IGCSE Specimen Paper 2, First Language English (Speech)
Question 1
Imagine you are a pupil in a school which does not have a
school council. Write a speech to be
given in a school assembly, giving your views on whether or not students should
participate in decisions made about the school. In your speech you should:
• evaluate the views
given in both texts about student participation
• give your own
views, based on what you have read, about whether a school council would
benefit students and teachers.
Base your speech on
what you have read in both texts, but be careful to use your own words.
Address both of the bullet points.
Begin your speech: ‘Thank you for coming to listen to me
today …’.
Write about 250 to 350 words. Up
to 15 marks are available for the content of your answer, and up to 25 marks
for the quality of your writing
Text A
The following passage
is an article from a local newspaper about a school in the area and the future
of its school council.
Student representation: Do we really care what students
think?
The once fashionable
idea of giving students a say in how their schools are run is being challenged
by a recently appointed head teacher as ‘mere lip service to student
participation.’ As is now common in many schools, students in Mr Aziz’s school
elect representatives from each year group to attend meetings and discuss their
concerns with the school authorities. But Mr Aziz believes that these school
councils do more harm than good, draining students’ and teachers’ energies on a
fake body whose decisions do not, and should not, influence children’s
education. ‘The misguided belief that young people should be able to limit the
actions of experienced educators is simply wrong,’ he says. ‘We’re accountable
to their parents to give them the best education: we cannot waste their time
and ours consulting them at every stage about issues which they don’t
understand.’
One pupil, Sofia, who campaigned enthusiastically over a
whole term for the votes of her Year 11 classmates last year, gave Mr Aziz some
unexpected support. ‘The school council meets every now and then to give the
impression that students have a say, but nothing ever happens. We spent ages
working on a report about improvements we wanted to see in the school –
sensible things like more gym equipment and a wider curriculum. The teachers
listened politely but the report was ignored. In class our teachers were even
irritated that our homework was late because of all the planning involved!’
Sofia’s dad also had misgivings. ‘We selected this school for its solid
academic record. My daughter’s here to learn – and I’m paying a lot for that,’
he adds wryly.
Mr Aziz says it makes sense to be
concerned about individual students’ worries and ideas and his door is always
open to those who are unhappy about any aspect of school life. ‘And I encourage
teachers to listen to their students and pass on any concerns to me,’ he said.
‘But one pupil told me the older representatives on the school council should
even be consulted on teacher appointments! I have twenty years’ experience to
ensure that students leave my school with good academic results and the skills
to become useful adults. Student representatives can’t and shouldn’t interfere
with that.’
Text B
The following passage is taken from a guide for teachers about setting
up school councils.
There’s a transformation taking place for
thousands of school students all over the country and it’s thanks to their
enlightened approach to student participation. This Guide contains some good
examples of including children and young people in decision-making. We have
also included some simple pointers of what makes an effective school council.
Recent research has shown that if
a school places the involvement of their students at the heart of everything
they do, the benefits and opportunities for them, and for the school, are
significantly increased. But it takes real commitment, not just lip service.
Young people are very astute. They will quickly identify a lack of commitment
and if they do, they will soon become disillusioned. Set out clear aims,
explaining what participation is, why it’s important, and how to get involved.
State clearly what you’re prepared to commit and what you expect from them.
The most effective participation
is when pupils have a say on the ‘real’ issues that affect their school. For
example, invite them to help shape key policies for the future. Empower them
with the responsibility of helping to regulate behaviour, bullying or the
environment. Give them the opportunity to influence the development of the
curriculum or new teaching initiatives. Give children and young people the chance
to make a difference and you’ll see the difference … in their attitude to
school, to learning, to their teachers and to their peers.
Talk to
anyone associated with a school that has a strong student participation policy
and they are unanimous in the belief that empowering children and young people
in this way has changed school life for the better. Behaviour, attendance and
results can improve because more children and young people acquire the
self-esteem that comes from improved communication, negotiation and
decision-making skills. Children and young people can provide a fresh, new
perspective. They see things differently and, because any decision will
directly impact on their lives, they often have very clear views and opinions.
Suggested answers
Thank you for coming to listen to me today.
Let's talk about something that affects us all: whether
students should have a say in how our school is run. It's a topic with varied
opinions, and I want to share some thoughts on the matter.
Some argue that having student councils can be a drain on
time and energy for both students and teachers. They worry that if student
representation and participation are seen as fake or lacking substance, it
could do more harm than good. There's a perspective that students, given their
limited life experience, might not bring much value to decisions about the
school. The main focus here is on the belief that the primary purpose of a
school is to educate and nothing else.
However, there's a passionate argument that student
participation can be transformative. It's not just about having a seat at the
table; it's about actively improving our school life. The benefits are said to
include better attendance, improved academic results, and the development of
crucial life skills: negotiation,
communication, and decision-making. The idea is that students, with their fresh
perspectives, can offer valuable insights into issues that affect us all. Don’t
you think so?
Ladies and gentlemen, considering these perspectives, I lean
towards the idea that student participation is not just valuable but crucial
for our growth and the improvement of our school environment. Yes, concerns
about it taking up too much time and energy are valid, but they shouldn't overshadow
the potential benefits.
While the responsibility of educators to parents and the core
mission of education are vital, involving students in decisions doesn't
necessarily conflict with these duties. It can, in fact, enhance the
educational experience by making us feel more connected, responsible, and proud
of our school.
Some claim that student participation is merely 'lip
service'. Is this true? No! No! Absolutely no! This claim becomes irrelevant
when we emphasise genuine commitment. Yes, it requires planning but this planning
ensures that student participation is meaningful, impactful, and aligned with
the overall educational goals.
In conclusion, student participation empowers us, improves
our school culture, and equips us with essential life skills - ultimately
shaping a positive attitude towards learning. Let's seriously consider the
transformative impact that genuine student participation can bring to our
school. Thank you.
The sample answer provided represents the blogger's personal opinions or attempts, and is not associated with Cambridge International Examinations (CIE). CIE is not responsible for the sample work presented.
The copyright for the text and questions is owned by Cambridge International Examinations (CIE)
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