BBC Debating Handbook 2024 by Brisbane Boys' College

Brisbane Boys’ College DEBATING HANDBOOK 2024

CONTENTS

DEBATING AT BRISBANE BOYS COLLEGE The College’s debating program is one avenue for BBC boys to master skills of intrinsic value: the confidence to speak in public, the ability to read an audience’s reactions and the willingness to respect other arguments.

Introduction 3

Development Program 15

Debating at Brisbane Boys’ College

Vision of BBC Debating 2020 - 2022

From the Director of Intellectual Activities

Year Level Development Outlines

From the President of the Debating Support Group

Junior School Debating Guide

Why join Debating? 8

Year Level Meetings and Debates Schedules

Links to the Curriculum

Communications 30

Debating Staff

College and Community Expectations

Debating Support Group 8

Uniforms 30

Coaches 8

Commitments 30

GPS and QDU Results

Behaviour and Discipline 31

Timeline of Brisbane Boys’ College Debating

Transport and Travel 31

Competitions 10 Great Public Schools’ Association Competition

Queensland Debating Union Competition

Co-curricular activities are an important part of a holistic education for all BBC students. Starting in the Junior School, where public speaking opportunities are introduced, debating is an activity that readily complements the College’s academic program and is a mainstay of the co-curricular offering at BBC. Through competition, the College encourages all students to develop logical and persuasive arguments, to see issues from new perspectives, to be exposed to socially challenging issues, and to strive to achieve their personal best.

Debating is an acquired skill that requires teamwork, practice, an ability to think analytically, and an ability to persuade audiences through the modes of persuasion. The objectives of the debating community at BBC are:

Debating competitions occur against other Brisbane schools as part of the Great Public Schools (GPS) competition for students from Years 5 to 12 in which Senior A teams compete for the Vicki Sargent Memorial Trophy. Furthermore, in both the Middle and Senior Schools, debating opportunities exist against other schools across the state as part of the

•

to promote public and personal interest in debating and public speaking

•

to train debaters and improve the standard of debating at BBC

•

to enable all students to actively participate in debating

•

to strengthen connections to the wider College community

•

to educate debaters on the many positive dimensions of the program, such as teamwork, discipline, confidence in public speaking, and responsibility.

Queensland Debating Union competition. In recent years, there has also been the BBC against Somerville House Great Debate as well as students against staff impromptu debates organised by the BBC Amnesty Club.

Competition Rules 12 Criteria: Matter, Manner and Method

Rebuttals and Points of Information

Roles of Speakers 13 Speaker Times 13 Which Side Am I Arguing?

Brisbane Boys’ College | Debating Handbook 2024

FROM THE DIRECTOR OF INTELLECTUAL ACTIVITIES

FROM THE PRESIDENT OF THE DEBATING SUPPORT GROUP

Undertaking the role of Director of Intellectual Activities affords me great pleasure in being able to deliver a debating program that is both dynamic and fosters a genuine love of debating from Years 5 to 12.

BBC boys are fortunate to enjoy a wide range of extracurricular activities. While all of these activities have value, debating develops lifelong skills that will benefit our boys in all of their future endeavours, irrespective of the path they choose to follow.

As Director, I can proudly say the program continues to grow through the ongoing participation of our debaters and the collective efforts of our staff in coaching and mentoring the students. The College continues to boast one of the largest debating programs in the GPS Association and in Queensland. Over the past 12 months, several elements were introduced with the aim of further developing the skills and enthusiasm of our 100+ debaters, including: •

the introduction of a rigorous pre-season exposing our debaters to a high degree of coaching and skill development

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the inaugural Miskin Cup pre-season event that forges a strong bond between QASMT debaters and our boys, aiming to develop and hone skills prior to the start of the GPS competition.

•

the involvement of our 2023/4 Seniors, whose energy and efforts in raising the profile of debating have strengthened the esprit de corps and culture of debating at the College

BBC GPS Debating has had a wonderful 2023. The Year 5s started their GPS Debating journey and have gone from strength to strength from being initially nervous about making time, following debating protocol, and standing up in front of a group. Our Senior As came away victorious against two formidable teams: BGS and State High. The 10.1s put on a stellar debate each week, remaining undefeated for the majority of the season and finishing in second place. BBC shows true force and ability when it comes to debating and leaves us with a lot to be optimistic about in 2024.

give to the boys. I wish all debaters the best of luck for the GPS and QDU competitions in 2024. No doubt, we will continue to see many fantastic individual and team achievements as we look to improve on our advancements from the previous year. I look forward to seeing you out there. Sincerely,

Importantly, they learn how to persuade, disagree, and argue with civility and humility as Gentlemen of Honour.

This vital support is funded through the Debating Supper Season Voucher, the link to which is available through Highland’s Debating Homepage and DSG’s Facebook page. By securing your voucher, you will ensure your debating belly is ready for battle. Debating in 2024 will be awesome.

Our senior debaters are prepared for a changing and complex world. Similar to other College support groups, the Debating Support Group (DSG) fosters the ongoing development and improvement of BBC’s debating cohort by:

Mrs. Emily Lurje DIRECTOR OF INTELLECTUAL ACTIVITIES

As long as we continue to support each other, celebrate what we have, and make the most of what is presented to us, we will grow stronger as a community. The BBC spirit will endure, as it has over the past 122 years. Thank you to everyone involved in the organisation of BBC Debating. On behalf of all debaters, I would like to thank our outgoing Debating Support Group President, Mr Peter Burnie and the entire support team for your continuous assistance in fostering community spirit. Thank you also to all our coaches and coordinators for the incredible training and encouragement you

Our debaters develop enhanced communication skills. They learn to think critically, how to research evidence relevant to and supportive of their arguments, and to both expect and respect that there are at least two sides to every argument.

assembled and distributed at home debates. DSG accommodates a wide range of dietary requirements.

Brisbane Boys’ College | Debating Handbook 2024

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supporting Ms Emily Lurje, our exceptional Director of Intellectual Activities, and our dedicated team of debating coaches as they develop the skills and abilities of our debating teams

•

encouraging and facilitating support and enjoyment of debating by our wider College community

•

developing a sense of community around debating through social functions, including our annual end-of-season dinner

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raising funds to support these objectives

Mrs. Karyn Reardon DEBATING SUPPORT GROUP PRESIDENT

Every parent or guardian of a BBC debater is automatically a member of DSG. While the school uses the Debating Homepage in Highlands to communicate with debaters and their families, DSG’s primary method of communication with its members is through DSG’s Facebook page: College Debating Club Support Group. Monitoring both can help avoid missing (or forgetting!) relevant information. There is no doubt that DSG’s most critical function is to nutritionally sustain our debaters. Given that GPS debates are held on Friday nights after a long week of schooling, this is no easy feat. However, our fabulous preceding DSG committees have developed a bulletproof strategy that vanquishes ravenous adolescent appetites. Soup makes the soldier, and Dominos makes the debater. For this most compelling of reasons, DSG delivers pizza to all debaters at away debates. Hampers filled with hot and cold snacks are

Brisbane Boys’ College | Debating Handbook 2024

WHY JOIN DEBATING?

