The Project
Youth Amplified is about helping young people to improve their ability to argue, persuade, listen, project, negotiate and, above all, be confident
in situations where they need to speak up in public. Free online resources are available at www.youthamplified.com.
These include videos in which young people speak about the main skills needed for speaking in public; animated films in which young people talk
about speaking challenges they have faced; a self-evaluation survey to identify speaking strengths and weaknesses; and a range of guides designed
to help teachers and youth workers support young people in the development of these skills.
In developing these resources, researchers from the University of Leeds worked with groups of young people in schools and youth centres to find
out from them the barriers to speaking up in public and to develop techniques to help them speak more confidently in the future.
This booklet and CD have been produced to provide teachers with innovative and stimulating lesson plans that can be used to structure teaching
around the six key civic capacities upon which Youth Amplified is focused: confidence, projection, listening, negotiation, persuasion and
argumentation. Teachers will no doubt wish to be flexible in their use of these lesson plans and the related resources. The principal aim here is to
offer ideas that can help to make the subject of Speaking as accessible as possible.
This project was conducted as a partnership between the University of Leeds and the Speakers’ Corner Trust. The web resources were designed in
collaboration with the BAFTA-award-winning digital media company, Bold Creative. The research was led by Professor Stephen Coleman. Katie
Peate coordinated the project. The material in this booklet and CD was devised by Jason Hall, a Citizenship Teacher from Leeds.
1
Last Lesson (Prior Learning)
Lesson 1
Confidence
Lesson running order.
1.Confidence
N/A
2. Projection
3. Listening
4.Negotiotion
5. Persuasion
6. Argumentation
Learning Objectives
Context - This lesson focuses on developing feelings
Homework
Resources
To identify the barriers to confident expression
of confidence when speaking in public. It includes
Students to bring in
Youth Amplified CD-Rom &
To identify what makes a confident communicator
simple activities that can be adapted to a range of
a newspaper article
Booklet , Laptop/pc with
To practice speaking in public
abilities. It is mainly student-led.
to next lesson
audio facility, Post –it notes
Section
Starter
Minutes
5
10
Develop
ment
Outline of Learning Activity including AFL
SLIDE 1 & 2 Introduce the topic
Choose several confident students from the class and give them a random topic from the “Subject Sheet”. Get them to speak about that
subject to the class for 30 seconds without stopping.
Slide 3 & Slide 4 De-brief, why was that hard – get students to identify the barriers to speaking by writing them on post-it notes and
sticking them on the board?
5
Main
5
Body
5
5
10
Plenary
10
Using the video clips (Slide 5) teacher to show Imaan’s story
SLIDE 7 Students decide on something that they feel really strongly about. For example, a world event, their favourite pop group or, - sports
team, school rules, etc.
Each student to write one phrase that sums up how they feel about their chosen subject. (No more than 2/3 sentences). All students stand up
and Teacher places students stand back to back in pairs.
SLIDE 8 Encourage them to take a few deep breathes and on the count of 3 ALL students read out their phrase at the same time! Lots of
noise and everyone is concentrating on their own phrase. Repeat this several times. De-brief - how did that feel?
All students close their eyes; teacher randomly taps students on the shoulder. That student opens their eyes and read out their phrase
individually. All other students’ eyes should be closed at this time. Verbal feedback - How did that feel?
SLIDE 9 Each group to decide on 2 things they would advise someone to do if they were worried about speaking in public. With the assistance
of the teacher enter the group comment on the Youth Amplified link.
2
Lesson 2
Last Lesson (Prior Learning)
Projection
Confidence
Learning Objectives
1.Confidence
To identify good and bad examples of
projection
To create a model for good projection
Starter
3. Listening
4.Negotiation
5. Persuasion
6. Argumentation
Resources
attention, both vocally and through use of gestures and
Youth Amplified CD-ROM + Booklet
posture. The aim is to provide opportunities to play
Laptop and IWB with audio capability
with the voice and explore the connections between
Projection Starter Sheet x 30 (0ne per student)
voice and body.
