Can Schools Solve All Problems?

E.O.I. MARÍA MOLINER READING

CAN SCHOOLS SOLVE ALL PROBLEMS?

Domestic violence is being added to the long list of topics currently taught under what is known as PSHE (Personal, Social, Health and Economic education). It will sit alongside drug awareness, bullying, sex education, healthy living, body image and careers advice as topics to be covered. PSHE is currently not compulsory, but if legislation goes through, it will be from 201l.

Anastasia de Waal, director of family and education at the think-tank Civitas, says the curriculum is already too crowded and forcing schools to teach children about domestic violence is not the best way to tackle this serious problem. "Lowering domestic violence is hugely important and I feel very strongly about that. More should be done to raise awareness so that it is seen as totally unacceptable and beyond the pale. I don't think primary school is the place to do that," she said. Ms De Waal says that domestic violence - like other forms of violence - is about a loss of self control and good schools with a strong ethos will foster self discipline and self-control in young people. She also points out that there is a link between dysfunctional families, domestic violence and poor education, so a good education is a key factor in dealing with this problem. " By adding another subject, you are in danger of over-burdening teachers and adding another tick box. "

Head teachers agree too many demands are being placed on the school timetable. "It is an important issue but the school curriculum is very overcrowded especially in the expectation of what is taught in PSHE," says John Dunford, head of the Association of School and College Leaders (ASCL).

"We cannot have the situation where the Home Secretary decides what is on the school curriculum. It sometimes feels as if schools are being asked to solve all of society's problems."

There seems to be more support for teaching older children about such issues. Martin Brennan, from

Eastbourne Technology College, wrote in to say: "We have already taught about domestic violence as it is an important but largely ignored issue. It's also important to concentrate not just on the obvious signs of abuse in relationship but all forms, including bullying behaviour, which can be verbal, financial and emotional. Students started to talk about issues in their friends' relationships and in some cases incidents of domestic abuse they witnessed."

Campaigners against violence against women insist it is vital schools talk to children about the issue. The chief executive of the domestic violence charity Refuge, Sandra Horley, has welcomed the plans: "Doing nothing isn't an option for schools. We need to sow the seeds for relationships in the future - relationships based on equality and respect and Refuge believes it's important to teach children about healthy relationships to equip them with the skills to have positive relationships and respect others."

But what do parents think about their children being taught about such issues? Many want to protect their children - especially the youngest - from hearing about the harsh realities of some people's lives. Margaret Morrissey, of the Parents Outloud campaign group, said "political correctness risked turning children into miniadults from the age of five".

The government says teaching on the subject will be appropriate to age. The youngest children would only be taught about the harm bullying and name-calling could do. A DCSFspokesperson said: "Schools have a crucial role to play, alongside parents, in helping children and young people to develop healthy relationships, deal with their emotions and challenge the way in which some young men behave towards young women. What is taught in the classroom, the school's values and ethos and the way in which it deals with bullying and inappropriate behaviour can all have an important impact. Schools have existing statutory duties to develop and implement behaviour, anti-bullying and gender equality policies, and to safeguard and promote the welfare of their pupils. This gives a strong framework for schools to counteract violence against women and girls. "

ANSWER THESE QUESTIONS:

1. Identify the topic and main ideas, the secondary ideas and relevant details in the text. Show their

organisation and the relationships among them. You may do so with a conceptual map, an outline or

whatever other means you consider appropriate to show these relationships. (3 p.)

2. The writer's intention when presenting the arguments and information developed in the text was ... (1)

A. Neutral, as she includes differing arguments and points of view

B. Partial, because she mainly refers to arguments she agrees with

C. Distorted. Some of the arguments do not have a clear justification

D. Provocative. She is trying to be polemical and controversial

3. In the article, the government's stand on the issue is stated by... (1 p.)

A. A spokesperson for the Department for Children, Schools and Families

B. The director of Family and Education at the think-tank Civitas

C. A respected representative of the Association of School and College Leaders

D. A person appointed by the Secretary of State for the Home Department

4. 'By adding another subject, you are in danger of over-burdening teachers and adding another tick

box.' What does the speaker mean by 'adding another tick box' in that sentence? (2 p.)

5. A think-tank is similar to: (1 p.)

A. a teacher's union B. a sort of religious sect

C. an advisory committee D. a left-wing political party

6. Sandra Harley from "Refuge" says that it is vital that schools teach children about domestic violence.

In her opinion, why is it so important? (2 p.)

7. "This gives a strong framework for schools to counteract violence against women and girls." In the

sentence 'this' refers to ... (1 p.)

A. The government's plans to make PSHEcompulsory

B. Teaching schoolchildren to deal with their emotions

C. The fact that schools have existing statutory duties

D. Teaching the youngest children about domestic violence

8. Tell your own opinion on the topic you have just read. In order to do so, compare your point of view

with the one the author expresses in the text. Remember to ground your answer on facts and ideas

presented in the text. (3 p.)

E.O.I. MARÍA MOLINER READING KEY (14 p.)

(Nivel Avanzado – Septiembre 2009-10)

1. Identify the topic and main ideas, the secondary ideas and relevant details in the text. Show the organisation and the relationships among them. You may do so with a conceptual map, an outline or whatever other means you consider appropriate to show these relationships. (3 p.)