LINKS TO THE CURRICULUM

DEBATING STAFF

COACHES

Debating involves mastering skills of intrinsic value, which is much more than just about speaking well. Today, political events continue to remind us of the importance of good oratory that appeals not only to our rational side, but to our emotions as well. As such, debating will help you to develop the skills to blend reason with emotional appeal to engage audiences. Further, and more importantly, it will make you more critical of the use of rhetoric in any social context.

Debating is in many ways an extension of the Senior English curriculum for Years 10 to 12. The marking criteria under the new system, referred to as Instrument Specific Marking Guides (or ISMGs) consist of three areas: Knowledge Application, Organisation and Development, and Textual Features. These benchmarks used to evaluate student performance in a range of English tasks also align closely with the adjudication criteria used in debating: Matter (Knowledge Application), Method (Organisation and Development), and Manner (Textual Features). Therefore, another way of looking at debating is that it serves as an additional form of tuition for Senior English assessments. The ability to think analytically, interpret things from multiple perspectives, and use rhetoric to engage with audiences developed in the program will be of enormous value to any student who desires to improve their results in English and other Humanities-based subjects.

The Director of Intellectual Activities is responsible for the direction, discipline, and overall structure of the activity at BBC. The role is assisted by a leadership team which consists of the Assistant Coordinator - Home Debates, the Assistant Coordinator - Junior School, and the Assistant Coordinator - Development. Together, the activity leaders along with coaches contribute to the planning, design, and execution of the development program at the College.

Coaching for debating will focus primarily on the development of debaters’ skills through workshops, specialised coaching sessions, and debates in GPS and QDU competitions. Our coaches are drawn from teaching staff and outstanding Old Boy debaters, including former captains and vice-captains, as well as members of previous Senior A and B teams. Further coaching personnel may be drawn externally for their coaching expertise.

Debating also involves the willingness to hear other arguments and learning to comprehend a wide range of views. Consequently, the process forces you to at least respect other perspectives as well as to question your own beliefs and values; at times, it can become more about debating with yourself than with the opposite team. As such, the ability to think critically as well as the confidence to speak effectively are both skills of obvious intrinsic value. As the former MIC, Ms. Christopher, states: “it is an activity that will give you skills for life!”

Brisbane Boys’ College | Debating Handbook 2024

Coaches will plan sessions through consideration of the program objectives, which are stipulated as part of the debating DEBATING SUPPORT GROUP curriculum. The program identifies objectives for each year level and targeted areas for development; however, much care The Debating Support Group (DSG) is a sub-group of the Parents has been taken to ensure that the program is not prescriptive to and Friends’ Association. The DSG meets in Term 4 during allow coaches to personalise their training sessions while still the pre-season, at different points during the in-season, and having in place mechanisms for accountability. The Director, occasionally during the off-season. Assistant Coordinator - Home Debates, Assistant Coordinator of Junior School, and Assistant Coordinator of Development will The meetings provide a forum in which debating-related issues also create focal points around which coaches consult regularly may be discussed. Social events, fundraisers, and suppers are for coaching support, to promote their vision for debating, and to organised with funds raised from these contributing to initiatives support the needs of the community. that further enhance the co-curricular experience of our debaters. All parents are encouraged to be involved to whatever extent Coaches must work following the expectations, guidelines, they can to help strengthen the debating experience at BBC and and coaching structure developed by the Director. They must to assist in developing strong relationships between the students also fulfill the responsibilities that are outlined in their role and the community. descriptions under the direction of the Director of Intellectual Activities, Head of Co-curriculum, and Headmaster.

Brisbane Boys’ College | Debating Handbook 2024

STAFF LIST

BRISBANE BOYS’ COLLEGE GPS AND QDU RESULTS

Mrs. Emily Lurje Director of Intellectual Activities Email: elurje@bbc.qld.edu.au Mrs. Rowena Gilroy Assistant Coordinator - Home Debates Email: rgilroy@bbc.qld.edu.au

GPS Premierships 2014 Runners-up

1985

2008 Runners-up

1984

Mr Emmett Hanley Assistant Coordinator - Development (Head Coach) Email: ehanley@bbc.qld.edu.au

1999 Runners-up

1981 Runners-up

1997

1969 Shared

1996 Runners-up

1968 Shared

Mrs. Georgia Jung Assistant Coordinator - Junior Debating

1994

1965

1993

1961 Runners-up

Debating Support Group Executive

1989

1960 Shared

Mrs. Karyn Reardon | President Email: karynandgerard@bigpond.com

1988 Shared

1959

1987 Runners-up

1958

Mr. Paul Rodman | Vice-President Email: Prodman148@gmail.com Mrs Sarah Bresseleers | Treasurer Email: t.bresseleers@bigpond.com

Despite the longevity of the GPS Debating Competition and the involvement of the current eight GPS schools since 1962 (although a GPS interschool debating competition had existed in some form since 1947), official premierships have been awarded only since 2002 even though there was always a champion school that was recognised unofficially.

GPS Senior B Championships 2004

1992 Runners-up

2003

1987

2002

1966

2000

QDU (Senior A) Championships 1988 1987 Runners-up

Brisbane Boys’ College | Debating Handbook 2024

TIMELINE OF BRISBANE BOYS’ COLLEGE DEBATING (1927 - 2020) 2020

1977

As a result of the restrictions in place for social gatherings due to COVID-19, the GPS competition was reduced to 5 rounds and the QDU Competition was limited to the Senior A

A fourth BBC Debating Society was formed to reboot interest in debating: “it would be created in an area which has been devoid of such interest and regarded solely as a sphere within which the intellectual moved” – Portal (1977)

