Lesson video

Hello everyone.

My name is Mr. Brown And I'm your teacher for today's English lesson where we're going to be debating and it's all about preparing to debate today, preparing to be able to take part in a full debate.

That will come in the future.

Today is about preparation, getting ready, so let's do it.

The outcome for today's lesson is I can prepare to take part in a debate.

The key words we'll use are generate, order, assign and liaise.

Let's say this together, my turn, and then your turn.

Generate, order, assign, liaise.

Fabulous.

Let's look at the definitions.

Generate means to produce or create something.

Order is to arrange things in a particular way.

Assign is to allocate or designate and liaise is to communicate with someone else.

We will start today's lesson by preparing to debate as a team, and then we'll focus on preparing a speech.

In this lesson, we will prepare for taking part in a full debate.

The first thing you'll find out when taking part in a debate is the motion.

The motion is the name for the belief or proposal that is being debated.

A great motion should be clear and easy to understand.

Fair for both sides.

Relatable, interesting and important, thought provoking.

Appropriate and respectful.

And of course, last lesson, we designed motions that would be effective in provoking high level debates.

Your job is to be able to have a discussion right now.

Talk about what motions did you design last lesson, and is there one in particular that you would like to debate and why? We need to decide on a motion for our debate.

So have a discussion with your partner and then you might want to work as a class to suggest different motions and perhaps vote and decide which one you're going to use.

Pause the video and complete this task now.

And welcome back.

Okay, so as a class, I would like you to now choose a debate motion for you to use for your full debate.

This could be a motion designed last lesson, or you can use one of these.

This house would make after school clubs compulsory.

This house believes that pupils should decide the school lunch menu or this house would decrease the amount of playtime for pupils in key stage two, or one more, this house believes that children over the age of nine should not be allowed to use public playgrounds.

The fairest way to decide a debate motion may be to hold a class vote, so you can decide which motion the majority, which means that most people want to use.

So time for you to pause the video and decide which motion you are going to use for today's lesson.

Off you go.

Welcome back.

Okay, here's the motion that we are going to use in this lesson.

This is the motion that I will use.

You do not have to use this motion.

You may have already, and hopefully you have decided your own motion.

But the motion I'm going to use in this lesson is this house believes that pupils should decide the school lunch menu.

Now we need to know if we are arguing for or against that motion.

For the motion, is of course the proposition, and against is the opposition.

Confirming which team you'll be can be decided by tossing a coin or using another way to randomly decide.

Today we'll be arguing for the proposition.

Once you know the motion and what team you're on, it is time to work as a team to start preparing for the debate.

You can do this by following these four steps.

Step one, generate, then it's order, then it's assign, and liaise, one, generate, two, order, three, assign, and four liaise.

To help us remember these steps and the order to complete them, we can use the acronym GOAL, G-O-A-L, generate, order, assign, liaise.

That's GOAL.

What is the acronym that helps the team to remember how to prepare for a debate? Is it a, PEPS, which is an acronym we've used before in our debating? Is it B GOAL, or is it C, ASAP, A, B, or C? Pause the video and decide now.

Welcome back.

Okay, A, B, or C, what do you think? Well, well done if you said, B.

It's goal generate, order, assign, liaise.

That's how we prepare for debate.

PEPS is point, explanation, proof, and summary, and that's how we structure a speech.

GOAL is the correct answer.

It is important to prepare thoroughly for a debate.

Following GOAL will guide a team from the position of having no points at all to being ready to start a debate and make their speeches.

First of all, a team will generate as many points as they can.

That's a team generating as many points as they can to working together as a group.

Then that team will order those points from best to worst.

Next, they assign a point or points to each speaker.

Finally, they liaise with each other whilst writing their speeches to ensure that they do not repeat each other's arguments.

Now, generating means to produce or create something.

Before a debate, a team will generate as many points as possible to try and ensure they have thought of all likely arguments for or against the motion.

They do not have to be fully formed or written down in sentences.

This is just your initial ideas.

So it might just be a note form.

Now, one person can be appointed as the scribe to write the points down.

That's the person who will write down what everyone is saying.

True or false? Points must be fully formed and written in full sentences when generating.

Is that true or is that false? Pause the video and decide now.

Welcome back.

So do points need to be fully formed and written in full sentences when generating? Absolutely not.

This is false.

Well done if you said false.

Let's justify.

