So we talked about teamwork, didn't we? We talked about what it's like to work as a group for a debate. So we went over the roles again of the first, second and third speaker. Do you remember that? Yes. Yeah. Okay. Cool. So this lesson, we're going to talk about the proposition case. So the proposition, remember when I find this, the proposition is the agreeting. So it's the people who propose the motion or who agree with emotion. That's who the proposition team is. So. Here. So proposition case or proposition team. Proposition team is also known as the affirmative or the agreed team. Could you write this down for me? I'm finished. Okay. Well, Venezuela, so can you say to me what who the proposition team is? Agree team exactly. So the reason they call the proposition team is because they propose or make. The motion. So they propose or meet the motion, whereas the negative team opposes the motion. So in this lesson, we'll be learning about how to build an effective proposition case. So proposition case is what is what your argument is, what you're trying to say. Does that make sense? Yes. Yeah. Okay. So. In this lesson, we'll be learning about how to build an effective proposition case. So could you read for me what is in the Green box? Debbeating is about changing the world. Actually, it isn't most of the time unless it's a debate in. Parliament, which results in a loc being past. However. Motions, which are the most common, only used motions are about changing the way things are. Understanding this will help you if you are the proposition to build an affect the case ally. So most so most of the time, government debating isn't about changing the world entirely. This is only if, for example, it's about a debate in parliament, again, parliament, other people who make or change the laws. However, policy motions, which are most commonly used, are about changing the way things are. It's not about making new things necessarily. It can be, but it's just about changing the way things currently are to make things better. So examples of different motions, because you read to me all these examples of different motions. Governshould improve. Of pollution control, population control, population control, the us should adopt strter structure. Gun controls, plastic bags should be banded. Children should be allowed to bring mobile phones to school. So these are all examples of different laws or policies, right, about changing the way things are. So in first case, population control, population control is where you make sure there aren't too many people in a certain place straight to gun controls, making sure people who don't have a license don't have a gun. Plastic bags should be banwe've talked a bit about this before, making sure that there isn't over consumption or or pollution of plastic bags because there's much, there's too much of them. And about the policy of being allowed to bring mobile phones to school. So a helpful way of thinking of building haof change is to think in terms of now then an action. This is a technique to help you sort of understand ways to build a case. So now then an action. So now is the current situation. So what is currently happening that makes you want to change things then is is in the future where you want to go, what goal you're aiming for, and then action. What gets you from it now to then? That's the action. What do you do that helps you reach that future state? Does that make sense? Yes. So it's all about thinking where you are, where you want to be and how you're going to get there. And that's often a great way to start when you're thinking about making laws or policies or changing laws or policies. So the. Main thing to note is that the action is at the center of the motion. It's the main thing to focus on because it's what you're proposing, right? It's what you're arguing to do. So for example, we should, government should, this house should. It's about saying what you should do. So what three things, Isabella, do you need to do to make a case with the proposition? What three things do you have to prove? No an action. Could you read out the full phrases? That now is not good, then would be better. The action will get us to then exactly. So through things, again, you have to prove one now is not good. Why are you wanting to make that change? Why are you wanting to make that change in policy? So for example, now is not good. You could be talking about plastic bags. You could be saying, one, there's over consumption of plastic bags. People buy and use way too many plastic bags, which result in pollution. Because when people are done with their plastic bags, they often, maybe they throw it on the side or maybe they do throw it in the rubbish bin or the trash bin that it ends up getting into the ocean, which affects animals then would be better. So worlds where you can only really use cloth or paper bags would be better because those are recyclable. They're not as dangerous as plastic bags. And and three action that was guess then we'll guess to then onining plastic bags or maybe imposing the limit on the amount of plastic bags you can buy or making sure that every person, every time they go grocery shopping, they have to bring at least one reusable bag with them. Does that make sense? Yeah, okay. So again, in. Order to come up with a good case, with a good argument, you have to say, what's the now? What's wrong with the now? What will then look like? Why will then be better? And how will the action gthen? So this is a slightly longer version than this. So this is let's let's do a bit of practice where you're talking about the motion. Governments should make it compulsory for all 18 year olds to do a year of