Projection i-robot sheet x 30 (One per student)
Minutes
10
2. Projection
Context - This lesson is about how to command
To understand what is meant by projection
Section
Lesson running order.
Outline of Learning Activity including AFL
SLIDE 3 using the provided Starter Worksheet get student to connect the picture to the definition they think it matches. D-brief and
discuss how body language shows others what we are thinking and feeling?
10
SLIDE 4 - In pairs ask students to come up with a written definition of what they think projection means. Ask them to devise 3 key tips they
would give someone if they were advising them on how best to project their voices This should be written on the back of the Starter
Develop
Worksheet. Take feedback from a few pairs.
ment
10
SLIDE 5 Play the video clip of the boring teacher – get reaction from students. In groups (no more than 4) get the students to read out an
excerpt from their news story clipping. Get the speakers for each group to do it as BADLY as possible, with a prize for the worst group (house
points, positive tutor comments)
Main
Body
10
SLIDE 6 A different speaker from each group now reads the same excerpt but this time in a completely over the top fashion. Try to use the 3
key points identified on the back of the Starter Worksheet. Again, prize for best over exaggeration.
10
SLIDE 7 Individually, students to design the perfect communicator using the Projection i-robot sheet. They must identify what attributes
would make the perfect communicator and put them in the relevant box.
5
Plenary
SLIDE 8 In their books, each student to create a recipe for “Perfect Projection” using the example on the slide to show how this could be
done
3
Last Lesson (Prior Learning)
Lesson 3
Listening
Projection
Learning Objectives
To recognise the importance of listening
To understand that listening accurately assist
Lesson running order
1.Confidence
2. Projection
3. Listening
4.Negotiation
Starter
Minutes
Resources
about active listening and to develop skills in hearing
Youth Amplified CD-ROM + Booklet, Post-it notes,
what others say and mean
Laptop and IWB with audio capability, Chinese
Whispers Phrases (on CD Rom)., Pen & Paper,
5
SLIDE 3 Thinking about the quotes get students in groups to explore what they can pick up by listening. When a person speaks, what emotions
and feeling do they convey? How do they do it? Answers on Post-it note and stick up on the IWB. At least 4 from each group.
15
SLIDE 4 - Chinese Whispers game – using large groups 6-8 standing in line. First person in the line whispers the first phrase (Chinese
Whispers Phrase Sheet CD Rom). They whisper this to the next person and so on…The last person must write down what they have been told.
Continue with the rest of the phrases until all groups have whispered all phrases. Debrief and find out what answers each group ended up with.
10
SLIDE 5 Returning to smaller groups ask class to discuss the question on the slide. Invite verbal feedback
5
Plenary
Outline of Learning Activity including AFL
SLIDE 2 Show students the two quotes on the slide. Get some verbal feedback about what they think these mean.
Main
Body
Listening word-search sheet x 30
5
Develop
ment
6. Argumentation
Context - This lesson aims to help students think
effective communication.
Section
5. Persuasion
7
SLIDE 6 Show the video clip from Youth Amplified and ask, ‘how did Ocean and her friends use listening skills? What did this allow them to
do?’
SLIDE 7 All students to complete the Listening word-search (Youth Amplified CD ROM)
4
Last Lesson (Prior Learning)
Lesson 4
Negotiation
Listening
Learning Objectives
Use negotiation in a practical scenario
Identify the specific language of negotiation
Minutes
1.Confidence
2. Projection
3. Listening 4.Negotiation
5. Persuasion
Context - The aim of this lesson is to show what it means to negotiate
Understand the meaning of negotiation
Section
Lesson running order
and how different negotiation strategies lead to different ends. It will
help students to understand that all trade-offs entail degrees of gain
and loss and that good negotiation is about weighing these up.
6. Argumentation
Resources
Youth Amplified CD-ROM + Booklet
Laptop and IWB with audio
capability, Hostage Sheets x 8
Outline of Learning Activity including AFL
Starter
7
Develop
5
SLIDE 3 In groups of 4, students to provide written answers to the 3 questions posed on the slide. Teacher tests understanding of the term
Negotiation.
