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The benefits of debating
The benefits of debating
Speaking competitions
Speaking competitions
Speaking competitions (such as debating) can have many benefits.
Debating can:
help students develop and enhance their literacy skills
encourage research and organisational skills
improve critical thinking
help students gain confidence speaking in front of others
foster strong teamwork skills
develop language and vocabulary
provide students with opportunities for success
... and more!
Benefits of speaking competitions
Duration: 03:39Benefits of speaking competitions
Discover more about the benefits of speaking competitions by watching this video.
What are the benefits of debating?
What are the benefits of debating?
Debating provides students with an opportunity to develop many important life-long skills such as critical thinking, public speaking, research, teamwork and active listening. It can also benefit students in other areas of literacy.
Debating encourages students to become aware of and critically analyse world issues. In a debate, speakers may not always agree with the side they have been allocated. This encourages students to consider ideas and arguments from multiple perspectives, including those that differ from their own.
The benefits of debating are wide-spread. These benefits demonstrate the value of offering debating as a co-curricular program in schools.
FAQs about debating
FAQs about debating
Who can debate?
Who can debate?
In NSW, debating competitions begin in primary school and students can continue debating into high school and beyond.
Can you debate competitively?
Can you debate competitively?
Yes! Schools in NSW may choose to compete in smaller local competitions and/or state-wide competitions such as the NSW Premier's Debating Challenge. See the 'Debating competitions' section of this page for more details.
Is debating linked to the NSW English syllabus?
Is debating linked to the NSW English syllabus?
Yes, it absolutely is! Potential syllabus links are listed in the section below.
What makes a strong debater?
What makes a strong debater?
A common misconception is that you need to be a fantastic public speaker to be a debater. However, debates are primarily won on content ('matter'). What you say is much more important than how you say it. Public speaking is a skill that can be learnt and improved with practice.
Strong debaters appear in many forms. They might be wonderful writers, creative students or critical thinkers. Perhaps they are interested in current affairs or enjoy contributing to class discussions. What is most important is that students demonstrate enthusiasm, teamwork and a willingness to persevere and improve.
NSW English K–10 Syllabus outcomes
NSW English K–10 Syllabus outcomes
Debating programs may meet some (or all) of the following outcomes. You may also find that your debating program addresses syllabus outcomes in other Key Learning Areas.
Stage 4 English
Stage 4 English
EN4-1A: responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure.
EN4-4B: makes effective language choices to creatively shape meaning with accuracy, clarity and coherence.
EN4-5C: thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts.
EN4-9E: uses, reflects on and assesses their individual and collaborative skills for learning.
Stage 5 English
Stage 5 English
EN5-1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure.
EN5-4B: effectively transfers knowledge, skills and understanding of language concepts into new and different contexts.
EN5-5C: thinks imaginatively, creatively, interpretively and critically about information and increasingly complex ideas and arguments to respond to and compose texts in a range of contexts.
EN5-8D: questions, challenges and evaluates cultural assumptions in texts and their effects on meaning.
EN5-9E: purposefully reflects on, assesses and adapts their individual and collaborative skills with increasing independence and effectiveness.
NSW English Stage 6 Syllabus outcomes
NSW English Stage 6 Syllabus outcomes
Debating programs may meet some (or all) of the following outcomes. You may also find that your debating program addresses syllabus outcomes in other Key Learning Areas.
Stage 6 English Standard
Stage 6 English Standard
Year 11:
EN11-1 responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure.
EN11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies.
EN11-4 applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts.
EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and arguments.
EN11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner.
Year 12:
EN12-1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure.
EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies.
EN12-4 adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts.
EN12-5 thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments.
EN12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner.
Stage 6 English Advanced
Stage 6 English Advanced
Year 11:
EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure.
EA11-4 strategically uses knowledge, skills and understanding of language concepts and literary devices in new and different contexts.
EA11-5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments.
EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments.
Year 12:
EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure.
EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts.
EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments.
EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner.
Stage 6 English Extension
Stage 6 English Extension
Year 11 Extension
EE11-1 demonstrates and applies considered understanding of the dynamic relationship between text, purpose, audience and context, across a range of modes, media and technologies.
EE11-2 analyses and experiments with language forms, features and structures of complex texts, evaluating their effects on meaning in familiar and new contexts.
EE11-4 develops skills in research methodology to undertake effective independent investigation.
Year 12 Extension 1
EE12-2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts.
Year 12 Extension 2
EEX12-2 strategically and effectively manipulates language forms and features to create a substantial extended composition for a specific purpose, audience and context.
