The Arts Unit Creative Teachers
The Arts Unit Creative Teachers
Videos: The videos below are from various Art BitesBites and Creative Classes. Lessons on each topic can be found in the coaching debating section of this resource.
Debating is a structured discussion between two opposing teams. The team deemed to have the most persuasive case wins the debate.
Teams are given a topic. One team is allocated to the affirmative team, which must agree with the topic. The other becomes the negative team, which must disagree with the topic. The team that presents the most persuasive case is the winner. A judge decides the winner, called an adjudicator.
In NSW school competitions, there are 4 people per team, each with their own specific role. You can learn more about these roles below.
To ensure consistency, aid success and support student learning, we encourage students to follow common debating guidelines. You can learn about these below.
For detailed information about debating and public speaking, you may like to read the comprehensive document Taking the Initiative (PDF 720 KB).
Manner: what you look and sound like (for example, stance and voice projection).
Matter: what you say (for example, your arguments and rebuttals).
Method: following the general rules and format of a debate (for example, the roles of each speaker).
The most important element of debating is matter. Of course, if the speaker is too quiet (an aspect of manner), then the adjudicator can't hear their arguments, and if the structure of the debate (method) is haphazard, it is difficult to follow the team's argument. However, matter matters most!
In NSW public school debates, there are 4 members on each team. Each member has a different part to play in the debate. Watch the video to learn about the different roles, then visit the coaching resources section of this website to view speaker templates and activities.
Watch the video for further clarity.
Note: This video is from a lesson called Roles and rules of debating, which you can complete with your students.
Keep in mind that the most important element of debating is 'matter', referring to the content of the debate. The main focus of training should be learning to develop persuasive arguments and rebuttals.
That said, it is also important that students feel comfortable speaking in front of an audience. This generally improves with experience. You might like to start your training sessions with a warm-up activity that encourages students to practise their speaking skills (specifically, their impromptu speaking skills).
Note: This video is from a lesson called Best manners, which includes a number of activities that you can try with your students.
The first affirmative speaker gives the definition in the debate and (generally) the first negative speaker will agree with the definition. The first affirmative speaker also gives 'context', which introduces or opens the debate.
Learn more about this by watching the video.
Note: This video is part of a step-by-step lesson called Discovering definitions.
It is important that students learn how to define the topic in a debate. It is not a dictionary definition.
In debating, a definition sets the scene. The affirmative team determines the parameters of the debate topic that will be discussed.
Students need to consider:
Where is the change taking place?
What are the details of the change?
When will this change be happening?
Learn more about this by watching the video.
Topic: 'That every class should adopt a dog or a cat as class pet'.
Note: This video is from the Art Bites series called Defining a primary school debating topic. In this series of videos, experienced debaters demonstrate how to define a primary school debating topic.
It is also part of a step-by-step lesson called Discovering definitions.
There are lots of ways students can approach writing arguments, but one of the most simple strategies to teach is PEEL.
PEEL stands for:
point
explain
example
link.
PEEL helps students elaborate with structure and confidence. It also helps when presenting an impromptu argument.
Note: This video is from a step-by-step lesson called Crafting persuasive arguments.
A debate cannot be won on arguments alone. It is important that students engage with each other and attempt to rebut points made by the opposing team.
There is no one 'correct' way to write a rebuttal, but this structure is easy to remember and is effective for beginning debaters.
The other team's idea was ...
We have 2 reasons why that's wrong ...
Firstly ...
Secondly ...
Note: This video is from a step-by-step lesson called That's debatable!
A lot of debating competitions (such as the Premier's Debating Challenge) allow students one hour of preparation time after teams receive the topic. Regardless of the time you have available prior to a debate, this video will step you through how to break down the topic and prepare your team's case.
The video below will take you through each step of preparation.
Note: This video has been turned into a step-by-step interactive lesson called Ready, prep, debate!
If you have any questions about debating, please get in contact by emailing debating@det.nsw.edu.au
For more information about debating at The Arts Unit, visit our website.