5
SLIDE 4 In their groups, get the students to look at the various statement and ask them to divide them into “Helpful” and “Not Helpful”
5
SLIDE 5 & 6 Challenge students to see whether they can use the skills in playing the HOSTAGE game. Give each group a role as either
Freedom Fighters or The Government of Timbuktu
ment
Main
Body
20
SLIDE 2 Introduce the topic and ask students to think about what their definition of Negotiation means. Using the links to
www.youthamplified.com show the definition and Emily’s story as an example.
Give each group the relevant Hostage Negotiation Sheet and get them to read it quietly within their own group. They must keep their
priorities secret from the opposite group
SLIDE 7 When teacher is confident they understand what their role is one student from the Freedom Fighters reads out their position
(highlighted). Then one student from The Government of Timbuktu reads out their position (highlighted)
Begin negotiations – teacher to ensure there is some structure to negotiation. Suggest using the techniques on SLIDE 7 and the phrases on
SLIDE 4. Stop the groups every minute or two and get them to report to you on the progress of the negotiations. Assist with any areas on
which they are struggling to compromise.
Teacher must gauge when to call a countdown to the final round of negotiations. Allow each group feedback on their results – What did they
find tricky? – What techniques did they use to overcome this? Assess and summarise what has been learned.
Plenary
5
Students to individually complete the Cryptic Quote in their exercise books.
5
Last Lesson (Prior
Lesson 5
Learning)
Persuasion
Negotiation
Learning Objectives
To work effectively as a team
To plan a persuasive argument
To present a plausible and convincing case
Section
Starter
Lesson running order.
1.Confidence
2. Projection
3. Listening
4.Negotiation
5. Persuasion
6. Argumentation
Context - The aim of this lesson is to allow students to use their
Resources
skills of persuasion and assess which work best in different
Youth Amplified CD-ROM + Booklet
contexts. Previously-learned skills, such as voice/body projection
Laptop and IWB with audio capability
and confidence will be relevant here.
Secret Millionaire Groups Sheet x 1
Minutes
Outline of Learning Activity including AFL
5 SLIDE 2 Teacher to gauge student understanding of persuasion by asking for specific examples of when they have been
persuasive. Using Macaulay’s example from Youth Amplified link http://youthamplified.com/macaulay/ show how he used
persuasion to make his point
Develop
5 SLIDE 3 Introduce the “Secret Millionaire” task. Teacher is to take this role.
ment
5 SLIDE 4 The class should be split into small groups and the task rules should be shown. Each group is then assigned their
identity (Secret Millionaire Groups Sheet)
Main
Body
10 Each group must work on a 2 minute presentation to try and convince the Secret Millionaire that their cause deserves the
millionaires support.
15 SLIDE 5 Groups present back, other groups or teacher may question the group presenting to gain more information.
5 SLIDE 6 The Vote – using the scale on slide 6 all groups vote for their favourite group and teacher calculates the score
Plenary
10 SLIDE 7 In order of importance, get the students individually to rank the statements in the boxes to make a list. Feedback to
teacher
6
Last Lesson (Prior Learning)
Lesson 6
Argumentation
Persuasion
Lesson running order.
1.Confidence
2. Projection
3. Listening
4.Negotiotion
5. Persuasion
6. Argumentation
Learning Objectives
Context - Lessons about speaking often start with how to form a strong argument. This
Resources
Work effectively as a team
lesson builds upon the previous ones to ensure that students know how to produce compelling
Youth Amplified CD-ROM
Break down argumentation into phases
content that can then be linked to the other expressive capacities they have learned about.
& Booklet, Laptop/PC &
Construct a strong argument using basic
The aim is to demonstrate the linkage between expressive form and content.
IWB with audio capability
argumentation techniques
Section
Starter
Minutes
2
5
5
5
Develop
ment
5
10
Plenary
Show SLIDE 2 which gives 4 controversial statements designed to create discussion.