Points are only rough ideas at this stage and may be written in note form that's A, or points should always be written as false sentences to help prepare for the debate.

That's B.

How would you justify your answer? A or B? Pause the video and decide now.

Welcome back.

Okay, is it A or is it B? Well done if you said A.

Points are only rough ideas at this stage and may just be written in note form.

We don't want to spend too long writing every point out in a full sentence because we may not use lots of them.

Time for a discussion.

Work as a team to discuss and generate points for or against your debate motion.

So the debate motion that I am using is this house believes that pupils should decide the school lunch menu and we are going to be for the proposition.

So if you don't have your own debate motion, perhaps you're doing this as an individual, maybe you're doing it at home.

If you're doing this lesson at home, you can use my debate motion, be for the proposition, and use that to be able to generate as many points as possible.

So it's over to you.

Pause the video and generate points for or against your debate motion now.

And welcome back.

How did you get on? Did you manage to generate a lot of points? I hope so.

So let's have a look at the points that I generated for my motion, which is this house believes that pupils should decide the school lunch menu.

I'm for the proposition, so I'm for this, I think it's a good idea, it should happen.

Here are the points that I generated in note form, increased engagement, satisfaction and enjoyment.

So it's gonna help children to be able to enjoy lunch much more if they are involved in deciding the menu.

Reduced food waste.

If the children have decided that this is the food they want, they are more likely to eat it all up, which means less food waste.

Increased nutritional knowledge perhaps is an opportunity we could use to be able to speak to pupils about nutritional knowledge to help them develop that understanding so they know how to put a food menu together that is balanced and nutritional.

Cultural representation.

Ensuring that every single person in our schools feels that that menu is for them.

It reflects them in some way, so that nobody can look at the menu and think, well, my family don't eat any food like this.

Everybody should feel represented in some way.

To boost school morale.

So this is a great initiative to help children feel good about coming to school and feel good about having lunch, and practical life skills.

Of course, as adults, we all have to be able to put menus together to decide what we're going to eat at home throughout the week, and this is a good skill for children to learn too.

The last one is parent and carer involvement.

So this is a way that perhaps the project could go.

You could say that we want people to go home and come up with ideas with their families.

It's a really nice way for the school community like parents and carers to feel involved as well.

So these are the points that I came up with for my motion.

Now the team can begin ordering their points by effectiveness before they assign the points at the top of the list to speakers to use in the debate.

A point could be considered most effective for various reasons.

It could be because it provokes an emotional response from the audience.

This is a good thing.

This is something we want.

It has elements of health and safety involved, very hard to argue against health and safety.

If something is improving health and safety, it's probably going to be great to use as a point in a debate.

It is particularly relevant to the audience.

So if there is something that is particularly relevant to the audience, brilliant, let's use that.

That could be a great point.

It will involve some proof that is particularly strong.

It is an area of expertise for one of the speakers.

Perhaps one of the speakers is an expert on a particular thing and that point is all about that.

So we should use that.

It will be particularly difficult to argue against.

If something is hard to argue against, it is perfect for you to use in a debate.

Which two of these could be reasons to consider one point to be more effective than another? Is it A, it will make the opposing team angry.

B, it will provoke an emotional response from the audience.

C, it has elements of health and safety involved, or D, it will be difficult to find proof for.

Which two of these could be reasons to consider? One point to be more effective than another.

Pause the video and decide now.

Welcome back.

Okay, well done.

If you said B and C, it will provoke an emotional response.

That's great.

And elements of health and safety are so good, really hard to argue against.

So that would be a reason why a point would be bumped up to the top of your list.

I'm gonna order these points from one to three for the proposition team.

So remember, the motion is this house believes that pupils should decide the school lunch menu.

I have got increased engagement, satisfaction and enjoyment, parent and care involvement and cultural representation.

So I think, I think the most important one there is number one.

So number one will be increased engagement, satisfaction, and enjoyment.

I'm going to order that first.

If the children are engaged and satisfied and enjoying lunch or really what more can you ask for? That needs to be number one.

I think number two should be cultural representation.

I think that's so important.

I can imagine a speech about that and about how children who perhaps come from different countries and they don't feel culturally represented at lunchtime, it can be really difficult for 'em to be able to feel at home, at school.

So I think that's a good point for number two, which means number three will be parenting carer involvement.

Now, it's your turn.

