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ESU Schools Mace Handbook

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ESU Schools Mace Handbook YEARS 7-13 ESU SCHOOLS’ MACE Debating competition for secondary school students DISCOVER YOUR VOICE ONGOING SUPPORT FOR TEACHERS CONTENTS The ESU Discover Your Voice programme helps students to express and critically evaluate ideas and share them The ESU support the hundreds of teachers who make this Welcome from the Oracy Team 4 with others. Classroom workshops are delivered by trained competition possible in two ways. ESU Mentors – university students who are experts in their field. We tailor workshops to suit all age ranges, abilities 1. We offer all our teaching resources for free on our TEACHER GUIDE 5 and experience, and work with schools to tailor each website at www.esu.org/resources. Anyone can search session to their individual needs. for exercises that help train the four assessment areas Curriculum Links 6 of the Schools’ Mace. We also upload a new motion Discover Your Voice helps students to engage with their resource every Monday via Twitter (@ESUdebate) and Equity Policy 9 curriculum learning in a new, exciting and fun way. via the website. The motion includes prompt questions. Glossary 10 Whether your students are beginners or whether you are 2. We also offer training days that help teachers coach their interested in developing particular skills, we can provide students to improve their performance at competitions. Rules 12 a teaching package that will work for you. We also offer training for whole school oracy. Our mentors can also give students and teachers advice Contact [email protected] for more information on CPD Finding Judges 13 about entering our competitions. training in your school. Format 14 To find out more, please visit www.esu.org/our-work/discover-your-voice. Guidelines for Hosts 16 Every educator understands the value of being able to Preparing your Team 17 express yourself clearly and concisely. Discover Your Voice workshops help hone critical thinking and logical analysis Marks Scheme 18 skills as well as building confidence for public speaking. Our experienced mentors create an encouraging Debate Academy 22 environment where everyone is motivated to speak up and learn to support their ideas through engaging games and STUDENT GUIDE 23 activities. We offer half and full day public speaking and debating workshops for primary and secondary school Equity Policy 24 level for both beginners as well as the more advanced. We’d also love to work with you to organise a competition Glossary 24 day in your own school to help boost enthusiasm and confidence about debating. Format 26 For more information or to make a booking, email the Getting Started 28 DYV team on [email protected]. The role of each speaker 31 Notes 32 Structuring Arguments 34 Expression and Delivery 35 Rebuttal 37 Points of Information 38 Summary Speeches 39 2 ESU SCHOOLS’ MACE HANDBOOK 2018-19 3 TEACHER GUIDE ESU Schools' Mace WELCOME... The Schools’ Mace was founded in 1957 and is one of the oldest and largest debating competition for schools in England, offering students from Key Stages 3 to 5 the opportunity to discuss and debate controversial topics and current affairs. In the process of the competition, students develop their knowledge of the world, as well as their reasoning and presentation skills, in a fun and competitive environment. Educational institutions of all kinds are welcomed to enter the competition: further education colleges, comprehensive schools, private schools, grammar schools, sixth form colleges and specialist status schools. The Oracy Team provides training in public speaking and debating to both primary and secondary school students through our teaching programme, Discover Your Voice. We also run an annual summer school, Debate Academy, for students aged 14 - 18 to improve their debating skills with expert teaching from ESU Mentors. As well as the Schools’ Mace, the Oracy Team oversees all of the ESU’s competitions including the Churchill Public Speaking Competition, Performing Shakespeare and the London Debate Challenge, with a dedicated Competitions Team at hand to offer any support you and your school may need to take part. This handbook contains the rules of the Schools’ Mace, together with guidelines and tips for students, teachers, adjudicators and organisers. Should you need any further assistance, please contact a member of the Competitions Team and we’ll be happy to help you. THE ESU ORACY TEAM 4 ESU SCHOOLS’ MACE HANDBOOK 2018-19 5 b. evaluate beliefs, commitments and the impact of religion 2.2 Advocacy and representation in the contemporary world. Students should be able to: c. express insights into the significance and value of religion a. Evaluate critically different ideas and viewpoints including and other world views for human relationships personally, those with which they do not necessarily agree with. locally and globally. b. Explain their viewpoint, drawing conclusions from what d. express their own beliefs and ideas, using a variety of they have learnt through research, discussion and actions, forms of expression, including creative forms and including formal debates and