Stage 6 English EAL/D
Stage 6 English EAL/D
Year 11:
EAL11-1A responds to and composes increasingly complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EAL11-1B communicates information, ideas and opinions in familiar personal, social and academic contexts
EAL11-2 uses and evaluates processes, skills and knowledge necessary for responding to and composing a wide range of texts in different media and technologies
EAL11-3 identifies, selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses their effects on meaning
EAL11-4 applies knowledge, skills and understanding of literary devices, language concepts and mechanics into new and different contexts
EAL11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner
Year 12:
EAL12-1A responds to, composes and evaluates a range of complex and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EAL12-1B communicates information, ideas and opinions in a range of familiar and unfamiliar personal, social and academic contexts
EAL12-2 uses, evaluates and justifies processes, skills and knowledge necessary for responding to and composing a wide range of texts in different media and technologies
EAL12-3 identifies, selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses and evaluates their effects on meaning
EAL12-4 applies and adapts knowledge, skills and understanding of literary devices, language concepts and mechanics into new and different contexts
EAL12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner
Stage 6 English Studies
Stage 6 English Studies
Year 11:
ES11-3 gains skills in accessing, comprehending and using information to communicate in a variety of ways
ES11-4 composes a range of texts with increasing accuracy and clarity in different forms
ES11-5 develops knowledge, understanding and appreciation of how language is used, identifying specific language forms and features that convey meaning in texts
ES11-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes
ES11-7 represents own ideas in critical, interpretive and imaginative texts
ES11-10 monitors and reflects on aspects of their individual and collaborative processes in order to plan for future learning
Year 12:
ES12-3 accesses, comprehends and uses information to communicate in a variety of ways
ES12-4 composes proficient texts in different forms
ES12-5 develops knowledge, understanding and appreciation of how language is used, identifying and explaining specific language forms and features in texts that convey meaning to different audiences
ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes
ES12-7 represents own ideas in critical, interpretive and imaginative texts
ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more independent learner
Debating competitions
Debating competitions
What competitions are available?
What competitions are available?
Depending on your school and region, there may be a number of local competitions for your team to enter.
Some will be more scaffolded and are suited to students who are new to debating. Others (such as the Premier's Debating Challenge) allow one hour for preparation, with teams preparing without teacher assistance. All age divisions in The Premier's Debating Challenge begin with round robin debates before progressing to a series of knockout finals, excpet for The Premier's Debating Challenge for Years 11 and 12 which is a knockout competition throughout.
Make sure you select the competition that suits your school and students. Some schools choose to enter more than one competition if they have multiple teams.
Representative debating
Representative debating
The Arts Unit also run a number of programs to provide opportunities for exceptional debaters in NSW.
The Primary Schools State Debating Championships take place over several days and involve teams of students in Years 5 and 6 from each region of NSW.
The Junior State Debating Championships take place over several days and involve teams of students in Years 9 and 10 from each region of NSW.
The Combined High Schools debating team is open to government school students in Years 11 and 12 who compete in a series of debates against representative teams from non-government schools.
The New South Wales Debating Union (which is not affiliated with The Arts Unit) selects a representative team from government and non-government schools to compete in the National Schools Debating Championships each year.
Introduction to Combined High Schools debating
Duration: 5:35Introduction to Combined High Schools debating
The Combined High Schools debating team is open to government school students in Years 11 and 12 who compete in a series of debates against representative teams from non-government schools.
Watch this video for more information!
Combined High Schools debating topics
Duration: 6:21Combined High Schools debating topics
The Combined High Schools debating team competes in a representative tournament where you might come across slightly different topics from what you are used to.
Watch this video for more information!
NSW Premier's Debating Challenge finals – secondary
NSW Premier's Debating Challenge finals – secondary
Local debating opportunities
Local debating opportunities
If you are interested in local debating opportunities you can contact your regional coordinator. Each region differs, but they may offer opportunities such as local competitions, camps, student training days and/or professional learning.
Sydney: Cathy Barden (Kirrawee High School)
South-West Sydney: Celeste Fernandes (Sarah Redfern High School)
Northern Sydney: Edwina Horler (Asquith Girls High School)
Western Sydney: Daniel Van De Kieft (Pendle Hill High School)
Hunter & Central Coast: Matt Benton (Gosford High School)
North Coast: Anita Milne (Toormina High School)
New England: Fiona Smee (Armidale Secondary College)
Riverina: Libby Ridgeway (Murrumbidgee Regional High School)
Illawarra & South East: David Wassink (Illawarra Sports High School)
Western NSW: Lauren Ward (Dubbo College South Campus)
Premier's Debating Challenge
Premier's Debating Challenge
The Premier’s Debating Challenge is run by The Arts Unit and is open to government schools throughout NSW.
Teams entering the challenge compete in a round-robin series of debates against nearby schools, with the winners going on to compete at regional and state level to determine the eventual state champion.
Currently, the divisions are:
Years 5 and 6
Years 7 and 8
Years 9 and 10
Years 11 and 12.
For the most up-to-date information, make sure you visit the Premier's Debating Challenge website.
Third-party content attributions
Third-party content attributions
English K–10 Syllabus, © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2023, copied under s113P, accessed 29 January 2024.
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