(1) Persuading, Not Shouting: How Debating Works
Learning Objectives
Students will learn about what debating is, the benefits of taking part in debating, and the role of each speaker in a debate
under the NZ Secondary Schools format.
discussing common misconceptions about debating
learning the rules, format and guidelines of debating
learning the differences between speaker roles.
Students will learn about what debating is, the benefits of taking part in debating, and the role of each speaker in a debate
under the NZ Secondary Schools format.
We looked at speaker roles
Affirmative Team (Proposition)
1. First Affirmative Speaker:
Role: Sets the foundation for the team’s case.
Tasks:
Introduce the debate and the team’s stance on the motion.
Define the motion, including any key terms (if necessary).
Present the team’s model (if the motion requires a specific policy or plan).
Outline the split between the speakers (what each speaker will cover).
Present the first substantive argument(s), supported by evidence or examples.
No rebuttal is required as this speaker is the first to speak in the debate.
2. Second Affirmative Speaker:
Role: Support the first speaker by continuing to build the affirmative case.
Tasks:
Rebut any key arguments made by the first negative speaker.
Restate the team’s overall case and remind the audience of the split.
Present the second substantive argument(s), expanding the case with new material.
Support the previous speaker's points with additional examples or evidence.
3. Third Affirmative Speaker:
Role: Focus on rebuttal and summary.
Tasks:
Primarily rebut the arguments made by the negative team. This speaker does not introduce new
substantive arguments but instead focuses on why the affirmative case still stands.
Reinforce the key points of the affirmative team’s arguments.
Summarize why the affirmative side wins the debate.
Reframe the debate if needed by highlighting key issues and explaining how your team has successfully
addressed them.
4. Leaders’ Reply (Affirmative):
Role: Provide a final, brief overview of the debate, arguing why the affirmative has won.
Tasks:
Deliver a concise summary of the main issues discussed in the debate.
Emphasize why the affirmative team’s arguments were stronger or more compelling.
No new material or rebuttal is allowed at this stage. The reply should reflect on the debate as a whole.
Negative Team (Opposition)
1. First Negative Speaker:
Role: Set up the negative team’s case.
Tasks:
Respond to the definition of the motion if there are disagreements (definition challenge).
Provide a rebuttal to the first affirmative speaker’s arguments.
Present the team’s split and outline the negative case.
Deliver the first substantive argument(s) for the negative side.
2. Second Negative Speaker:
Role: Continue to support and expand the negative case.
Tasks:
Rebut the second affirmative speaker’s points.
Restate the overall negative case.
Present the second substantive argument(s) for the negative side.
Offer examples or evidence that strengthen the case against the motion.
3. Third Negative Speaker:
Role: Focus on rebuttal and summary.
Tasks:
Focus on rebutting the arguments presented by the affirmative side.
No new substantive arguments are introduced at this stage.
Reinforce the negative team’s key arguments and explain why the negative case stands strong.
Summarize why the negative team has won the debate.
4. Leaders’ Reply (Negative):
Role: Provide the final, brief overview of the debate from the negative’s perspective.
Tasks:
Summarize the main issues in the debate, reflecting on key arguments from both sides.
Explain why the negative team’s case has been more persuasive.
No new rebuttal or points are introduced here. Focus on a reflection of the debate as a whole.
Key Responsibilities of Each Speaker
First Speakers: Set up the team’s case, define the motion, and introduce the first substantive points.
Second Speakers: Rebut the previous speaker’s points and introduce new arguments for their side.
Third Speakers: Primarily focus on rebuttal and summarizing why their side wins the debate. No new arguments.
Leaders’ Reply: Provide a final summary without introducing new material, reflecting on the entire debate to reinforce why their
side has won.
(2) What is this topic? Preparing Cases for Unfamiliar Moots
Learning Objectives
Students will learn about cases, how to better understand the issues raised by an
unfamiliar moot using the key case questions approach, and how to construct a case.
Learning about the 5 key case questions
Learning how to create a model
Learning how to devise high quality points
Students then did a practice debate on the motion: "THW ban school uniforms"
(3) Why? Why? Why? Making Substantive Points
Students will learn about the differences between principled and practical points, the elements of substantive points, and how
to effectively develop substantive points.