2016 BBC Debating reaches 20 teams for the first time 2014 GPS Debating expands with the inclusion of Year 5, 6 and 7 in the competition 2004 Great Debate between St. Aidan’s and Brisbane Boys’ College organised annually for many years 2003 Points of Information, a parliamentary style of debating, introduced to GPS debating 1990-1999 BBC one of the most successful debating schools in the GPS during this period (3 GPS Premierships) 1988 BBC declared the champion school of the Queensland Debating Union Competition. Grand Final event took place against St. Joseph’s Nudgee College and was attended by over 600 people at Brisbane Grammar School (the hall was at capacity and audience members sat on the floor) 1981 BBC returns to the QDU Debating Competition 1980 - 1989 BBC the most successful debating school in the GPS during this period – 4 GPS Premierships and QDU Champions in 1988 1978 BBC Debating bus tour to New South Wales, where BBC teams debated against schools in Armidale, Newington, Cambelltown and Lurneah such as The Armidale School

1972 Hon. Justice Peter Dutney was a member of the BBC Senior A 1972 Reversal of decline in student and staff numbers: “…an increase in numbers in the Debating Club, reversing an unfortunate trend of recent years”… up to eleven teams were fielded on occasions… If B.B.C. is to again enjoy the success of previous years, this complacency will have to disappear” – Portal (1972) 1971 Problems in recruitment and retention: “[This year] saw an unfortunate decline of the numbers in its ranks, the lack of support by the older boys being most evident” – Portal (1971) 1966 The Debating Club managed to field five debating teams in all: “This compares favourably with most of the other G.P.S. schools, many of which can field only three teams” – Portal (1966) 1962 Withdrawal from QDU and the entry of The Southport School and St. Joseph’s Nudgee College in the GPS competition: “It was decided at the beginning of the year to withdraw from Queensland Debating Union competition, owing to the addition of Southport and Nudgee to the list of GPS schools, and the fact that Q.D.U. debates so often clashed with school activities” – Portal (1962) 1960 - 1969 BBC one of the most successful debating schools in the GPS during this period (4 GPS Premierships) 1959

1955 - 1958

1939 - 1945

Peter M. Couchman (1955-1958), Australian journalist, author and presenter of ABC Four Corners, was a member of the Senior A that won the GPS Premiership in 1958

Debating interrupted for the second time as a result of World War II

1955

1931

BBC Senior A win against the top University of Queensland Debating Union team

Debating interrupted as BBC moved to its new address in Toowong, which was opened by His Excellency Sir John Goodman Monday 16th March

1954

1929

Debate on the White Australia Policy and skin colour

A second debating society was formed under the leadership of Mr. J. Scott Wednesday 5th June and the earliest recorded date of formal school debating at BBC was an entry in the Clayfield Collegian of 1929

1953 A GPS debating competition was organised with the involvement of GPS schools: Church of England Grammar School (later Anglican Church Grammar School), Brisbane Boys’ College, Brisbane Grammar School, Brisbane State High School, St. Joseph’s College Gregory Terrace and St. Joseph’s College Nudgee

1927 The Senior Literacy and Debating Society (S.L.D.S) was founded 20th July

1947 A meeting was held for the purpose of inaugurating a third debating society. There was large attendance. Mr Finch explained that the debates would be held in the College Hall on Saturday evenings. First debate was held at the beginning of May that year.

Hon. Justice Ian Gzell was a member of the Senior A team that won the GPS Premiership in 1959

Brisbane Boys’ College | Debating Handbook 2024

COMPETITIONS Debating at BBC is offered throughout the year. There are two associations of which the College is a part and, therefore, two potential levels of involvement for boys: the Great Public Schools Association (GPS) and the Queensland Debating Union (QDU). BBC typically fields around eighteen to twenty teams in the GPS competition including Senior A and B, 11.1 and 11.2, three teams for each age group in Years 7 to 10, and two teams for each age group in Years 5 and 6. Teams are coached by a combination of teaching staff and Old Boys. BBC has achieved good results in recent years with the Senior A finishing in the top three teams in 2019, 2018, and 2016. (GPS, 2019)

THE GREAT PUBLIC SCHOOLS’ ASSOCIATION COMPETITION The GPS Debating Competition is an annual competition organised by the Great Public Schools’ Association of Queensland in which eight teams from its member schools compete in a round-robin. GPS Debating is one of the sixteen interschool sports and activities included in the annual program at BBC and starts in Term 1; however, the selection of teams, meetings, and workshops will start in Term 4 before the beginning of the season. Students will also be notified about meetings at the beginning of each year. The Premiership Trophy, also known as the Vicki Sargent Memorial Trophy, is presented to the Senior A team which has accrued the most points on the table at the end of the season. The winning team shall be declared the champion school and premiership team of the year. Prepared topics will be determined by the GPS sub-committee while short preparation topics will be set by the QDU. Competition points are to be awarded as set out in the table below: Result

Points

Win

Draw

Loss

THE QUEENSLAND DEBATING UNION COMPETITION The QDU Competition is a competition organised by the Queensland Debating Union in which schools from across the state compete for the state title. All teams compete in qualifying rounds against other schools in their area after which the teams with the most wins will progress to the next stage of eliminations. The QDU competition runs throughout Terms 1 to 3 and is the biggest event in the debating calendar. It is open to all students from Years 5 to 12.

COMPETITION RULES What is a debate? A debate is a structured discussion with opposing views on a topic of significance. The team that argues their case best based on criteria wins the debate. In terms of criteria for determining the winner, there are three areas adjudicators base their decision concerning the outcome of a debate: Matter, Manner, and Method. Through debates, students learn to develop logical and persuasive arguments, see issues from new perspectives, and be exposed to challenging issues. Criteria: Matter, Manner and Method Matter simply refers to the depth and quality of arguments made. At the core of good matter is a clear stance that is supported by points that are relevant, persuasive, and expressed fluently. The specifics of the matter change drastically from debate to debate and according to whether a team is affirmative or negative. Matter creates a large degree of excitement in a debate and enables speakers to think quickly and strategically about the issue at hand. It is what makes debating so compelling. The matter is scored out of 40 points. (QDU, 2015) The purpose of manner is to hold the adjudicator and audience’s attention as well as to enhance reasoning or highlight an emotive side of an issue. Manner entails visual manner (stance, gestures, facial expression), aural manner (language choices, vocal tone, pitch, pace, pause), and table manner (team behavior before and after the debate).

(GPS Rules of Competition for Debating 2018, p. 13).

