Debates
Can be an effective strategy for teaching children how to develop a point of
view and use appropriate language to write persuasive texts. They encourage
children to adopt a particular viewpoint and to use language persuasively 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 need to 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.
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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 class are 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 seconder for 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.
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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 2 Unit 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 between Athens and Sparta? Debate the
best place to live Athens or Sparta.
PHSE KS2 Preparing 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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