Oracy might once have been called simply “speaking and listening”. However, given the recent report from the Oracy Education Commission (2024) and the government’s stated intention to place oracy at the heart of the curriculum, we can expect the teaching of oracy skills to be front and centre when the Curriculum and Assessment Review (DfE, 2024) reports.
The Oracy Education Commission report outlines clearly the importance of oracy as the foundation of child development. The report refers to the need for young people: “To be equipped to ask questions, to articulate ideas, to formulate powerful arguments, to deepen their sense of identity and belonging, to listen actively and critically, and to be well-steeped in a fundamental principle of a liberal democracy – that is being able to disagree agreeably.”
These skills are all fundamental to debating. In a classroom debate pupils are required to consider evidence, look at issues from both sides, structure thought and apply reasoning.
They practise persuasive speaking skills, listening critically for bias, and arguing in a constructive, non-personal way. It requires research, team-work and can lead to increased self-confidence.
So why does debating have so little presence in so many of our schools? It can be associated with the preserve of the privileged. It conjures up images of noisy politicians with Oxbridge backgrounds. We might be anxious that the skills of delivering a speech confidently, listening critically and rebutting are too far distant from the capacity of our least able who will consequently learn nothing while more articulate peers take over.
However, this needn’t be the case if we focus on starting small and building our pupils’ skills.
Start familiar
The essence of debate is quite straightforward. Two teams or individuals present their opposing ideas against each other.
Although the formal debate is a highly structured means of exchanging and challenging views, this can be left until pupils have had plenty of opportunity to practise first. So start small – here are some ideas
- Repurpose existing classroom techniques: It is likely that teachers and pupils are already familiar with some techniques – “hot seating” and “conscience alley” are popular dramatic devices that can be included in any classroom topic, while speaking for 30 seconds on different subjects can be a regular short activity used at the end of a lesson.
- Short and physical: Children physically expressing their opinion is another way of approaching debate. With different parts of the classroom representing different viewpoints, pupils can decide where to stand according to whether they agree or disagree. Arguments can then be expressed allowing them to change their position and explain what it was that made them move.
- Boxing match debate: This is a good way of introducing the ideas of expressing an opinion and rebutting. The classroom furniture can be moved to provide space for the “match” in the middle. Two “boxers” present their views in the ring and are supported with new ideas from their “corners”. The same principles can be used in a “tennis match” format.
- Fishbowl discussions: These consist of two circles – one central and the other outer. Those in the inner circle discuss a topic while the outer circle listens and aren’t allowed to speak. The outer circle then discusses what they have heard.
- More ideas: Videos demonstrating a range of ideas including those above can be viewed on the Noisy Classroom website. The site also includes a range of topic suggestions for debates and runs its own annual debating competition called the Cicero Cup (see further information).
A more formal debate
Once pupils have had experience of expressing opinions and arguing their case, then you can begin to introduce more formal debate structures.
Organising a wider debate is an excellent way of bringing together the knowledge that pupils have collected during a topic and applying this in a meaningful and verbal way.
First, you will want to make sure that your pupils are confident in the matter that they will be debating. Have they looked carefully at the issues involved and have they the evidence to support their argument? Introduce them to sources to read – photos, quotations, objects, anything to get them talking.
The language of debate
Preparing for a debate offers the opportunity of revisiting important vocabulary and phrases:
- Introducing an argument: I believe that...
- Reinforcing an argument: I would like to add that...
- Counteracting a point: I respectfully disagree...
- Exploring the issue more: Do you have any evidence for that?
- Summarising views: In summary I believe...
- Connectives: Firstly, initially, moreover, additionally, furthermore, finally...
Pupils will enjoy learning some of the technical vocabulary that goes with a debate – motion, proposition, opposition, chairperson, timekeeper, rebuttal, summary speech, floor debate. You might even want to show them an example of how debates are conducted in the Houses of Parliament and the roles of the different speakers. Older pupils, in particular, might enjoy replicating the sounds, gestures and body posture involved in a Parliamentary debate.
The debate
Introduce your motion. For example:
- We believe there should be no homework in primary schools.
- We believe fast food should be banned.
The proposing team and the opposing team have three members each presenting two or three different arguments. Pupils should also be encouraged to think up rebuttals to previous speakers.
The order of the debate could run as follows (adjust as appropriate) with contributions carefully timed.
- First proposition with a powerful opening statement.
- First opposition.
- Second proposition.
- Second opposition.
- Audience debate – questions from the floor.
- Opposition summary speaker.
- Proposition summary speaker.
- Class/audience vote.
A concern that teachers might have is how to maintain the engagement of the audience during the debate and justify their role in terms of learning objectives. However, the audience can be asked to take notes or assume the role of a journalist, for example. They can express their agreement (hear, hear) or disagreement and prepare for “questions from the floor”.
Depending on the unit, the style of the debate can also be varied from the formal type described to:
- A public meeting.
- A dragon’s den style presentation.
- A balloon debate (the audience imagines that the speakers are flying in a hot-air balloon which is sinking and that someone must be “thrown out” at regular intervals!).
- A mock trial.
- A question time or chat show format.
Over the course of the school year every pupil might be given opportunity to take part in the delivery of the debate at some level.
A whole-school approach
There is no doubt that the Curriculum and Assessment Review is likely to promote the importance of oracy in our classrooms. Now is a good time to consider the level of opportunity that your pupils already have to develop their critical oracy skills. You might appoint an oracy lead and include oracy as part of teachers’ professional development.
Share ideas about how you might weave new opportunities across the curriculum to bring critical oracy to existing topics. It need not be in the form of structured debate each time but according to a style appropriate to the topic. Ultimately your aim is to encourage your pupils to see themselves as confident and critical speakers and listeners, able to engage in constructive disagreement and self-expression now and in their future lives.
- Suzanne O’Connell is a freelance education writer and a former primary school headteacher. Read her previous articles via www.headteacher-update.com/authors/suzanne-oconnell
Further information & resources
- DfE: Government launches Curriculum and Assessment Review, 2024: www.gov.uk/government/news/government-launches-curriculum-and-assessment-review
- Oracy Education Commission: We need to talk: The report of the Commission on the Future of Oracy Education in England, 2024: https://oracyeducationcommission.co.uk/
- Noisy Classroom: https://noisyclassroom.com/cicero-cup/