Zenith Essay Writing Practice O Levels 2023 Sample Essay

ZenithEducationStudio Name: _____________________________ Date: __________________ EXPOSITORYWRITING–Practice(O-Levels2023)[SampleQuestionAnalysisandEssayOutline] Usethespacesbelowtoanalysethefollowingquestionandcraft anessayoutline. ‘Schoolsshouldteachpractical skillssuchascookingandmanagingour finances.’ Doyouagree?Whyor whynot? Schools[content word]:● MOE/ School leaders–schoolsshouldequipstudentswithpractical skillstopreparethemfor thefuture● Teachers–maybeconcernedabout thelackof timefor theteachingof academicsubjects● Students–wouldbenefit morefromlearningtheseskillsinschool asopposedtolearningthemontheir ownafter theygraduate; maywelcomethedifferent approachtolearning(i.e. hands-onexperiences)● Parents–usuallyresponsiblefor teachingtheseskillstotheir children, althoughsomemaylackthetimeandknowledgetodoso shouldteach[limitingwords]:● Must / obligated● Includedinthecurriculum, duringschool hours practical skills[limitingwords]:● Skillsthat equipanindividual tofacethechallengesof life● E.g. stressmanagement techniques, timemanagement skills, digital literacy cooking[limitingword]:● moreengagingfor students● hands-onlearning(workingingroups, movement, solvingreal-lifeproblems) managingour finances[limitingwords]:● reflectingonreal-lifeproblems● learningabout spendingandsavingpriorities Doyouagree[Taskword]:● Argumentativeessayquestion 1

ZenithEducationStudio SampleEssayPlan: Supportingargument 1: Schoolsshouldpreparestudentsfor thefuturebyteachingthempractical skills. Problem:● Individualsareill-equippedtofacepracticalchallengesof lifeoncetheyleaveschool (e.g.maintainingahousehold, managingfinances)● Learningfromscratchcanbeastruggle Solution:● Schools’ responsibilitytopreparestudentsfor life● Basicpractical skillswouldmakethetransitioneasier E.g.● Cookingskills–equipsstudentstoliveontheir ownor takecareof their family’snutritional needs● Managingfinances–enablesonetoeffectivelyworktowardsfinancial independenceandfreedom Supportingargument 2: Studentsmight welcomethehands-onapproachtolearningpractical skills. Traditional teachingmethods:● Occursduringmost academiclessons● Minimal interaction, regurgitationof knowledgeandstudent asapassivereceiver● Lessengagingfor students Hands-onteachingmethods:● Morelikelytooccur duringteachingof practical skills● Groupwork, games, movement, studentsget toactivelysolvereal-lifeproblems● Moreengagingfor students E.g.● FCElessons: Collaboratingingroups, movement,experiential● Time-management skills: learninghowtosolverealproblemsinlife Counterargument &Rebuttal: CA: Parentsshouldbemainlyresponsiblefor teachingpractical skills. R: Parentsmaylacktheresourcestoteachtheseskills(i.e. time, knowledge) Counterargument:● Dutyof parentsintheir children’supbringing● Outsideschool, parentswitnesstheir children’spractical strugglesfirsthand→easier for themtoimpart relevant skills Rebuttal:● Inreality, most parentsmaynot impart theseskillsduetolackof knowledgeor time● Schoolshavethemeanstocreateresearchedandstructuredlessons, &providequalifiedinstructorsandfacilities, e.g. kitchens, classrooms, technology● Groupdiscussionsinschoolsexposestudentstoawider rangeof perspectivesandmethodstoadopt 2

ZenithEducationStudio SampleEssay In the rapidly evolving landscape of the 21st century, navigating life’s complexities can be adaunting task without practical skills. As schools strive to prepare students for the future,integrating essential skills like stress management and digital literacy into the curriculumbecomes critical. As the hands-on learning approach of practical skills usually aligns with thepreferences of many students, they are more likely to be engaged during these lessons. Whilesome may argue that parents should teach these skills, schools are often better equipped asparents may lack the necessary resources. Therefore, incorporating practical skills intoeducationiscrucial for holisticstudent development. Since students spend most of their formative years in school, it is crucial that schools preparethemfor the future by teaching practical skills. Many individuals find themselves ill-equipped toface practical challenges after graduation if they have focused solely on academics throughouttheir teenage years. These challenges may range from providing for oneself to managingstudent loans. Without basic knowledge of cooking or financial management, navigatingresponsibilities such as these can be overwhelming. While academic preparation is important,schools must also recognise that students will eventually leave the sheltered walls of itscompound and transition to adulthood. Basic practical skillscanthushelptoeasethistransitionand reduce stress. For instance, if students learn basic cooking skills, they will be betterprepared to live independently. Similarly, thosewhoreceiveeducationinfinancial literacywill bemore capable of managing their finances and working towards financial independence.Therefore, equipping students with practical skills duringtheir formativeyearsensuresthat theyarebetter preparedfor thecomplexitiesof adult life. Moreover, students are also more likely to welcome the hands-on approach that learning ofpractical skills entails. Typically, students spend most of their time in classrooms absorbingcontent passively through traditional teaching methods. This can lead to disengagement,especially when lessons are long and scheduled one after another. Practical skills, ontheotherhand, arebest taught experientiallyandthroughreflectiononreal-lifeexperiences. For example,cooking cannot be learnt merely by reading recipes; students need to handle ingredients andcooking utensils to master techniques properly. This type of learning involves movement andtrial-and-error, which keeps students active andengaged. Inthesameway, stressmanagementtechniques are more effective when applied to real-life situations. By recalling past stressexperiences or considering hypothetical scenarios, students find these lessons relevant andpractical. Thus, learning practical skills provides a refreshing break fromtraditional classroomexperiencesandhelpsmaintainstudent engagement. Some may argue that teaching practical skills should not be within the purviewof schools, andthat parents should be responsible for imparting these skillstotheir children. Theycontendthatparents have a duty to be involved in their children’s upbringing, and teaching life skills withinthe family context can provide valuable bonding opportunities. Additionally, parents are oftenfirsthand witnesses to their childrens’ struggles outside of school, enabling them to impartrelevant skillspreciselywhenneeded. 3

ZenithEducationStudio While it is ideal for parents to teach practical skills, the reality is that parents may not havethetime, knowledge, or awareness to do so effectively. Busyschedulesandalackof expertisecanhinder parents from being perceptive to their children’s needs and providing adequateinstruction. Therefore, to ensure that all students are equipped with essential practical skills,schools must take on this responsibility. Schools typically have abundant resources, allowingthem to develop well-researched, structured curricula and provide qualified instructors andspecialised facilities like kitchens and workshops. Moreover, learning practical skills inaschoolenvironment exposes students to diverse perspectives and collaborative learning opportunitiesthrough group discussions and activities. Consequently, while parents play an important role,schools are better positioned to ensure that all students gain the practical skills necessary forlife. In conclusion, schools should indeed take on the responsibility of teaching practical skills tostudents to help themeffectively deal withthechallengesof life. Learningskillssuchascookingand stress management not only facilitates a smoother transition into adulthood, but alsoprovides varied, engaging learning experiences. While parents play a crucial role in theirchildren’s upbringing, schools are often better equipped to