I'd like you to order these points from one to three for the opposition team.

So that's the same motion, but the opposition team.

This house believes that pupils should decide the school lunch menu, the opposition thing, that's a terrible idea and it should not happen.

The three points are could lead to conflict, so children could begin to argue with each other if they know that the lunch menu today has been decided by perhaps their friend who, and they don't like the lunch menu.

Lack of nutritional knowledge.

These children are young and so they don't know perhaps the nutritional knowledge needed to be able to put a lunch menu together and preference for unhealthy food.

Children do like to eat things like sweets and perhaps fast food, junk food, that isn't healthy for you.

Pizza, burgers, chips, is that going to be on the menu a lot every day if that's what children are deciding? These are the things we need to think about.

So pause the video and order these three points from one, two, to three in order of how effective they are.

Pause the video and have a go now.

And welcome back.

Okay, let's have a look at how we might order these points.

Well, I think number one, lack of nutritional knowledge is so important.

If the nutrition is not right in the lunch menu, the entire school suffers.

So that's why that has to be number one.

Has an element of health and safety in there I think as well.

Number two, preference for unhealthy food.

Very difficult if the lunch menu is full of unhealthy food, even if we have a good nutritional knowledge.

But if our preference as children that are putting it together, putting the menu together, if the preference is for unhealthy food, then it's not going to be a very good menu, which means three could lead to conflict, is third in my list.

Okay, time for a task.

So I'd like you to work with your teammates to order and assign the points that you generated earlier in the lesson.

If you do not have your own points, you can order these points instead.

Pause the video and have a go at this task now.

And welcome back.

Okay, let's have a look at how these points could be ordered, but just for what we do, let's take a moment to reflect.

Did you and your team order your points by effectiveness? Did you assign each point to a speaker? Let's have a look at mine.

I've got number one, increased engagement, satisfaction and enjoyment.

Number two, increases nutritional knowledge.

Number three, cultural representation.

Then it's reduced food waste.

Then it's practical life skills.

Boost school morale at six and seven.

Parents and carer involvement.

How did you get on? Did you order these the same? If you were done ordering your own? Let's have a look at what Alex says.

He says, "I think that increased engagement, satisfaction, and enjoyment should be at the top of the order because if pupils are satisfied and enjoying their food, they're more likely to feel happier in school, which will impact their learning and progress in a positive way." Great answer, Alex, and I love that you have taken something and you've extended it wider and wider to say the benefits that will have on their learning and progress in terms of how happy they'll be.

Brilliant.

Okay, it's now on to preparing a speech.

Debates can be lively, engaging, and exciting arguments between two teams. They're often unpredictable as elements such as rebuttal and points of information are improvised and cannot be planned beforehand.

This is what makes a debate different to a speech competition.

A speech competition is where you will get up, follow the pep structure and deliver a speech.

But nobody can interrupt you.

They can't ask you questions.

That's why it's not a debate.

Debate are things like rebuttal and points of information.

That's where it goes back and forth between two different speakers, not just a one way speech that's just giving a speech.

Speeches are more effective when they are not read word for word.

Instead, a speaker can use notes that were prepared before the debate to help them.

Notes are a brief and concise way to record information.

They are personal to the personal reading them and help guide a speaker's speech.

There are many benefits to having clear notes when making a speech in a debate such as it helps to ease nervousness.

Keeps the speaker on track if they lose their way.

Helps the speaker to make eye contact with the audience and keeps the speakers structure clear.

Notes are not full sentences.

They may feature some of the following instead.

You may have bullet points in notes, keywords, abbreviations such as PEPS or GOAL, initialisms, such as when you take the first two letters of something.

So my initials are DB.

You will have your own initials, but you could, instead of writing words in your notes, you could use initials instead.

Short phrases and punctuation, such as brackets, dashes, exclamation marks.

Let's check your understanding.

Which of these may feature in a speaker's notes.

Is it A, abbreviations, B full sentences, C, word for word quotations or D, bullet points.

Pause the video and decide now.

Welcome back.

Okay, let's have a look at the correct answers.

There are more than one.

Well done if you said abbreviations and bullet points.

You would not have full sentences or word for word quotations in your notes.

Notes prompt the speaker to know what to say in as few words as possible.

Let's look at an example.

So here's some notes, CR, and in brackets we've got important, diverse schools, that are dash, some feel not.