Brisbane Boys’ College | Debating Handbook 2024

Manner is also scored out of 40 points. (QDU, 2015) Method is the way debaters organise or structure their speeches. Method is important because information is most persuasive when it is presented in a sensible, clear and easy-to-follow structure. Method is particularly important if speakers have lots of matter or material to explain. It is difficult for an adjudicator to follow what someone is saying unless they ensure their speech and their team’s case is presented in a way that is easy to understand. In debating, there are two types of method that will be assessed: external and internal method. External method refers to the way a team’s case is organised. Internal method refers to how speakers manage and structure their individual speeches. Method is scored out of 20 points. (QDU, 2015) Rebuttals and Points of Information In the art of debating, rebuttals and points of information (POIs) are the main tools used for attacking the opposition’s case. This is done by poking holes in the opposing team’s use of logic, evidence, or subject matter. A rebuttal is defined as a critical response to an opposing argument or idea, which is provided only following a speaker’s delivery. POIs, on the other hand, are short and efficient questions posed to speakers on the floor by members of the opposition team. When cases and arguments are presented side by side, it is often difficult for the adjudicator to decide the winning team. That is why speakers need to deliver rebuttal, where they compare the teams’ cases, explain why their case is correct, and, most importantly, why the opposition’s case is flawed. Furthermore, rebuttal makes the debate dynamic and exciting. Learning how to deliver effective rebuttals will become crucial to winning debates, especially at the senior level. Points of information (POIs) are short and efficient questions posed to speakers on the floor by members of the opposition team. Introduced in Year 11 in both GPS and QDU competitions, the purpose of POIs is to demonstrate engagement in the debate by a team, register the team’s disagreement with what the opposition is saying, and ask questions that damage the other team’s case. In GPS and QDU competitions, each speaker is expected to offer two POIs to each speaker of the opposition.

This means a minimum of six POIs must be offered per person during the debate. POIs are not offered during reply speeches. (QDU, 2015) Adjudicators will award points for consistently offering exceptionally good POIs throughout the debate. If a speaker fails to offer the minimum number of POIs or asks for poor POIs, adjudicators will deduct points from a speaker’s overall score. Opposing members may not offer POIs in the first minute or last minute of a speaker’s speech (during what is referred to as the ‘protected period’). If someone does, they will be told that they are out of order and instructed to sit down. If someone inadvertently asks a POI in this protected time, then often adjudicators will not penalise them for this. If, however, someone ignores the protected time and the adjudicator’s warning, points will be removed. (QDU, 2015) Roles of Speakers First affirmative speakers are unique as they do not perform any rebuttal. This allows them more time than any other speaker in the debate to clearly lay out their arguments and to set up the case to withstand negative team attacks. The additional time also affords them an opportunity for a slower, more rhetoric-heavy speech than late speakers who need to cover more content in more detail. First negative speakers in a lot of respects are similar to the first affirmative speaker. It is still their job to advance the most important arguments and to establish the main tenets of the negative case. The main difference is the presence of rebuttal. First negative speeches are difficult in that there is a lot to do in very little time, so speakers in this position must be extremely disciplined with timing. Second speakers, much like both first speakers, need to provide interesting and dramatic introductions that grab the audience’s attention. Unlike first speakers, however, the introduction of both second speakers is almost invariably a direct attack on the opposition: either for a contradiction, unresponsiveness or lack of detail. They should be short but impactful and targeted at your opposition’s weakest point. Third speakers have more of a capacity to look over the debate as a whole, so they are usually best placed in the debate to call out an opposition which has not justified one of its key arguments. From a structural perspective, the role of the third speaker is simple: they are to rebut and then they are to rebut some more. It is crucial a third speaker spends time at the table thinking not just about what they will say, but how they will say it.

Brisbane Boys’ College | Debating Handbook 2024

WHICH SIDE AM I ARGUING? Speaker Times The table below displays the time allocated to speakers based on year level. To manage time more effectively or to time speeches more accurately, it is useful for speakers to wear a digital watch with a stopwatch capability inside their wrist next to their palm cards. By switching it on at the start of the speech and glancing occasionally at the time, speakers can avoid squandering time on less important material and know when to move onto more important parts of their argument

Teams

Speaker Times

Senior A Senior B

Team

Home

DEVELOPMENT PROGRAM Away

Senior A

Affirmative

Negative

Senior B

Negative

Affirmative

11.1

Affirmative

Negative

11.2

Negative

Affirmative

10.1

Affirmative

Negative

10.2

Negative

Affirmative

10.3

Affirmative

Negative

9.1

Affirmative

Negative

9.2

Negative

Affirmative

9.3

Affirmative

Negative

8.1

Affirmative

Negative

8.2

Negative

Affirmative

8.3

Affirmative

Negative

7.1

Affirmative

Negative

7.2

Negative

Affirmative

7.3

Affirmative

Negative

6.1

Affirmative

Negative

6.2

Negative

Affirmative

5.1

Affirmative

Negative

5.2

Negative

Affirmative

Warning Bell(s) Warning bell after one minute*

Eight minutes

Year 11

Warning bell after seven minutes* Warning bell after eight minutes*

Year 10

Seven minutes

Warning bell at six minutes

Year 9

Six minutes

Warning bell at five minutes

Year 8

Five minutes

Warning bell at four minutes

Four minutes

Warning bell at three minutes

BBC Debating provides a development program that is led by coordinators and coaches who are passionate about oratory. This is why the majority of our coaches are teachers, experienced former debaters and QDU adjudicators. Training and meetings are usually organised weekly in preparation for GPS debates and fortnightly for QDU debates. For long prep debates, much of the preparation is devoted to research and matter, while for short prep the emphasis tends to shift towards developing understanding and skills in rebuttal, delivery and teamwork. Coaches organise training session once or twice a week. Furthermore, preseason workshops led by experienced coaches and senior debaters provide both experienced and new debaters with opportunities for honing their skills. These workshops focus on a range of topics that are tailored to different age groups including models and criteria, types of debates, speech deconstruction, pitfalls of debating, stakeholders and points of information. Due to the competitive nature of debating, coaches will always choose a team that will achieve the best results. This means preference will always be given to students who attend training, workshops and meetings on time. Students who are unable to consistently meet their commitments may not be given a speaking position at the next debate. The coach’s decision about speaking is final and both students and parents are asked to respect this at all times. The objectives, mission and vision of the BBC Debating program start with the College’s guiding motto of ‘Be Confident’. While the focus will always be on inclusive participation and enhancing performance, the aim is also to develop character and critical thinking. The program aims to challenge each boy in a setting that encourages excellence at both an individual level and at a team level through discipline, perseverance and the determination to win. The challenges in which debaters face continuously and the skills they develop, including mental and emotional resilience, work ethic, teamwork, discipline, making decisions under pressure and time management will help them thrive in relationships, group environments and as proactive members of society.

VISION OF BBC DEBATING 2024 - 2025 Vision •

Achieve a podium finish in the GPS Debating Competition in 2024

Mission •

Win Senior A GPS Debating in 2025

•

Improve the success rate of BBC teams in GPS and QDU competitions.