votes. reasoned arguments. c. Present a convincing argument that takes account of, and represents, different viewpoints, to try to persuade others to think again, change or support them. CITIZENSHIP AT KS4 ENGLISH AT KS4 1.1 Democracy and justice a. Participating actively in different kinds of decision-making 1.1 Competence and voting in order to influence public life. a. Expressing complex ideas and information clearly, precisely b. Weighing up what is fair and unfair in different situations, and accurately in spoken and written communication. understanding that justice is fundamental to a democratic b. Applying and transferring skills in a wide range of society and exploring the role of law in maintaining order contexts, demonstrating flexibility and adaptability. and resolving conflict. c. Making independent judgments about how to c. Considering how democracy, justice, diversity, toleration, communicate effectively and sustain formal interaction, respect and freedom are valued by people with different particularly in unfamiliar contexts. beliefs, backgrounds and traditions within a changing CURRICULUM LINKS ICT AT KS3 democratic society. 1.2 Creativity a. Making fresh connections between ideas, experiences, Debating skills can be applied in many different areas across 2.1 Finding information 1.2 Rights and responsibilities texts and words, drawing on a rich experience of the National Curriculum at Key Stages 3 and 4. Pupils should be able to: a. Investigating ways in which rights can compete and conflict, language and literature. a. Consider systematically the information needed to solve and understanding that hard decisions have to be made to b. Experimenting with language, manipulating form, a problem, complete a task or answer a question, and try to balance these. challenging conventions and reinterpreting ideas. GEOGRAPHY AT KS3 explore how it will be used. c. Using imagination to create effects to surprise and b. Use and refine search methods to obtain information 1.3 Identities and diversity: living together in the UK engage the audience. 1.7 Cultural understanding and diversity that is well matched to purpose, by selecting a. Appreciating that identities are complex, can change d. Using creative approaches to answering questions, a. Appreciating the differences and similarities between appropriate sources. over time and are informed by different understandings solving problems and developing ideas. people, places, environments and cultures to inform c. Collect and enter quantitative and qualitative information, of what it means to be a citizen in the UK. their understanding of societies and economies. checking its accuracy. b. Exploring the diverse national, regional, ethnic and b. Appreciating how people’s values and attitudes differ d. Analyse and evaluate information, judge its value, religious cultures, groups and communities in the UK and may influence social, environmental, economic and accuracy, plausibility and bias. and the connections between them. political issues, and developing their own values and c. Considering the interconnections between the UK attitudes about such issues. and the rest of Europe and the wider world. RELIGIOUS EDUCATION AT KS3 d. Exploring community cohesion and the different forces that bring about change in communities over time. HISTORY AT KS3 1.5 Values and commitments a. Understanding how moral values and a sense of 2.1 Critical thinking and enquiry 1.2 Cultural, ethnic and religious diversity obligation can come from beliefs and experience. Students should be able to: a. Understanding the diverse experiences and ideas, b. Evaluating their own and others’ values in order to a. Question and reflect on different ideas, opinions, beliefs beliefs and attitudes of men, women and children in make informed, rational and imaginative choices. and values when exploring topical and controversial past societies and how these have shaped the world. issues and problems. 2.2 Learning from religion b. Research, plan and undertake enquiries into issues and 1.6 Interpretation Pupils should be able to: problems using a range of information and sources. a. Understanding how historians and others a. Reflect on the relationship between beliefs, teachings, c. Interpret and analyse critically sources, identifying different form interpretations. world issues and ultimate questions. values, ideas and viewpoints and recognising bias. 6 ESU SCHOOLS’ MACE HANDBOOK 2018-19 7 CURRICULUM LINKS 3.1 Speaking and listening CONTINUED The range of speaking and listening activities should include: a. prepared, formal presentations and debates in contexts 2.1 Speaking and listening where the audience and topic are unfamiliar. Students should be able to: a. Speak fluently, adapting speech to a wide range of familiar and unfamiliar contexts and purposes, ICT AT KS4 including those requiring confident and fluent use of standard English. 1.5 Critical evaluation b. Present information clearly and persuasively to others, a. Recognising that information must not be taken at face selecting the most appropriate way to structure and value, but must be analysed and evaluated to take organise their speech for clarity and effect.
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