Sample IELTS Writing Task 2 Teaching life skills at school

IELTS Writing Task 2 Teaching life skills at school mainly discusses what life skills should be taught in schools. After reading this prompt, do you have any ideas yet? If not, let's take a look at the sample IELTS Writing Task 2 Teaching life skills at school scored at band 7.0+ that the teachers at PREP have prepared below!

*This sample was prepared by Mr. Nhat Pham, an IELTS 8.5 Overall achiever (9.0 Listening, 9.0 Reading, 8.0 Writing, 7.5 Speaking) and Marker Leader at PREP.

I. The task and suggested outline for IELTS Writing Task 2 Teaching life skills at school

Before taking a look at the sample IELTS Writing Task 2 Teaching life skills at school, let's carefully examine the prompt and the detailed outline below with PREP, shall we?

1. Task

You should spend about 40 minutes on this task.

Write about the following topic:

Schools should focus on academic success and passing examinations. Skills such as cookery, dressmaking and woodworking should not be taught at school as it is better to learn these from family.

To what extent do you agree with this view? 

Give reasons for your answer and include any relevant examples from your own knowledge or experience.

Write at least 250 words.

2. Outline for IELTS Writing Task 2

Creating an outline is a mandatory step for you to write a sample essay for IELTS Writing Task 2 Teaching life skills at school. Let's take a look at the outline below with PREP!

II. Sample IELTS Writing Task 2 Teaching life skills at school

After examining the prompt and the outline, let's take a look at the sample essay IELTS Writing Task 2 Teaching life skills at school written by teacher Nhat - the Marker Leader at PREP!

These days, many are concerned whether schools are actually providing their learners with enough helpful skills for life; as a consequence, they believe educational institutions should also teach cookery, dressmaking, and carpentry classes. While academic success is fundamental to any school, I disagree that institutions should eschew the training of life skills.

On the one hand, it seems reasonable to expect schools to maintain their academic emphasis and leave the education of practical skills to the family. Operating whole new departments merely to teach students to cook or sew spawns additional expenses involving salary and administration. Pressuring schools to attain this objective likely puts additional strain on their budget, thereby forcing academies to prioritize profit over educational outcome. Meanwhile, students’ family members who teach them life skills can inspire them with traditions and family-specific techniques. This would add a unique touch to their already valuable abilities. 

However, several reasons support offering life skill subjects at school. Firstly, as some students’ parents are occupied with work, institutions should assume the responsibility of teaching practical skills, lest young people enter adulthood with the ineptitude supporting themselves. Learning cookery enables students to prepare their own meals, while informing them of the knowledge of nutrition and dietary habits, all of which are beneficial to their health. Additionally, while it is unrealistic to expect tertiary education institutions to dispense classes of such nature, a compromise can still be made. Life skill subjects, specifically, can be learned at either high schools, where the academic rigors are moderate, or trade schools, which have the resources to teach gastronomy, carpentry and dressmaking in-depth. This ensures that academic success will not be sacrificed where they matter.

In conclusion, while families play an important role in educating their young with life skills, practical circumstances dictate that schools broaden the scope of education to include those abilities. That is why I believe certain institutions ought to strike a balance between academic excellence and well-rounded development, in order that students are comprehensively prepared for life beyond examinations.

Vocabulary used in the sample IELTS Writing Task 2 Teaching life skills at school:

• Carpentry (n.): the work of a carpenter

• Fundamental (adj.): essential, basic

• Eschew sth (v.): to avoid or abstain from something

• Emphasis (n.): the focus or attention given to something

• Sew (v.): to stitch or mend fabric

• Spawn sth (v.): to create or bring about something

• Strain (n.): stress or pressure

• Touch (n.): a distinguishing feature or quality

• Assume a responsibility (v.): to take on a duty or obligation

• Ineptitude (v.): lack of skill or competence

• Compromise (n.): a settlement of differences by mutual concessions

• Sacrifice sth (v.): to give up something for the sake of something else

• Moderate (adj.): not extreme; kept within reasonable limits

• Gastronomy (n.): the study of food and cooking

• Dictate (v.): to demand or require something

• Strike a balance (v.): to find a reasonable middle ground

• Well-rounded (adj.): having many skills and interests

You've reviewed the prompt, outline, and sample IELTS Writing Task 2 Teaching life skills at school. Hopefully, the sample essay for IELTS Writing Task 2 Teaching life skills at school shared by PREP has helped you build vocabulary and ideas to apply to your future essays. Regularly visit PREP to access more high-quality IELTS Writing prompts and samples!

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