community service. So community service is doing things that help your community. It's not paid. It's often voluntary jobs. So for example, this could be picking up rubbish in your community. This could be volunteering at soup kitchens to give food to people who can't afford it or who need it. So that's what they're saying, and saying it should be made compulsory so they have to do it. All 18 year olds have to do a year of community service. So what are they saying is the now. The now is that 18 year olds can do what they want when they leave school. They can go to University, get further training, get a job or do nothing all day. So 18 year olds have that choice to do what they want after they graduate. However, what are they saying is wrong with it now, right? Young people think only of their own future. They don't often consider the needs of others less fortunate themselves. So for example, they might not think too much about volunteering because they're too focused on their education. And they also only have a narrow set of skills and they have a little experiences working directly with people or helping people who are not like them. So they don't they often, unless they're forced too often, teenagers don't do too much voluntary community work. Many Young people as well who do not have places at universities, to many people who don't do University lack a sense of direction and purpose. And also charities and voluntary organizations helping those who are less fortunate are very understaffed. So they don't have a lot of people. And it lacks in solidarity. There's not as much unity in these charities and voluntary organizations. So charities need more people to help them. So what they're saying then is going to look like they're saying every 18 year old will spend a year before beginning to study or work to help people less fortunate than themselves. Before they do their own thing, they help others first. What do you think of Isabella? Think and多了, let them forget what they learn and they don't have a good University. What you're saying there's a risk than helping other people. They might not help themselves. Yeah, yes. So I agree that I think a year might be a bit too much. It's a great idea and people are obviously welcome to do it for a year. However, a lot of people do do gap years. So gap years are years in University, or, sorry, gap years or placement years are years where you go off to do something beside studying, either before or after University. So gap years are sometimes where people take a year off to kind of explore themselves to get a job, to travel the world before they go study. Or placement years are years like in University, where you take a pause from studying and you go out to get a job. So this is already sort of a thing that people do, except it's not for community service. So I do think that it can be free a year. But I also understand your argument is about that one year is a lot of time, right? One year a lot of time where they could very easily forget their study. So that's a very valid concern. So why are they saying then we will be better? Could you read these for me, Isabella? Lately will be more open minded as people would go grow up with a border experience of life. Society will be more unit, unit, as people would have a shthe. Experience at a formative age, society will be more compasate compassionate, as compassionate as people would have been confronted with people les less fortuntwo late, then fortunate self, so fortunate. So very well done, Isabella. Thank you for reading that. So the three things they say of why then will be better is first, a society will be more open minded. So open minded means they're more open to different things. They're more open to different perspectives, to different people, to different experiences. So people, because I have grown up with a broader experience of life, right? They're not. So they don't they don't really think very narrowly, right? They understand not, they don't just think about themselves. They understand what it's like to be in other people's positions, right? Society will also be more United, will be also more United as people that have a shared experience afformative age. So formative age is like this early age that's really essential for learning. So by everyone being forced to do it at a Young age, so are 18 and all doing it together. It's been more United in that way because they have a shared experience. So there's a sense of community in that. And lastly, society will also be more compassionate because theyhave seen people who are less fortunate themselves, and also perhaps recognitheir privilege. And also all 19 year olds will be equipped with basic transferable skills, so equipped. And transferable skills, so equipped means has and transferval skills are skills that can help different things. Could you write that down for me? I'm feeling well done. So again, all 19 year olds will be better equipped. So they bet they have more transferable skills. So goes out. It can be used for different things. And lastly, let me just move to text so we can read this. Lastly, charity slash voluntary projects will never be understaffed. So again, it's quite a bit of a problem that ity, that charity, that charities are don't have too many people. So understaff what that means. So let's think of the word together. So understart, what do you think this word means, Isabella? Understand. Things. So let's look at the word together. So under means below and staff. So you could think of the word staff, which is people who work for something. So under people who work for something or below or low numbers, under staff means there's not a lot of staff. There's too little