SLIDE 3 Ask the students in groups to discuss what is wrong with the way these arguments are presented. Teacher to expand on points made
SLIDE 4 Groups to list what they think makes a strong argument. Give an example – student to try to work out why those arguments were difficult to
counteract.
SLIDE 5 Play Conor and Macaulay’s stories to give examples of when they had to make a strong argument. Feedback to teacher - What was positive about
their ways of arguing? Any negatives?
SLIDE 6 Teacher to explain the basic stages of creating an argument, providing them with a structure to work to for the next tasks. These should be
written in books for reference
SLIDE 7, 8 & 9 Different shoes activity - students explore a dilemma where there is no correct answer. They must work through the pros and cons of
saving each character and agree on one character that they would save. Using a structured approach they must make a strong case for why they are
going to save their chosen character and not the others
Using a continuum line in the classroom ask students to line up along the line to indicate whether they agree/disagree or are not sure about the
statement on SLIDE 10
Main
Body
Outline of Learning Activity including AFL
7
10
Using the skills students have been practicing get them to form an argument to influence those who are not sure or those who have an opposing view. If
anyone moves/changes their opinion try to question them to find out what techniques or language convinced them to change.
Return to original groups and formulate a brief 3 point action plan to advise others on how to make a strong argument. Each group post those comments
on the links under Conor & Macaulay’s stories on http://youthamplified.com/
7
ASSESSMENT: IDEAS FOR ASSESSING PROGRESS
Why assess young people’s ability to speak in public?
Evaluating young people’s progress in this area is bound to be difficult. Kate Brown and Stephen Fairbrass point out in the Citizenship Teachers’
Handbook that ‘as teachers of Citizenship we need to consider why we assess, what we assess and how we assess’.
Ultimately, assessment it is a way of monitoring, and offering feedback upon, learning. As such, assessment needs to be built in to the learning
process, not added on afterwards. Assessment should be continuous and consultative, involving the young people being assessed at every
stage. Deborah Jones, in a chapter on ‘Speaking and Listening: Planning and Assessment’ in Unlocking Speaking and Listening (2006) makes
some important points about the nature of assessment: … planning, teaching, learning and assessing are parts of a cycle. All elements are
interdependent, therefore it is vital that teachers have observed and assessed children’s speaking and listening development in order to plan or
progression. It is important that planning for teaching and planning for assessment should happen together.
What should be assessed?
We can immediately rule out a number of objects for assessment: it is not about how well young people are able to recite set speeches or
extracts; it is not about formal oratory; it is not about judging whether a young person speaks ‘properly’ (i.e. according to norms of Received
Pronunciation); and it is not about determining whether a person states ‘good’ or ‘bad’ views. The most useful form of assessment for speaking in
public evaluates progress in relation to the 6 key capacities identified above. By evaluating development of each of these capacities, progress
towards exercising voice in public situations can be plotted.