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Be in the top three teams in each division

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Deliver an exceptional debating program which encompasses inclusive participation and high performance

Objectives •

To promote public and personal interest in debating and public speaking

•

To train debaters and improve the standard of debating at BBC

•

To enable all students to actively participate in debating

•

To strengthen connections to the wider College community

•

To educate debaters in the many positive dimensions of the program such as teamwork, discipline, confidence in

Year 7 Year 6 Year 5

* Note: Between the first and seventh minute warning bells, points of information may be asked by opposition debaters.

Brisbane Boys’ College | Debating Handbook 2024

YEARS 5 AND 6 DEVELOPMENT OUTLINE

YEARS 7 AND 8 DEVELOPMENT OUTLINE

Summary

As this is the first entry point for new debaters and the number of debates are relatively few, the focus should be on confidence in public speaking and structure. Debaters at this age can win debates and seasons through excellent delivery skills and the effective organisation of relevant ideas to support their team’s case.

As Year 7 is the second entry point for many debaters, the focus should be on effective delivery as well as effective organisation and development. Debaters at this stage can win debates and seasons by (1) making decisions about verbal and nonverbal techniques as well as (2) making effective selections regarding argumentative points and adhering to structure and time constraints. Short preparation debates are also introduced in Year 7, which means pressure environments need to be introduced during training.

SKILL DEVELOPMENT ESTABLISHING THE TEAM’S CASE •

Introducing a team’s case and providing an outline of points that will be made.

•

Learning how to define key ideas as the first speaker of the affirmative team.

•

Use of signposting for organising ideas.

STRUCTURE AND ORGANISATION •

•

Focus on compartmentalising ideas within speeches; like a good story, everything needs a beginning, a middle and an end. Building a habit for linking things back to the team’s case; selection of ideas should always link back (i.e. if it does not link back, then leave it out).

STANCE AND EYE CONTACT •

•

Practice of good posture for a formal speech in front of an audience; minimisation of swaying, slouching, leaning and positioning hands. Maintaining eye contact with the audience for as long as possible.

COACHING STRATEGIES/ DRILLS

OBJECTIVES •

To introduce and establish the team’s case in a clear and structured way from the beginning.

•

To establish a focal point, argument or model around which the team develops their ideas.

Defining concepts through the process of item, class and special features.

ESTABLISHING THE TEAM’S CASE

•

Early direction and feedback with respect to discussion will help to steer students towards choosing relevant points for their team’s case.

•

Introducing a team’s case and providing an outline of points that will be made.

•

Learning how to define key ideas as the first speaker of the affirmative team.

•

Use of signposting for clarity.

Enable debaters to be more thoughtful in terms of the clarity, connectedness and the relevance of their ideas.

•

Provide examples of opening lines for debaters (i.e. topic sentences, linking words, concluding phrases).

•

To consider time as a constraint, which must be adhered.

•

Utilisation of a process or template for organising ideas (i.e. PEEL process).

•

Consistent application of structure becomes systematic eventually.

A basic principle of oratory starts with good posture and eye contact.

•

To establish a connection to the adjudicator and audience.

•

Games during training sessions to encourage better communication (i.e. Improv, ‘Yes but…’ game, given speeches are short there are opportunities for mock speeches).

•

Tricks for maintaining eye contact include not looking directly at anyone in particular, but at the back of people’s heads.

•

Simulations or mock debates or speeches will enable boys to visualise speaking, which will help with their confidence.

Brisbane Boys’ College | Debating Handbook 2024

ORGANISATION AND DEVELOPMENT OF IDEAS •

COACHING STRATEGIES/ DRILLS

OBJECTIVES

•

SKILL DEVELOPMENT

Like a good story everything needs a beginning, a middle and an end. Speeches should follow a similar structure and ideas must be introduced before they are explained.

•

Identifying the strongest points possible for establishing the team’s case.

•

Elaborating on and identifying good evidence to support points to support the team’s case.

•

Learning how to prioritise and manage time effectively, especially under time pressures.

•

To introduce and establish the team’s case in a clear and structured way from the beginning.

•

Defining concepts through item, class and special features.

•

To establish a focal point, argument or model around which the team develops their ideas.

•

Early direction and feedback with respect to discussion will help to steer students towards choosing relevant points for their team’s case.

•

Enable students to be more thoughtful in terms of the clarity, connectedness and relevance of their ideas.

•

Provide examples of opening lines or debaters (i.e. topic sentences, linking words, concluding phrases).

•

Points should be as specific and relevant as possible.

•

To maximise ‘Matter’ points. Elaboration of ideas are judged as part of ‘Matter’.

Utilisation of a process or template for organising ideas (i.e. PEEL or PRES processes).

•

Develop time management and organisation skills when under time constraints, especially with the introduction of short prep.

Research and brainstorming activities such as bus stop when coaching two or more teams together. Ms. Jenni King has also offered to provide research support and advice regarding good sources of online information for prepared topics.

•

To build a strong case overall through greater cohesion of ideas.

•

Timed activities to help boys cope under pressure.

•

Early direction and feedback with respect to the relevance and significance of ideas will be crucial to winning.

VERBAL AND NONVERBAL METHODS FOR PERSUASION

•

Good posture and eye contact are fundamental to good public speaking.

•

Games during coaching to encourage better communication.

•

Practice of good posture for a formal speech in front of an audience; reduction of swaying, slouching, leaning.

•

Consideration of gestures and wellplanned movements for effect.

•

Modelling and scaffolding of physical techniques.

•

Incorporation of gestures and hand positioning.

Consideration of language choices for effect.

•

Maintaining eye contact for as long as possible.

To build rapport with the adjudicator and audience.

Tricks for maintaining eye contact (i.e. not looking directly at anyone in particular, but at the back of people’s heads).

•

Mock debates during training.

•

Use of pace, pitch, pause and tone for persuasive effect.

Brisbane Boys’ College | Debating Handbook 2024

YEARS 9 AND 10 DEVELOPMENT OUTLINE

YEARS 11 AND 12 (SENIOR A AND B) DEVELOPMENT OUTLINE

Summary

The focus of this group should be on consistency in understanding of criteria and effective application with minimal errors; as well as effective preparation in terms of research and time management. Debates and seasons can be won through consistent application of excellent content, structure and delivery skills; as well as effective preparation and prioritisation of tasks during planning, which includes three parts: (1) research and (relevant) selection of ideas for building the team’s case; (2) effective synthesis of ideas; and (3) feedback, discussion and refinement. Putting in place controls over the quality and quantity of information available will be crucial for success, which can be achieved through effective planning and time management (i.e. creating speeches early and utilising feedback). The most successful teams in the competition will be those that work effectively as teams, which is a noticeable shift from previous years where at times strong speakers may carry a team to victory.

