Debating, like many sports and other activities, is won and lost as a team – whilst individual performances are important, it is the team element that really defines success in a debate.

Our Term #1 program focuses on cases, and how debaters can work as a team to best persuade their adjudicator. Students will be stepped through the importance of burdens, which are even more complex in ‘policy’ style debates, and how they can work together to link their arguments and rebuttal to what they need to prove as a team to win a debate.

These are then tied into a range of speaking activities and debates, all with plenty of personalised feedback, to help them put these concepts into practice.

For the most part, there is very little that separates our online and physical programs – both are interactive, cover the same theoretical concepts, and give students a range of opportunities to practice and develop their skills. Whilst some activities are different between the two, as some activities lend themselves better to physical or online classes, the actual learning outcomes remain the same for both classes.

Notably, the difference in price isn’t an indication of the quality of the program, or how much students will get out of the experience – both get the same amount of attention and care, and we’ve found some students develop better in an online environment.  The deviation instead is simply a result of the higher costs (such as venue hire) associated with running classes in-person.

Whilst children appear to not be at particularly high risk from COVID-19, SSA places their safety (and the safety of our coaches) as our highest priority.  This emphasis on safety is the first tier of our teaching policy.

We generally consider the risk of transmission at our programs to be very unlikely.  This is for three reasons:

1. From a general perspective, whilst children are not immune, they do show substantially milder symptoms than adults, and appear to catch and transmit the virus at lower rates.
2. Despite high vaccination levels, the Government is still acting cautiously in removing restrictions – most people who catch the virus are quarantined, as are any known close contacts, which has significantly limited the spread of the virus.
3. We have put in place a range of extra protections that are reviewed continuously for best practice, and seek to keep students as safe as possible.

We have prepared our COVID-19 Action Plan, which outlines the three methods we are using to keep students safe.

Whilst you are very welcome to read the Action Plan in full, the four elements are:

1. Vaccination – all of our onsite staff are fully vaccinated, so they pose a substantially reduced risk to our students;
2. Symptom Testing – whilst we instruct all parents not to send students displaying symptoms (or awaiting test results), we will be using temperature checks and coach training to ensure that any students who show symptoms are isolated and removed from programs;
3. Limited Exposure – there are a range of steps in place to help ensure that students (and parents) socially distance, and limit the chance of spreading the virus; and
4. Enhanced Sanitation – we have adopted hand and surface cleaning regimens to help prevent the spread of COVID-19.

Additionally, we will also be continuing to offer online programs for the foreseeable future. This will help ensure that parents and students who are uncomfortable with physical classes have an alternative that allows them to feel safe, whilst still receiving a quality education in public speaking and debating.

Please check out our COVID-19 Action Plan here, or get in touch if you have any questions!

Our Debating Wolverines course is an experienced level program.

Designed for students with formal coaching in debating, we recommend that students only enrol if they have:

• completed at least one (but ideally multiple) terms of our Debating Wallabies program;
• previously participated in one or more of our Debating Wolverines programs, and want to improve some other debating skills;
• received plenty of formal training with another provider; or
• attended a school with a comprehensive debating training program, and competed in a number of interschool debates.

Importantly, debating and public speaking are very different skills – attending a public speaking program with us, or participating in a public speaking program at school, doesn’t really prepare students for this program – they would be better off giving out Debating Wallabies program a try.

In addition, whilst our Speaking Camp Koalas and Speaking Camp Kangaroos holiday programs do cover some debating skills, this is taught in the context of public speaking more generally, and would not normally be sufficient for them to be able to properly participate in our Debating Wolverines program – these students would also likely be better off giving out Debating Wallabies program a go.

If you’re not sure whether your child would be better suited for our Debating Wallabies or Debating Wolverines program, please get in touch and we would be more than happy to discuss it with you!

Over the course of the term, students will have the opportunity to:

• learn core introductory theory about ‘Policy’ debates;
• explore case development, argument structure and rebuttal strategies, and how these all link to the burdens they need to prove to win debates;
• deploy what they have learned in at least three in-class debates across the term;
• practice different speaking roles and argue from both affirmative and negative sides of a debate; and
• learn how to work effectively in a team environment!

Fostering a Nurturing Class Environment

At the beginning of each Debating program, the coach seeks to facilitate a welcoming class environment and ensures that all students across the elemental rules and concepts involved in debating – in short, that everyone feels accepted and up to speed, regardless of their experience. The early sessions also involve a range of speaking activities that help students develop their fundamental debating skills.

Case Structure, Argumentation + Rebuttal

Over the first couple of sessions, the students will alternate each week between covering crucial debating skills – such as argumentation and rebuttal – with practice debates. It is important to cover each of these concepts first, and ensure that everyone is across them – this helps students to feel comfortable and confident enough to express their ideas, allowing them to start concentrating on their speaking manner instead.

Burdens

From the mid-point of the term, students will take the skills they’ve covered in the first few weeks, and start linking them to burdens – the central ideas that they need to prove in order to win a debate as a team. This involves going through burden theory, and then various activities to help students practice those links, creating a much stronger association in their minds.

Practice Debates

In addition to all the theory, students will have the opportunity to participate in multiple practice debates during the term (and almost every week as the term progresses).  Each debate will be on a different topic, and students will have the opportunity to speak in various roles across the term.

Parent Presentations

As with all our weekly programs, the term concludes with a presentation to the students’ parents.  This is a great way to help them develop the confidence to speak directly to adults, as well as being a good opportunity for them to showcase their new skills.

For physical classes, we’ll make an assessment closer to the end of the term as to whether we can run presentations in person – if government restrictions still prevent parents from entering the classrooms, we’ll either film their presentations, or alternatively livestream them for parents to watch from home!

Our classes vary in size for every course depending on how many bookings we receive – however, the maximum size of our Debating Wolverines class is around nine students with one coach.

If there aren’t any spots left, it’s usually because we’ve hit capacity – please get in touch with us and we’ll see what we can do about either opening an extra class, fitting your child into the existing class, or putting you on a waitlist in case any students pull out!

By the end of each program, students will have:

• a feedback sheet, prepared individually for them by their coach, which goes through what they’ve improved on, and what still needs some work;
• a certificate recognising their achievements;
• a course booklet that covers everything they’ve learned throughout the program;
• the speech that they prepared for their final presentations; and
• a better understanding of debating and policy-based topics!