staff, too little people to help. So staff are the people who work for something. So understaffed means they have too low people to a little amount people to help them. Does that make sense? Yes. Yeah. So that's why them will be better. How will the action get us to then? So what are we going to do to get to then? So by making the year of community service universal, with very few exceptions, this law will ensure all the benefits listed above. So thinking in terms of now that an action is a very helpful way to break down and then build up a proposition case. So. One thing that I'm going to say, firstly is what do you think is one of the main concerns about making it compulsory for all 18 year olds? Online learn skills. What the that they I'm thinking more in terms you write, they can learn skills. That's a very good benefit to this. But what would be the problem with making input compulsory for all 18 year olds? I might. He妹。They might go to a not very good University. It could be another problem, right? So if, for example, they have to do one year, they might they might forget everything. They might not do. Well, that's another good concern as well. However, a little bit like this, are all people are all 18 year olds equally wealthy? No, so they all have the same background. Do they all come from the same place? Do they all have the same type of family life? No. So one, a lot of people might not be in a position an to be able to do this. 18, because a thing with community service is it's not paid voluntary means you do it because you want to do it, not because of the money. So people who aren't as wealthy as others might not be able to do a year of community service because they have to get a job. They have to put getting a job on the line to do a voluntary work that they're not going to get paid for, and they can't get a job on top of that if they have too much community service work to do. So there's an issue that if they if they are struggling with money, if they don't have a family who going to be able to give them lots of money, they can't afford to eat to live in a nice place, if they have to do a year of community service because that means it's going to prevent them from getting a good job. Does that make sense? So that's the main issue that I can see with this motion. But. But any case is of course open to its act. So that's what the opposition is for, right? So you could use this technique. So now then an action to assume what the proposition signs are going to achieve. So either if you're not the proposition right, you can as as a member of the opposition or the negative team, you can still use now then action to try and guess what the other team or what the proposition team is going to do. Does that make sense? Yes, Yeah. So it's useful for both teams. So I think I have a video to show you. Let me see. Yeah so before we start, so everyone deserves the same education. This is the debating motion that we're going to look at today. So everyone deserves the same education. Everyone deserves to have a good quality education. So we'll show you a video and I'd like you to think a bit more about this motion. Malcolm X once said that education is the passport to the future, but what if some passports are better than others, giving the holder access to better schools and teachers, and in turn, a more prosperous future? These inequalities have been around long before Covid -19, but the pandemic has both exacerbated them and made them more visible. While the standard of education varies greatly globally, education inequality happens at the local level in all countries. For example, only four out of every hundred children in Africa is expected to enter a graduate and postgraduate institution, compared to 14 out of 100 in south and West Asia and 36 out of 100 in Latin America. Even in developed countries, the quality of schooling can differ greatly, whether rich or poor. High national wealth, then, is no guarantee of high quality. The uk, Germany and the us are among the richest countries in the world, but all three ranked poorly on an educational inequality league table of 41 of the world's richest countries by the middle of secondary school. Educational inequalities are worse than in other countries with much smaller economies, such as Latvia, Spain, and Estonia. However, research has shown that child development is linked with income. Unsurprisingly, the us and the uk have some of the highest levels of income inequality among oecd countries. In the uk, there has been a significant lack of social mobility since 1945. As wealth inequality has remained high, there hasn't been much change in how well British children are doing at school. In a 2019 report by the Education Coalition fair Education Alliance, pupils from disadvantaged backgrounds in the uk lagged their peers by more than eight months in reading, writing and maths by age eleven, children from persistently disadvantaged backgrounds are 22 months behind by the time they finish their school career. Small progress has been made in helping some children almost beat the odds and overcome the barriers that face them. But the systemic underlying factors of our education system still remain, which mean we're not ever reaching the most persistently disadvantaged. So what are the contributing factors of education inequality among children? According to unicef, for child's educational progress is linked to their family background. What kind of jobs the parents have or whether the child is a first generation immigrant can affect the likelihood of them continuing into higher education. Inequality between genders is also apparent from a Young age and tends to grow as children get