Debating Pandas

Debating often presents a unique challenge: you may know the general topic area, but the motion itself remains a mystery until prep time starts. This uncertainty can seem daunting, yet it’s also what makes debating exciting.

In Term #4, our Pandas students will immerse themselves in a program focused on Tactical Debating. We’ll start by revisiting the essential debating concepts before delving into three concepts across the term.

First, students will have the opportunity to look at topic analysis as a concept, and cover a range of techniques to help them understand what is intended by a motion. This is particularly important when topics are unclear at first blush, and a very important skill for all debaters.

Second, students will look at ‘support’ and ‘regret’ motions, which are more complex than the ‘policy’ style topics they’re used to.

Third, students will look at actor debates, where students are asked to step into the shoes of a particular person, organisation or group, and debate from their perspective. This adds a range of new challenges, but also a lot of fun for students.

Throughout the term, students will:

• Revise the core principles of debating;

• Look at the steps required to properly analyse topics;

• Study diverse topics, including ‘regret’, ‘support’ and ‘actor’ motions;

• Participate in at least three in-class debates to put their skills into practice;

• Practice various speaking roles and take on both affirmative and negative positions in debates; and

• Learn to work collaboratively in team settings!

Our Debating Pandas program is a mixed-level class for students in Years 7 – 9 designed for students starting out in the world of debating as well as those with some speaking experience.

Debating Pandas caters for students in Years 7 who:

• have completed one or more terms of Debating Parrots (or our Debating Hummingbirds or Debating Hawks holiday workshop) and have been recommended to move up by their coach;
• have completed one or more terms of Debating Pandas, and haven’t yet been recommended for the more advanced Debating Club program (which is available for Year 7+); and
• are part of their interschool debating team, or have received formal training from another provider, but are still in primary school (and so cannot yet join Debating Club).

Additionally, Debating Pandas caters for students in Years 8 & 9 who:

• have public speaking, but little (or no) debating experience (such as completing Public Speaking Penguins);
• have completed one or more terms of Debating Pandas, and haven’t yet been recommended for the more advanced Debating Club program (which is available for students in Year 8 & 9); and
• are part of their interschool debating team, or have received formal training from another provider, but are still looking for more of the fundamentals (and so cannot yet join Debating Club).

We usually recommend that students do at least four terms of Debating Pandas, and especially students in Year 7, before moving up to Debating Club to ensure they cover all the essential concepts inherent to debating and feel comfortable with older students!

Please get in touch if you’d like to discuss what’s best for your child!

Fostering a Nurturing Class Environment

Each Debating Pandas program starts out with the coach facilitating a welcoming class environment and ensuring that all students are across the fundamental rules and concepts involved with debating – making sure everyone, regardless of experience, is up to speed. The early sessions also involve a range of speaking activities that help students develop their debating skills.

Argumentation

In order to effectively debate more complex concepts, students will be introduced to the cornerstones of debating argumentation. This involves learning how to structure and write detailed practical points as well as further developing their arguments by integrating meaningful stakeholder analysis.

To ensure these concepts aren’t just theoretical, interactive activities that are paired with constructive feedback will be incorporated frequently. This approach allows students to implement their newly acquired skills in a practical context.

Practice Debates

In addition to all the theory, students will have the opportunity to participate in multiple practice debates during the term. Each debate will be on a different topic, and students will have the opportunity to speak in different roles each time.

End of Term Presentation

Each term ends with a presentation, either to peers or parents (depending on the venue). This is an excellent opportunity for students to showcase what they’ve learned over the course of the term and continue their confidence-building journey.

Students generally spend the last session or two preparing and practising their debating speeches for the presentation.

Coaches will also provide an update to parents on what was covered during the term, as well as what comes next for the students’ debating journeys.

Fostering a Nurturing Class Environment

Each program starts with the coach facilitating a welcoming class environment and ensuring that all students understand the fundamental rules and concepts involved with debating – making sure everyone, regardless of experience, is up to speed. The early sessions also involve a range of speaking activities that help students develop their debating skills.

Topic Analysis

Once students have covered the essentials, this program first looks at analysing topics. Determining what a topic means, even if you don’t understand it at first, can be one of the key differences between a win and a loss in a debate. By understanding what a topic is asking, and what you need to prove, you give yourself the best opportunity to walk out of the room victorious.

Regret and Support Motions

Secondly, this program then takes students through ‘support’ and ‘regret’ motions. These topics, which students have likely not been previously exposed to, ask the affirmative team whether they prefer a world with something in it (i.e. support) or without something in it (i.e. regret). Given these topics ask students to reflect on what has been, rather than requiring the affirmative to propose a change to the world, it can make for some very fun and interesting new approaches to debating!

Actor Debates

Finally, the Topic Analysis focus takes students through actor debates. These motions add further complexity, and ask students to argue from the perspective of a certain person, organisation of group. Given this involves considering the motivations of the actor, rather than the general good of society like normal debates, it often leads to some interesting and fun debates!

Practice Debates

In addition to all the theory, students will have the opportunity to participate in multiple practice debates during the term.  Each debate will be on a different topic, and students will have the opportunity to speak in different roles each time.

End of Term Presentation

Each term ends with a presentation, either to peers or parents (depending on the venue). This is an excellent opportunity for students to showcase what they’ve learned over the course of the term and continue their confidence-building journey.

Students generally spend the last session or two preparing and practising their debating speeches for the presentation.

Coaches will also provide an update to parents on what was covered during the term, as well as what comes next for the students’ debating journeys.

Check out our Frequently Asked Questions, or get in touch using our contact form to learn more!