4:30PM - 6:30PM
14th July - 15th September
A debating program that builds on the concepts covered in Debating Wallabies, and introduces students to more complex policy based topics and case structures.
All in-person classes will run online until 30 July 2021 in accordance with NSW Government guidelines.
Help students further develop their understanding of debating, placing a particular focus on policy-based topics.
Provide students with an in depth understanding on a range of debating concepts, from argumentation to rebuttal.
Give students a range of opportunities to participate in practice debates and receive individualised feedback.
Bookings for Term #3 are now open!
All in-person programs will run online whilst the NSW Government lockdown continues, and we aim to resume classes in-person from Saturday, 17 July 2021.
Debating can be difficult regardless of age – but it can be particularly challenging for younger students.
Our Debating Wombats program builds on the foundations laid in Debating Wallabies, not only by helping students deepen their understanding of central concepts like argumentation and rebuttal, but also by introducing them to policy-based topics in an online setting. Rather than asking students to prove that something is already true about the world (which is the focus of value-based topics), policy-based debates require students to debate whether the world should be changed in some way.
Debating Wombats helps students understand how to develop these policy-based cases and so much more, and provides them with plenty of opportunities to practice their newfound skills in debates on a range of topics.
Whilst Debating Wombats always covers the basics concepts involved in policy debating – cases, arguments and rebuttal – the focus of the program changes every term:
Whilst it’s recommended that students give each of these streams a try, there is no particular need to start with any of them, meaning students are welcome to join at any time!
As with all our weekly programs, class sizes are kept small (a maximum of 8) so that each student can be provided with maximum support and attention, including plenty of individualised feedback from our experienced coaches.
When we step into a debate, there is but one goal – to persuade the adjudicator. Whilst we might have logical arguments and soaring rhetoric, unless we’ve got an engaging speaking manner and an understanding of how each of the individual speaker roles function as part of a team, there is always a real chance that an adjudicator will overlook us for the more interestingly and cohesively delivered case.
Over the term, students will be exposed to all the main elements of debating – cases, argumentation and rebuttal – but instead of looking at them as academic concepts, we’ll facilitate students’ understanding of how strong manner can help deliver all three in a more persuasive way.
This is what can make good points great, and can make all the difference in a debate context.
During the upcoming term, we will be offering our weekly programs both in-person and online.
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:
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 three elements are:
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 Wombats course is an experienced level program.
Designed for students with formal coaching in debating, we recommend that students only enrol if they have:
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 Wombats program – these students would also likely be better off giving out Debating Wallabies program a go.
Over the course of the term, students will have the opportunity to:
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.
Cases + Speaker Roles
Over the course of the term, students will cover the essentials of case theory, and delve into how each speaker role functions. Placing a particular focus on first and second speakers, students are taken through a range of strategies on how to work together as a team to present the most persuasive case possible.
Students will also cover the other two essential concepts – argumentation and rebuttal – and how best to integrate both into their cases.
As the term progresses and students become more comfortable, they will spend a couple of sessions looking at their verbal and physical manner, and how this can influence their audience. This is coupled with a range of activities to help students get the most out of their speaking manner sessions.
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.
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 every course depending on how many bookings we receive – however, the maximum size of our Debating Wombats class is around eight 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:
The girls loved the camp and came away saying how much they enjoyed the activities. We’ll be back next term.
My daughter said she really enjoyed the program and would like to attend EVERY time. I think it must be an amazing program.
After our Term #4 programs...
of Year 3 - 4 students surveyed enjoyed attending the programs
of Year 3 - 4 students surveyed felt more confident
of Year 3 - 4 students surveyed saw their speaking manner significantly improve
of Year 3 - 4 students surveyed really wanted to come back again next time