And then the word included in capitals.

So read by a speaker.

That would be, I believe that pupils should decide the school lunch menu because it will help with cultural representation, which is such an important aspect of school life, especially in diverse schools where some pupils may not always feel included.

So you can see I've taken the notes of CR, important diverse schools, some feel not included and turn that into a full, rich, detailed sentence.

Notes.

We've got CR, which is an initialism for cultural representation.

We've got some brackets used.

An abbreviation for schools, SCHS, for the word schools, a short phrase and a keyword, and capitalization just to help that keyword stand out.

When writing notes for a speech, it is important to liaise with your teammates to ensure there is no overlapping between your arguments.

Liaising means to communicate with someone else.

You'll write your notes for each part of the PEPS structure.

Point, explanation, proof, and summary.

So we've got an example of a motion.

The motion is this house believes that pupils should decide the school lunch menu.

We are for the proposition.

Here is our point.

We've talked about that before.

The explanation we've got, feeling represented essential for mental health/sense of belonging, reflects real world diversity.

And then we've got dash, different cuisines from around the world.

And then in bracket travel.

My proof, I've got my best friend and then in brackets, not from UK.

So UK would be United Kingdom, said, feels like school isn't for me.

And then I've got dash lunch menu, dash, no food from home country.

And summary, school's responsibility to create inclusive environment throughout whole building, including lunch hall.

Pupils choosing menu would do this.

Okay, so that is a full set of notes following the PEPS structure.

I would like you now to write notes for your own speech following the PEPS structure.

The speech you can use is of course your own motion.

If you don't have that, you can use my one, which is this house believes that pupils should decide the school at lunch menu.

Your notes are personal to you, but you may wish to use any of these to help you write your notes.

Bullet points, keywords, abbreviations, initialisms, short phrases, and punctuations, such as brackets, dashes, exclamation marks.

They are personal to you these notes.

As long as you can use them to give your speech, they've been successful.

So pause the video and write your notes for your own speech following the PES structure, now.

And welcome back.

Okay, let's have a look at what we would do next.

So it's time to start rehearsing how we will deliver our speech.

So you've written your notes, it's now time to turn those notes into full sentences and practise delivering your speech.

Rehearse is a verb and it means to practise for a later public performance.

You'll practise taking your notes and delivering them as full sentences to an audience.

This is a great time to practise adding persuasive techniques that may not be in your notes, such as rhetorical questions and flattering to convince the audience.

After writing your notes, which of these might help you before delivering your speech to an audience? Would it be A, rehearsing it, B, rewriting your notes, or C, not thinking about it? Hmm, after writing your notes, which of these might help you before delivering your speech to an audience? Is it A, B, or C? Pause the video and decide now.

Welcome back.

Okay, well done, if you said A, rehearsing it, of course rehearsing your speech is so important.

Before you deliver it to an audience, rehearse, rehearse, rehearse.

Time for a task.

I'd like you to work in pairs, rehearsing, delivering your speech to an audience.

You can use this motion if you don't have your own.

This house believes that pupils decide the school lunch menu.

Take turns to practise the notes you have taking them and turning them into full sentences.

That's what we're doing when we're rehearsing.

Try to add some persuasive techniques to your speech, such as flattery, emotion, presumption, and rhetorical questions.

Give feedback to your partner after they've delivered their speech and ask them to do the same for you.

Then take that feedback on board and have another go to try and improve your delivery.

It's over to you.

Use the time effectively to work in pairs and rehearse delivering your speech.

Pause the video and get rehearsing now.

Welcome back.

Okay, let's have a look at a reflection.

So this is from Andeep and he said, "I think your speech is sounding great." I love that Andeep, really positive at the start, but okay, here comes the feedback that will help somebody to be able to improve, "but maybe try adding in a rhetorical question to hook the audience in and persuade them to agree with you." Really strong feedback Andeep.

That's great partner work.

Let's summarise the learning we've done today.

Thorough preparation is important for a debate.

Preparing for a debate includes generating points for your side of the argument.

Points can be ordered from strongest to weakest to ensure the most effective are included.

Liaising with your team while writing speeches helps to avoid repetition.

The PEPS structure stands for point, explanation, proof and summary.

Well done.

You have prepared for your debate.

You know what's coming next.

It will be to take part in a full debate.

So exciting and I'll see you for that next lesson.