Debates

Can be an effective strategy for teaching children how to develop a point of view and use appropriatelanguage to write persuasive texts. They encourage children toadopt a particular viewpoint and to use languagepersuasively to convince others of their view.

Participants in a debate can also change their mind after hearing arguments and weigh up the reasons for and against an issue. This develops children’s thinking skills as they begin to see that not all issues are black and white and that it is necessary therefore to present a balanced argument to allow people to make up their own minds.

As they construct an oral text to persuade the listener, they can be helped to use ‘modal verbs’ eg. may/might, must/ought which they can later use in their writing to persuade the reader.

Choose a topic where children needto look for new information (see ideas below) and which allows for different points of view. Divide the class into groups to develop their arguments and reasons. They can either choose one person to present their ideas or each person in the group may have a role in the presentation. Initially the children can share ideas for how to be persuasive in the presentations and the teacher could model them.

The following DEBATE activities are ways of motivating and engaging children in the debate. Some activities may be more suited to some topics than others. Try them out!

Delegates

The class is split into two, representing two sides of an argument. Children join the side that represents their point of view. The sides brainstorm their information and discuss their ideas.They then select a delegate to present their side of the argument. The sides sit opposite each other and the delegates move to the middle to argue the issue. Delegates can be re-called by their side to receive further information/ideas or can be substituted by another delegate. Any child who becomes convinced by the opposing side can swap groups. The winning side of the debate is the one with the most pupils.

Market traders

Groups of two or three children are formed to represent differing points of view on a particular issue. These market traders have a ‘stall’ from which they have to present their case. The rest of the classare customers.

Each customer has a token to spend. They listen to the arguments put forward by each group, ask them questions and decide where to spend their tokens. The debate is won by the traders with the most tokens at the end

Balloon debate

The children are in ‘hot air balloon’ groups. Somebody has to be ejected. The group decides who will stay after hearing each person speak about why they should survive. Encourage children to explain their ideas for the future as well as justifying their past. This is a useful strategy for exploring fictional and historical characters.

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Question Time

Stage your own version of Question Time, with one or two children presenting the arguments strongly pro and anti a particular issue. Invite questions and comments from the floor, so the activity becomes a sort of 'dual hot-seating'. The outcome of the debate could be decided by audience vote.

Case for the defense

(Similar to Market Traders)

Children are allocated groups to represent contrasting characters -fairy tales work well. They are given cards stating the case against their character E.g. Goldilocks – breaking and entering, Goldilocks’ mother- child neglect, and Daddy Bear - intimidating behaviour towards a child. The groups prepare and present their character’s defense. The rest of the class decide if the case is proven.

Formal debate

Use a for-and-against skeleton plan as the basis of a formal debate. Appoint a speaker and a seconderfor the motion and a speaker and a seconder against the motion, followed by contributions from the floor (everyone else).Allow time for the two speakers to sum up their cases before taking a vote.

A few suggestions for topics for debates

Debates provide a focus for research and notetaking and are a good way

of presenting information from secondary sources.

Geography Year 1 Unit 2: How can we make our local area safer?
Section 4: How could the area be made safer for pupils? Groups plan improvements to road safety, present these to the class and take questions.

Science Year 2Unit 2A:Health and growth
Section 3: Planning a meal - Why their meal is the best , most nutritious etc.

Geography Year 3 Unit 6:Investigating our local area
Section 1:Environmental concerns and how they might be addressed. Select a local environmental issue to debate.

History Year3 / 4 Unit 7:Why did Henry VIII marry six times?
Section 4: Why did Henry divorce Catherine of Aragon? Debate the case for and against Henry’s divorce.

Geography Year 4 Unit 8:Improving the environment
Section 4: What is this place like and why? How can it be improved? Choose an area in the locality and design an improvement. Debate the case for and against the proposal.

Design and technology Year 5 Unit 5 D: Groups produce a range of design ideas and present them to the class. Argue the case for theirs to be chosen for marketing

History Years 5 / 6Unit 14:Who were the ancient Greeks?
Section 2: What were the similarities and differences betweenAthens and Sparta? Debate the best place to live Athens or Sparta.

PHSE KS2Preparing to play an active role as citizens

2) Pupils should be taught:

a. to research, discuss and debate topical issues, problems and events

b. why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules

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