors. The Westminstervisit was a first experience for all the primary schools and gave the pupils a real audience and purpose to work towards and they responded well to the challenge of this new environment.
Research has highlighted a number of ways in which debating has educational value for children and the teachers involved in the Speak Up project identified some of these benefits in their feedback.
Educational value of debate :
Helps children integrate knowledge.
Helps children to develop research skills and sift factual information
Helps children to support opinions with reasons
Enhances note taking skills, organization and presentation skills.