The focus of this group is on consistency of execution and effective preparation with minimal errors under pressure. To win debates and seasons at this level, debaters must have a clear understanding of criteria with respect to accumulating points; effective prioritisation during planning (in normal prep and short prep conditions); and effective delivery of well-planned, well-structured and well-rehearsed speeches. Furthermore, given the complex nature of topics; the extended periods of speaking; the introduction of POIs (Points of Information); the importance of rebuttals; and the more competitive nature of debates at this high-performing level, debaters need to adopt a flexible style: one in which speakers learn how to attack aggressively and strategically through a combination of POIs and rebuttals, as well as how to anticipate and respond to attacks. Training under pressure environments will be crucial to success and often debates will come down to whichever side has committed the least number of errors and performed best under pressure.

SKILL DEVELOPMENT PLANNING AND PREPARATION •

•

Prioritisation and time management under normal preparation conditions.

To develop self-discipline and responsibility amongst individual debaters for the benefit of the whole team.

•

Prioritisation and time management under short preparation conditions.

•

Development of routine for team members in building their case through effective processes for planning, creating and editing speeches.

•

Reduce avoidable errors.

•

To operate more efficiently under time constraints through established processes (repetition and routine).

ENHANCED COMMUNICATION METHODS •

• •

Planned and purposeful use of eye contact, posture, gesturing and movement.

To develop team discipline in order to identify, plan, prepare and achieve season objectives.

•

To enhance outcomes through practice and feedback.

•

Maximisation of points under the ‘Manner’ criterion through effective stance, gestures, movements and eye contact.

•

Use of pace, pitch, pause and tone for persuasive effect. Effective choice of language and vocabulary to engage with the adjudicator and audience members.

•

Maximisation of points under the ‘Manner’ criterion through good language choices (note: persuasive but NOT poetic).

•

Allocation of time at the end of the week for rehearsal of speeches.

•

Presenting a strong case with an overarching position that is concise, specific and relevant to the topic.

•

Effective choices in terms of points, explanations and evidence.

Maximisation of points under the ‘Matter’ criterion, which is concerned with the depth and quality of subject matter.

•

Depth and quality of reasoning are crucial.

SKILL DEVELOPMENT

•

The planning of speeches should occur at the same time as the planning of verbal and nonverbal choices.

•

Games such as Improv, ‘Yes but…’ and mini-Toastmasters can help debaters feel more confident about public speaking and help them to visualise how they will speak during debates.

•

Brisbane Boys’ College | Debating Handbook 2024

Opportunities for practice debates will enhance outcomes significantly. Coaches should undertake preliminary research into the topic if it is an unfamiliar area in order to guide discussions and to direct debaters in terms of research and evidence. Constant feedback in terms of relevance of ideas and information.

Prioritisation and time management under normal and short preparation conditions.

•

Development of routine through effective processes.

•

Presenting a strong case with an overarching position that is concise, specific and relevant to the topic.

•

COACHING STRATEGIES/ DRILLS

OBJECTIVES

PLANNING AND PREPARATION

•

To discern information based on its relevance to the topic and team’s case.

Setting clear timeframes, deadlines and team expectations regarding progress. Mock simulations of short prep debates during training.

•

Very clear division of roles and duties with respect to preparation from the get-go.

•

The aim is to build rapport with the adjudicator and audience.

SELECTION AND DEPTH OF IDEAS

COACHING STRATEGIES/ DRILLS

OBJECTIVES

Effective choices with respect to creating the best points and identifying the best evidence available to support the case.

•

To develop self-discipline and team discipline.

•

To reduce rate of error during delivery of speeches in debates.

•

To operate more efficiently under time constraints and pressure environments through established processes, repetition and routine.

• •

•

Very clear division of roles and duties with respect to research, preparation and editing.

•

Setting clear timeframes and expectations to check progress.

•

To enhance outcomes significantly through practice and feedback.

Mock simulations of short prep debates during training, utilising strategies for planning, structure and agreed upon role allocations

•

To maximise points under the ‘Matter’ criterion, which is concerned with the depth and quality of subject matter.

according to each debater’s strengths (i.e. mini-Toastmasters, improv games, shorter versions of full debates).

•

Allocation of time for mock debates will be crucial to success.

•

Preparing POIs in advance (and using only the ones that are relevant on the day) to ensure they are effective, especially if debaters are inexperienced.

•

Simulation environments during training, with a specific emphasis on just rebuttals and POIs.

Depth and quality of reasoning are crucial.

POINTS OF INFORMATION AND REBUTTALS

•

To build confidence under pressure due to new competition rules.

•

Learning how to give effective, relevant and punchy POIs.

•

To accumulate as many points as possible under the rules of senior debating.

•

Learning how to register disagreement and damage the opposition team’s case.

•

To offer effective POIs and rebuttals.

•

Learning how to use POIs and rebuttals to strengthen the team’s case.

To expose weaknesses in the opposition’s case by poking holes in their subject matter.

•

Maximisation of points under the ‘Manner’ criterion through verbal and nonverbal choices.

•

The planning of content should occur alongside the planning of verbal and nonverbal features.

•

Greater attention to the use of language and rhetoric to appeal to adjudicators and audiences.

•

Opportunities for games and practice will help debaters to visualise how they will speak during debates and enhance outcomes significantly.

SELECTION AND DEPTH OF IDEAS •

Planned and purposeful use of eye contact, posture, gesturing and movement.

•

Use of pace, pitch, pause and tone for persuasive effect.

•

Effective choice of language and vocabulary to engage effectively.

Brisbane Boys’ College | Debating Handbook 2024

JUNIOR SCHOOL DEBATING GUIDE (YEAR 5, 6 & 7) Speech Lengths & Compositions Years 5, 6 and 7 debaters will speak for a total of 4 minutes, with an overtime bell at 4:30. It is important to note that anything said after this overtime bell will not be considered by the adjudicator in their allocation of points and as they choose the winning team.

STEPS TO CONSTRUCT A MODEL Identifying Stakeholders Stakeholders are central to a debate, and every point and decision made should reflect the needs of the most important stakeholders. Usually there are at least 4 groups to consider which make up the group of individuals effected by the change the topic will bring about. You should choose those with a direct link to the topic, where there is not a stretch to link the group and topic. For example, the topic “that beauty pageants objectify women.”

