NET Scheme News 2024 Spring issue 45

English, often hailed as the door to the world, extends beyond being a mere subject to be assessed. It holds the power to connect students with diverse cultures and serves as a catalyst for cultivating positive values and nurturing a healthy mindset.This article delves into the incorporation of values education into the English curriculum through tailor-made class activities. Initiatives Within the English Key Learning Area, the school- based curricular initiative of Diversity Learning Experience offers English teachers the flexibility to prepare students for the attainment of the seven learning goals in secondary education, including life planning and healthy lifestyles. By leveraging this framework, teachers can design class activities that align with these goals while fostering positive values. Implementation One idea worthy of mention is the use of process drama workshops for S4 students. These workshops revolve around the theme of the ‘University of Superpower’, encouraging students to collaborate in groups and engage in various role play and drama activities such as admission interviews, practising their chosen superpowers, and undertaking examinations on assigned superpower tricks. During the process, students are prompted to freeze at specific moments, and as the facilitator, the teacher guides their reflections. Thought- provokingquestions areposed,prompting students to consider how their superpowers can benefit society. Occasionally, instances arise where some groups contemplate employing their superpowers for illicit purposes, creating opportunities for moral lessons to take place. The workshop culminates with a graduation ceremony at the University of Superpowers. A student representative expresses gratitude on behalf of all participants, while the teacher, assuming the role of the principal, delivers a closing message that shocks the attendees: “All superpowers will fade out upon graduation.” This revelation elicits a range of emotions, including disappointment, anger, and sorrow, further deepening the students’ engagement and understanding. Understanding the importance of debriefing in educational activities, the teacher instructs students to form a ‘tunnel of thoughts’ by lining up and ‘thinking aloud’. They are encouraged to contemplate whether they would still choose to learn and embrace their superpowers, even if they knew they would eventually lose them. Remarkably, most students affirm their participation, emphasising that the process itself holds more significance than the final outcomes. Insights Teaching English extends beyond the transmission of content or developing the four language skills. With careful planning, it also serves as a powerful tool for students to explore the world on their terms. As educators, we share the responsibility of imparting values to the future pillars of society, guiding them towards self-discovery, empathy and a deeper understanding of societal responsibilities, as well as equipping them with the necessary attitudes and values to face challenges in their lives.This process drama activity is a wonderful entry point for values education in the English curriculum. LAI CHAN Ching Yan, Sammi, English Panel Chair and Head of Diversity Learning Homantin Government Secondary School Integrating Values Education into the English Curriculum through Process Drama 8 NET Scheme News Issue 45 Values Education