older. Reading abilities among girls are generally better than boys by the age of nine, and in turn, that discrepancy is more likely to continue in education beyond secondary school. And finally, which school you go to can have a significant impact on your academic performance. In many countries, the debate on inequality in education is seen through the prism of private schools versus state schools. The uk is home to some very famous private schools like Eaton college and Harrow School. Behind me, of the 55British prime ministers, nearly half were educated. Are just these two schools, along with prominent actors, writers, scientists and royalty from across the world. To compare the entire state school education in England of a Young person starting from nursery, costs an average of around $96000. The annual school fees at harrow, however, costs around $56000 for just one year of a child's tuition. But even that is dwarf by private schools in Switzerland, such as Larrosa, which costs more than $135000 per year. Many believe that private education is at the route of inequality and reduces the chances for those students who attend state schools. The statistics tell us that educational privilege provides significant advantages and opens many doors in the uk. Nearly a third of members of parliament, two thirds of the country's top doctors and 74% of judges were privately educated. The exam results also reflect the disparity. In 2019, 45.7% of students at private schools in the uk got a star or a's in their final year exams, compared to the national average of 25.5%. But there are some state funded schools that buck that trend. This is mulberry school for girls in east London. It's located in one of the most disadvantaged areas of the city, yet the exam performance of students here is well above national average. Vanessa Ogden is the head teacher here, and for the last 15 years has been instrumental in seeing many of her pupils overturn the odds. As a head teacher, how do you, in your role, help to tackle education inequality? The first really important way is to have students leave with a really great set of qualifications and really great destinations to either University or apprenticeships. And so that's the driving force. But of course, inequality brings with it many structural difficulties in your life. So what can be done to reduce education inequalities both here and around the world? A former Singaporean education minister said in 2018 that there should be a broader definition of merit to recognize a wider range of skills, which should double up on meritocracy, broaden its definition to embrace various talents and skills. We should not keep achievement at the top, but try harder, work harder to lift the bottom. The fair Education Alliance also believes there is too much reliance on exams and that education should be more holistic to include building aptitude and values. We want an education system which develops skills and social emotional competencies alongside academic attainment. We want teachers and leaders to be rewarded for serving the most disadvantaged students. We want to engage parents and communities from all backgrounds in the education system, and we want to prepare Young people for what comes after school education as a way out of difficult situations. It's also a means of moving yourself up the tree in terms of prosperity, and not just financial prosperity, but also your kind of sort of spiritual and cultural prosperity as well. It's also the case that a policy that works in one country or region may not work in another. Income inequality, however, is likely to grow due to the Covid -19 pandemic. This means that creating better education systems is increasingly important so that a child's starting point in life doesn't determine their future. Cio. What did you think about that video? About the money, schools have an education. And what do that make you think about the emotion? So do you think everyone deserves the same education or no? How come? Because I think some students learn well and some students not Yeah. So because no two students are the same, not everyone deserves the same education. Because students are different. Yeah okay, so. What I like you to do is because we have a bit more time, let me just put this down. I'd like you to do what we normally do, which is where we create a. A pros and cons list, so same education. Not same education, and then praise cons, praise Hans. Okay, so that's a bit wonky. Sorry, do Oh, I can't draw a straight line. Okay. So I'm going to give you. Around 15 minutes to write down at least two points per pros and cons. I am able to give you a bit more time if you need it, but around 15 minutes to write down at least two points per pro con. Pro con. Does that make sense? Okay, cool. So if you need any help, feel free to ask me some questions. Both me. I don't know how to write the not same. Not same education pros. So okay, so what are the pros of having not the same education? So you could say that people are, people can be split up by their skill level, by their knowledge. So people who have a greater aptitude, so a greater potential go to a better school. So sort of like the smarter people maybe, or people who demonstrate the best potential go to a higher up scthat's going to work on those abilities, something like that. Let's see. Also, you could say that some people who have more money might want to get a better education because they can afford it and they don't want to go to the same school as everyone else. So some those are some ideas that you could do. Does that help? Yeah. Okay, I'll give you around five more puand finish the others. You finish the others. Okay, so I'll