1. First Affirmative

2. First Negative

The main groups of stakeholders effected by this topic are:

Introduction and Signposting: 1 minute Points: 2 minutes, 30 seconds Conclusion: 30 seconds

Introduction and Signposting: 30 seconds Rebuttal: 1 minute Points: 2 minutes Conclusion: 30 seconds

3. Second Affirmative

4. Second Negative

Introduction and Signposting: 30 seconds Rebuttal: 1 minute Points: 2 minutes Conclusion: 30 seconds 5. Third Affirmative Introduction: 30 seconds Rebuttal: 2 minutes Summary: 1 minute Conclusion: 30 seconds

6. Third Negative

Those who profit from beauty pageants (like executives, sponsors etc.) – They will be negatively affected if beauty pageants are to end.

Those who participate in beauty pageants – They will be negatively affected financially but benefited emotionally if beauty pageants are to end.

Young girls and teenage girls – They will be emotionally benefited by an end to beauty pageants.

Identify whether a model is necessary. Only ‘should’ debates a state, city or even to the entire world, but it all depends on the require a model; however, this is only if these require stakeholders. legislation and steps to achieve the prerogative of your side. Example: Identify the actions that this will take. Is there an amount of “We, as the affirmative team, define ‘cigarettes’ as being tobacco time that these rules will take to implement? How can we smoking products not just limited to traditional cigarettes, but implement these rules while negatively impacting the least also encompassing tobacco pipes, e-cigarettes and cigars. We amount of people? What rules will create the most positive also define ‘banned’ as a permanent abolishing of these products change, while staying true to the guidelines of the topic? in accordance with our model, and ‘society’ as encompassing Write this into a short, sharp paragraph that gets to the point Australia.” and that represents all of the ideas you have come up with in step 2, so as not to take up too much of your substantive. MAKING A POINT

Example: “As a model for this debate, we the affirmative team say that a lengthening of school hours should occur by starting school at 8 o’clock and finishing at 4 o’clock. This change would occur on the northern beaches alone. We believe this lengthening of schools hours would increase learning time and lead to benefits in the future” (Masters Academy, 2013).

Therefore, it is important that the points that are made are about the stakeholders and have them in mind. If the debate has people that will be benefitted and also people that will be negatively affected, your points should try to give the best outcome to the majority of these stakeholder groups and demonstrate that the change is better than the status quo, unless your side is the status quo.

Defining a Topic

Constructing a Case

For example, the topic “That cigarettes should be

The first, second and third speakers of a side should have a cohesive case that does not contradict itself in different speaker’s presentations. Communication between the team is extremely important, so as not to cause inadvertent clashes between subpoints. Each case is centred around the model, which is presented by the first speaker, but is only required in certain ‘should’ debates. While the first negative speaker is not obligated to present a model, it is important to construct one for planning purposes and rebuttal. This countermodel may be vocalised by the negative team if it is deemed necessary to the clarification of their case.

Each topic contains a combination of important key words, and other filler words. These key words are important, and need to be defined for the audience’s sake, but also to clarify your team’s stance on the topic. The affirmative team always needs their first speaker to present definitions, however if the negative team disagrees their first speaker can issue a counter-definition. banned from society.” Within this topic there are 3 key words that need clarification; cigarettes, banned and society.

The first two speakers of both teams are required to present two points in support of their cases. Each point should be written in the ‘PEEL’ style. Point State your point. Example: Homework takes time away from extracurricular activities. Elaborate Build on the point that you have made and create subpoints that are associated with the point. Example: Children should not have to waste so much time on the excessive homework they are given, as it takes away from the core values that make up what it means to be a kid. Kids should be out having fun, and co-curricular activities achieve this, while also positively impacting learning. Evidence Support the point with facts, trends and quotes. Example: Experts agree that athletic development contributes to better results in the classroom, with a lack of diversity in activities accounting for a 30% decrease productivity and academic potential.

Cigarettes need to be defined so as not to create any confusion, as this could include other products such as cigars depending on the Link Write a sentence which links your point to the topic. stance of the team. Example: Banned needs to be defined to clarify the degree to which the Therefore, due to the time that homework takes away from coteam wishes to take this legislation. As banned is quite definitive, curricular activities, homework should be abolished. it is best to use it in the context of abolishing forever, however a different length of time could be issued depending on the objective of the topic. Society is to be defined because it shows the scope that the topic is being applied to. While in most cases, society should refer to Australia as a whole, at times it can be appropriate to apply it to

Brisbane Boys’ College | Debating Handbook 2024

REBUTTAL

The argument is correct, but it is of little value

By playing on a speaker accidentally presenting an incorrect fact, or even not researching enough to know the fact with appropriate context, you can correct them in your rebuttal.

Don’t be afraid to point out where the opposition is actually correct, just make sure that it is a point which should have little weight on the outcome of the debate.

Example:

“My first point of rebuttal is where the first speaker said that Nicotine is addictive, but not harmful. However, this is incorrect as it can actually contribute to the hardening of arterial walls…”

“While it is true that non-immigrants commit more crimes than immigrants, this does not mean that the law should be different across groups.”

The argument creates outcomes which are unacceptable

The argument lacks any logical sense

If the opposition promotes an idea, despite the fact that it creates negative outcomes which they have not provided a means to fix, these should be pointed out.

If there is no logic behind an argument, and it relies completely on pathos and ethos, point it out.

Example: “The negative team believe that the freeway should be extended to ease traffic in the western suburbs, despite the fact that the proposed path would destroy established affordable housing which disproportionately effects lower socio-economic groups.”

Example: “Despite the fact that there may be an emotional detriment due to the number of memories associated with the building, it stands in the way of progress and there is no logical reason to spend ten times more fixing the cinemas rather than just rebuilding them.”

REBUTTAL SHOULD ALWAYS BE STRUCTURED WITH THE FOLLOWING FORMAT: 1.

What did they say?

Why it is wrong?

How does your case improve or negate this issue?