The following is an exemplar of the point we looked at in class, this shows what type of stuff you can include in a principle
substantive.
The general principle is that parents have a duty to protect and guide their children, especially in areas where they are
vulnerable. In modern society, we widely accept that children, by virtue of their age and cognitive development, lack the
maturity to fully navigate complex situations, including the risks posed by digital spaces. Parents are given both the right and
responsibility to intervene when necessary, as they play a crucial role in shaping a child’s well-being. This includes guiding
them in their online interactions, which are increasingly intertwined with their daily lives. By monitoring their child’s phone,
parents fulfil their responsibility of ensuring that their child is not exposed to harmful content, exploitation, or other risks that
they may not yet be able to identify or manage on their own.
A comparable situation can be seen with parental involvement in a child’s physical activities, such as when parents monitor
who their child plays with, or ensure they wear protective gear during sports. Society accepts that in these contexts, children
might not fully understand the dangers they face, like the risks of injury, bullying, or peer pressure, and thus parents step in to
guide and protect them. The same principle applies in the digital world: just as a child might not see the physical dangers in
certain environments, they may not perceive or understand the risks of inappropriate content, cyberbullying, or online
predators. Parental monitoring here is akin to putting on a helmet before riding a bike—it’s a safeguard to prevent harm in a
space where children are less equipped to protect themselves.
This principle of safeguarding directly applies to monitoring a child’s phone. The internet and social media provide access to a
wide range of content, much of which is unsuitable for children. Moreover, the rise of cyberbullying, sexting, and online
predators presents significant risks. Parents monitoring their child’s phone isn’t about violating privacy, but about fulfilling their
role in protecting their child from dangers they might not be aware of or able to navigate on their own. Just as we would expect
parents to ensure their child is physically safe, it is reasonable to expect them to take an active role in their digital safety as
well.
This principle is critical because the digital world is a new frontier where the risks are not always apparent to children. Failing to
monitor phone usage leaves children vulnerable to serious harm, such as mental health issues from cyberbullying or
exploitation from predatory individuals. Parents have a fundamental duty to protect their children, and this duty extends to
ensuring their safety online. By actively monitoring their child’s phone, parents not only protect them from immediate dangers
but also help guide them towards responsible digital behaviour, laying the foundation for healthier, safer interactions in the
future.
(4) First Impressions Matter—Introductions and Conclusions
Students will learn about the role of introductions and conclusions in debates, discuss ideas and approaches to them, and
critically examine what makes them effective.
We discussed in class what makes a intro and conclusion effective, below I have added an exemplar so that you can look back
and if your struggling, it may give you some ideas.
First
Imagine walking home at night, the streets are empty, and you hear footsteps behind you. You quicken your pace, heart racing,
feeling vulnerable and defenceless. In that moment, would you not feel safer if you had a tool to protect yourself? We are here
today to argue that individuals should be allowed to carry knives for self-defence, because in a world where personal safety can
never be guaranteed, we must empower individuals to protect themselves when necessary.
We, the affirmative team, propose the following model: individuals above the age of 18 will be permitted to carry knives, but
only those specifically designed for self-defence, such as small, non-lethal blades. These knives will require a license, similar to
firearm regulations, with mandatory training and registration to ensure responsible ownership. There will be restrictions on
where these knives can be carried, such as prohibiting them in schools, government buildings, and public transport. Failure to
comply with these regulations will result in penalties, including fines or revocation of the license. This model ensures that knives
are carried responsibly and used solely for the purpose of self-defence.
I, as the first speaker, will outline why personal safety is a basic right and how current legal frameworks fail to provide adequate
protection for individuals. Our second speaker will address concerns about misuse, rebut the opposition’s claims, and explain
how our model reduces the risk of harm. Finally, our third speaker will rebut any remaining points and reinforce the benefits of
allowing knives for self-defence, showing why this motion must stand.
(5) You’re Wrong! I’m Right! – Rebuttal
Learning Objectives
Students will learn about the role of rebuttal in debates, guidelines around how to do
rebuttal, and classify rebuttal responses into types.
-Learning 3 key kinds of rebuttal
-Learning how to structure rebuttal
-Learning how to efficiently use rebuttal
Students then did a practice debate on the motion:
Thw encourage children to be competitive