give you three more minutes just to write that down on your paper and then we can go through it together. Is that okay? Yes. Okay, cool. I'm. Okay, well done, Isabella. So let's go through them together. So prose for same education. Because it's the same teacher teaching one class. And they are paying the same money, so they they need to have the same education. Okay, well done. Next point. No worries, what about cons? Some students learn fast and some student learn slow, and they. They need to have the different teacher teaching, so we're different. Different class going to different class. So. It let the student understand and learn more. Profor not to education. Can you repeat what we talked about? The higher level student can go to higher education schools. They can go to school that need to pay more money. Oh. Well done. Students can discuss each other and learned from it. Would this be a pro? Students can discuss each other and learn from it. Cons of not same education. Yes, I think that would be a bit more of a pro for something because that's a benefit that they can discuss each other and learn from it. So soon it's Kinto discuss each other. It's the same thing that the teacher teach. Oh, okay, if they have the same education, they could discuss with each other. Okay, well done Isabella. Very well done. Thank you for all these wonderful ideas here. So just to go over it, because it is the same teacher teaching one class and they're paying the same money. So it doesn't always have to mean same education doesn't always mean same teacher. It just means same level of education. So they need to have the same education. Some students learn faster, so they need to have different education so it helps the student more high level students can go to higher education schools so that fits their sort of skill level. And they if students have the same type of education, they could discuss with each other and learn from it, whereas if they don't, that's a con. So Martin, Isabella. Need to pull this up. So I'm going to show you because we have around five minutes left, I'm just just going to show you another video to end the lesson with. About different types of education. So let me just pull this up. Is it growing? Okay, I'm me. Show you this video. Let me just share it. Feeling today that something is wrong with our system of education, but what is it? Well, we send our children to school to prepare them for the real world, which is changing very, very fast. But our schools haven't changed much for hundreds of years. In fact, thought leaders from around the world agree that the current system of education was designed in the industrial age, mainly to churn out factory workers. And this industrial age mentality of MaaS production and MaaS control still runs deep in schools. Industrial age values. We educate children by batches and govern their lives by ringing bells all day long. Students do nothing but follow instructions, sit down, take out your books, turn to page 40, solve problem number three, stop talking at school. You're awarded for doing exactly what you're are told. These are industrial age values that were really important for factory workers. Their success depended on following instructions and doing exactly what they were told. But in today's world, how far can you get by simply following instructions? The modern World Values people who can be creative, who can communicate their ideas and collaborate with others. But our children don't get a chance to develop such skills in a system that's based on industrial age values. Lack of autonomy and control at school, our children experience a complete lack of autonomy and control. Every minute of a child's life is tightly controlled by the system. But in today's world, if you're doing important work, then you're managing your own time. You're making your own decisions regarding what to do and when to do it. But life at school looks very different. The system is sending a dangerous message to our children that they are not in charge of their own lives. They just have to follow whatever is laid down instead of taking charge and making the most of their lives. Experts believe autonomy is incredibly important for children. It's no wonder then that our children are bored and demotivated by school. Can you imagine how you would feel if you were told exactly what to do for every minute of your life? Inauthentic learning. Most of the learning that happens in schools today is not authentic because it relies on memorization and rote learning. The system defines a generic set of knowledge that all children must know. And then every few months, we measure how much has been retained by administering exams. We know that such learning is not authentic because most of it is gone the day after the exam. Learning can be much deeper and more authentic. It can be so much more than just memorization and retention. But that's the only thing we measure, and test scores are the only thing we value. This has created an extremely unhealthy culture for students, parents and teachers. Okay, so. What did you think of that video, Isabella? I think we are. Doing the things that teacher that should do. Yeah. And so do you think in general that there are some cons of the education system as a whole? Maybe. Maybe so maybe there's both good and bad. Yeah, Yeah. Okay, cool. So while done for being so engaging this lesson, Isabella, I was really, really impressed by your brainstorm and your ability to pronounce words by figuring out the my looking at the Latto figure out. So for next lesson, the motion is kids should be punished for bad grades. So wild. I'm Isabella and I hope you have a wonderful rest of your day. 拜拜，拜。