How to assess
How to assess the six civic capacities identified in the Youth Amplified programme is a formidable challenge. As assessment is primarily about
charting progress, it is important to conduct regular checks on an individual’s strengths and weaknesses in relation to each key capacity. These
checks can be conducted in three ways: by teachers and youth workers, observing from a position of pedagogical expertise; by individuals
themselves, reflecting on their own progress; and by members of a peer group, offering their constructive reflections and receiving reciprocal
assessment in return. The three charts below are based on these three methods respectively. All three could be used at the same time, allowing
a person to maintain their own longitudinal assessment, as well as having a record of expert and peer feedback
8
Teacher Assessment
Capacity
Confidence
Is able to participate in
tasks that involve
speaking in front of
other people
Is aware of the main
ways of projecting
voice (volume, tone,
tempo)
Is aware of the value
of listening to others
Is able to speak in public on
a given subject
Is able to interject and
put points in a
discussion
Uses body as well
as voice to make
points
Is able to reflect critically
about their own speaking
in public
Is able to vary volume, tone
and tempo appropriately
when speaking in public
Supports vocal
speech by appropriate
nonverbal
communication
Is capable of ‘reading’
the responses of
others as they speak
Can participate as
an equal in
discussions
Is able to address a
number of people and be
understood well
Is recognised by
others as a good listener
Negotiation
Is aware of the
difference between
compromise and
surrender
Is able to identify and
articulate priorities in a
negotiation situation
Persuasion
Is aware of the
importance of using
words and phrases
persuasively
Is able to identify persuasive Is able to develop
verbal strategies adopted by and use persuasive
others
verbal strategies
Is able to reflect on
new ideas and
Information gained
from listening to
others
Is able to resist
Verbal
manipulation and
controlling
persuasion
Is able to
distinguish
between
manipulation and
persuasion
Is capable of
adapting their
argument to meet
new information or
arguments
Projection
Listening
Argumentation Is aware of what it
means to form an
argument
Incorporates what they have
heard into what they say
Is capable of forming an
argument on a given subject
Is able to negotiate
calmly and
reasonably
Is capable of
arranging points in an
effective order
Is able to negotiate
with an awareness of the
balance between
entitlement and
responsibility
Knows when – and how they have succeeded in
being persuasive
Is able to state an
argument verbally, without
resorting to much (or any)
written material
9
Peer Assessment
Capacity
Confidence
X can participate in
tasks that involve
speaking in front of
other people
X is aware of the
main ways of
projecting their voice
(volume, tone, tempo)
X can speak in public on X can interject and put
a given subject
points during discussion
X uses their body as
well as their voice to
make points
X is able to vary their
volume, tone and tempo
appropriately when
speaking in public
X participates as an
equal in discussions
Listening
X is aware of the
value of listening to
others
When X speaks in
public, they incorporate
what they have heard
into what they then say
Negotiation
X is aware of the
difference between
compromise and
surrender
X is able to identify and X is able to negotiate
articulate their priorities calmly and reasonably
in a negotiation situation
X is able to resist
verbal manipulation
and controlling
persuasion
X is able to identify
persuasive verbal
strategies adopted by
others
X is capable of forming
an argument on a given
subject
X is able to develop and
use persuasive verbal
strategies
X is able to distinguish
between manipulation
and persuasion
X is capable of arranging
points in an effective
order
X is capable of
adapting my argument
to meet new
information or
arguments
Projection
Persuasion
X is aware of the
importance of using
words and phrases
persuasively
Argumentation X is aware of what it
means to form an
argument
When speaking X uses
non-verbal
communication to
support what they are
saying
X is capable of ‘reading’
the responses of others
as they speak
X is able to reflect
critically about their
performance after they
have spoken in public
X is able to address a
number of people and be
understood well
X is able to reflect on
X is recognised by others
new ideas and
as a good listener
information gained
from listening to others
X is able to negotiate
with an awareness of the
balance between
entitlement and
responsibility
X seems to know when –
and how - they have
succeeded in being
persuasive
X is able to state an
argument verbally,
without resorting to much
(or any) written material
10
We hope you have enjoyed using this resource
Testimonials
““There has never been anything quite like this. This is a really innovative and important educational resource
which will help educators support young people in the development of the skills they need to engage in their
communities, schools and workplaces”. . Stephen Fairbrass, Senior Lecturer in Citizenship Teaching at Bradford
College
“What an excellent website! Well done to all of your team on the hard work that's gone into this! I’m finding this
resource excellent for promoting cross-curricular literacy development through speaking and listening activities.
What I particularly like about the site is that it engages teacher and student together.”
Cuedda Proudfoot-Taylor, Director of Learning Skills Development, Altwood CE School
“The new website is really impressive and will no doubt be a real asset to many hard pressed teachers.”
Mike Ion, Academies Director, Best Practice Network Academies Trust
“A much needed resource for teachers.”
Fiona Booth, Chief Executive, The Hansard Society
Love the layout of it ... and the video is fantastic. Reading that your website content is genuine and unscripted is
brilliant, and a breath of fresh air”
Matt Smith, Director, Fresh Team