3 puntos La respuesta desarrolla las ideas de los TRES niveles del mapa conceptual, cumpliendo estos requisitos:

Nivel 1: desarrolla la idea principal (tema) correctamente

Nivel 2: desarrolla AMBAS ideas secundarias y señala la contraposición entre ellas

Nivel 3: desarrolla AMBOS aspectos, proponiendo al menos 1 hecho y una propuesta señalando la contraposición entre ellas

2 puntos: La respuesta desarrolla las ideas del mapa conceptual hasta el nivel 2, cumpliendo

estos requisitos:

Nivel 1: desarrolla la idea principal (tema) correctamente

Nivel 2: desarrolla AMBAS ideas secundarias y señala las dos posturas contrapuestas

Nivel 3: el desarrollo de este nivel no cumple con el requisito anterior. Omite mas de un

grupo de opini6n en cada postura y/o no detalla al menos 1 opini6n por grupo

1 punto: La respuesta desarrolla las ideas del mapa conceptual hasta el nivel 1, cumpliendo estos requisitos:

Nivel 1: desarrolla la idea principal (tema) correctamente

Los niveles 2 y 3 no cumplen el requisito anterior, no se han desarrollado o no se han contrapuesto

0 puntos: No se desarrolla correctamente el nivel 1. Otras respuestas. Sin respuesta

NIVEL 1

NIVEL 2

MAIN POINTS MAIN POINTS

THINK TANK CIVITAS

"REFUGE" CAMPAIGN

PARENTS

SOME TEACHERS

SOME TEACHERS

2. The writer's intention when presenting the arguments and information developed in the text was ... (1)

A. Neutral, as she includes differing arguments and points of view

B. Partial, because she mainly refers to arguments she agrees with

C. Distorted. Some of the arguments do not have a clear justification

D. Provocative. She is trying to be polemical and controversial

3. In the article, the government's stand on the issue is stated by... (1 p.)

A. A spokesperson for the Department for Children, Schools and Families

B. The director of Family and Education at the think-tank Civitas

C. A respected representative of the Association of School and College Leaders

D. A person appointed by the Secretary of State for the Home Department

4. 'By adding another subject, you are in danger of over-burdening teachers and adding another tick

box.' What does the speaker mean by 'adding another tick box' in that sentence? (2 p.)

2 puntos: Identifica el uso metaf6rico y da una explicaci6n al significado: 'careless, unwilling,

reluctant, repetitive, useless, in a hurry, haste, superficially ...or expressing the idea of

skipping from one topic to another ... '

1 punto: Explica el significado sin mostrar comprensi6n del sentido metaf6rico de desgana,

descuido, precipitado 0 superficial, es decir, explicaci6n mas cercana al sentido literal de la expresi6n .

0 puntos: Resto respuestas. Sin respuesta

5. A think-tank is similar to: (1 p.)

A. a teacher's union B. a sort of religious sect

C. an advisory committee D. a left-wing political party

6. Sandra Harley from "Refuge" says that it is vital that schools teach children about domestic violence.

In her opinion, why is it so important? (2 p.)

2 puntos: La respuesta muestra la conexi6n entre (a) enseñar en este momento y (b) la mejora de las relaciones futuras, que se basaran en la igualdad y el respeto [ ... J Sandra Horley,

has welcomed the plans: "Doing nothing isn't an option for schools. \flle need to sow the seeds for relationships in the future – relationships based on equality and respect and Refuge believes it's important to teach children about healthy relationships to equip them with the skills to have positive relationships and respect others."

REASON: It is a subject that will have a longterm benefit. (a) In the future children who are taught about domestic violence now (b) will have positive relationships, based on equality and respect for others

1 punta: La respuesta muestra la conexi6n entre (a) enseñar en este momento y (b) la mejora de

las relaciones futuras.

La respuesta indica que el resultado seran (b) las relaciones futuras basadas en la igualdad y el respeto, pero no 10 conecta can (a) el hecho de enseñarlo ahora

0 puntos: Resto de respuestas. Sin respuesta

7. "This gives a strong framework for schools to counteract violence against women and girls." In the

sentence 'this' refers to ... (1 p.)

A. The government's plans to make PSHEcompulsory

B. Teaching schoolchildren to deal with their emotions

C. The fact that schools have existing statutory duties

D. Teaching the youngest children about domestic violence

8. Tell your own opinion on the topic you have just read. In order to do so, compare your point of view

with the one the author expresses in the text. Remember to ground your answer on facts and ideas

presented in the text. (3 p.)

La respuesta mide la suficiencia para formarse un juicio de valor pertinente, relacionado con el tema, no la validez / sensatez de ese juicio. Asimismo mide la competencia para diferenciar entre hechos y opiniones y poner en relación su juicio de valor personal con las ideas explicitas que proporciona el texto.

3 puntos: Establece un juicio personal de valor sobre el contenido texto, argumentando con ideas propias, pertinentes al contenido del texto y que se apoyan en las ideas expresadas por el autor.

2 puntos: Establece un juicio personal de valor sobre el texto, argumentando con ideas propias pertinentes al contenido del texto.

1 punto: Establece un juicio personal de valor sobre el texto, argumentando solo con ideas extraídas del texto, 0 con argumentos no pertinentes.

0 puntos: Establece un juicio personal de valor sobre el texto sin argumentarlo.

Ninguna de las anteriores 0 sin respuesta.