Brisbane Boys’ College | Debating Handbook 2024

TERM 1, 2024

The argument is factually wrong

MEETINGS AND DEBATES SCHEDULES

Rebuttal is the most important part of each speaker’s case (except for the first affirmative) because it is a chance to justify your side by degrading the points that the opposition have made on their side. To attack their points, you must first determine what is wrong with them. There are four different types of errors that can contribute to a strong rebuttal point, when used in conjunction with each other:

Brisbane Boys’ College | Debating Handbook 2024

YEARS 5 - 12 GPS MEETINGS AND DEBATES SCHEDULE | TERM 1

Week

Monday

Tuesday

Wednesday

Thursday

Friday

W0 / T1

15/1

16/1

17/1

18/1 Senior Workshop Year 10-12 2.30-5.30pm • Emmett, Aryan and Matt • DoIA to run photos. • DoIA to run Reps meeting at 2.30pm

19/1 Mock Debate Year 10 - 12 3.30 – 6pm Film debates

W01 / T1

22/1 Junior Debating Captain selection process starts

23/1 Debating Meeting – Library Theatrette Year 8 - 12

24/1

25/1 Captain meeting – Lunch in L403 Round 1 BYE

26/1 Australia Day

29/1 Debating support group meeting 7pm online

30/1

31/1 Year 5 / 6 Training at Lunch

1/2 Captain and Debating Reps Meeting – Lunch L403

2/2 Round 2 BBC Vs BSHS at HOME Year 8 - 12 Captains speak on Assembly. Year 5 / 6 Training at Lunch

W03 / T1

5/2

6/2

7/2 Year 5 / 6 Training at Lunch

8/2 Captain meeting – Lunch in L403

9/2 Round 3 BBC VS IGS (AWAY) Year 8 - 12 Year 5 / 6 Training at Lunch

W04 / T1

12/2 SS and JS Captains speak on Assembly

13/2

14/2 Year 5 / 6 Training at Lunch

15/2 Debating Meeting – Library Theatrette Year 7-12

16/2 Round 4 BBC Vs TSS at HOME Year 5 - 12 Year 5 / 6 Training at Lunch

W05 / T1

19/2

20/2

21/2 Year 5 / 6 Training at Lunch

22/2 Captain and Debating Reps Meeting – Lunch L403

23/2 Round 5 BBC Vs ACGS (AWAY) Year 5 - 12 Captains speak on Assembly. Year 5 / 6 Training at Lunch

W06 / T1

26/2 SS and JS Captains speak on Assembly

27/2

28/2 Year 5 / 6 Training at Lunch

29/2 Round 6 BBC Vs BGS at HOME Year 5 - 12 Year 5 / 6 Training at Lunch

1/3

W07 / T1

4/3

5/3

6/3 Year 5 / 6 Training at Lunch

7/3 Captain and Debating Reps Meeting – Lunch L403

8/3 Round 7 BBC Vs GT (AWAY) Year 5 / 6 Training at Lunch

W08 / T1

11/3 Debating support group meeting 7pm online SS and JS Captains speak on Assembly.

12/3

13/3 Year 5 / 6 Training at Lunch

14/3 Debating Meeting – Library Theatrette Year 7-12

15/3 Round 8 BBC Vs NC at HOME Year 5-12 Captains speak on Assembly. Year 5 / 6 Training at Lunch

W09 / T1

18/3

19/3

20/3 Year 5 / 6 Training at Lunch

21/3 Captain meeting – Lunch in L403

22/3 Round 9 BBC Vs TGS (AWAY) Year 5-12 Year 5 / 6 Training at Lunch

W10 / T1

25/3 Debating Awards Night

26/3

27/3

28/3

Good Friday

Coaches begin training Yr. 8-12

W02 / T1 Coaches begin training Yr. 5-7

Brisbane Boys’ College | Debating Handbook 2024

YEARS 5 - 12 QDU DEBATING SCHEDULE | 2024

Competition

Term/Week

NARRATIVE

Date

QDU QDU QDU QDU ACAD ACAD QDU QDU QDU ACAD ACAD QDU QDU QDU ACAD ACAD QDU QDU ACAD QDU QDU ACAD QDU QDU QDU ACAD ACAD TERM QDU QDU QDU QDU ACAD ACAD QDU QDU QDU TERM TERM

T1W2 T1W2 T1W2 T1W3 T1W3 T1W3 T1W3 T1W3 T1W4 T1W4 T1W4 T1W4 T1W4 T1W4 T1W5 T1W5 T1W5 T1W5 T1W6 T1W6 T1W6 T1W7 T1W7 T1W7 T1W7 T1W8 T1W8 T1W8 T1W8 T1W8 T1W8 T1W9 T1W10 T1W10 T1W10 T1W10 T1W10 T1W10 T2W1

QDU AGM (TBA) Coaching Workshop, Level 1 ONLINE CUT OFF DAY for SECONDARY SCHOOL Entries Coaching Workshop, Level 1 ONLINE QDU Academy, ONLINE - Round 1 Year 10 QDU Academy, ONLINE - Round 1 Year 12 Coaching Workshop, Level 2 ONLINE Brisbane Summer School (ALL Year groups) Regional Introduction to Debating Night for Students - ONLINE QDU Academy, ONLINE - Round 1 Year 9 QDU Academy, ONLINE - Round 1 Year 11 Coaching Workshop, Level 2 ONLINE Warwick Summer School Toowoomba Summer School QDU Academy, ONLINE - Round 1 Year 7 QDU Academy, ONLINE - Round 1 Year 8 Brisbane ROUND 1 - Year 10 & Year 12 Toowoomba ROUND 1 - Year 7, Year 8 & Year 10 QDU Academy, ONLINE - Round 2 Year 10/11/12 (Short Preparation) Brisbane ROUND 1 - Year 9 & Year 11 Toowoomba ROUND 1 - Year 9 and Seniors QDU Academy, ONLINE - Round 2 Year 8 Brisbane ROUND 1 - Year 8 & Senior A Toowoomba Postponement Day 1 Brisbane ROUND 1 - Year 7 QDU Academy, ONLINE - Round 2 Year 9 QDU Academy, ONLINE - Round 2 Year 7 NAPLAN TESTING Start Date (March 15-23) Toowoomba ROUND 2 - Year 8 & Year 10 Brisbane ROUND 2 - Year 10 Brisbane ROUND 2 Brisbane ROUND 2 - Year 8 & Senior A QDU Academy, ONLINE - Round 3 Year 7/9 (Short Preparation) QDU Academy, ONLINE - Round 3 Year 11 Brisbane ROUND 2 - Year 9 & Year 11 Toowoomba ROUND 2 - Year 7, Year 9 and Seniors Brisbane ROUND 2 -Year 7 END TERM ONE START TERM TWO

Monday, 30 January 2023 Wednesday, 1 February 2023 Friday, 3 February 2023 Monday, 6 February 2023 Tuesday, 7 February 2023 Tuesday, 7 February 2023 Wednesday, 8 February 2023 Sunday, 12 February 2023 Monday, 13 February 2023 Tuesday, 14 February 2023 Tuesday, 14 February 2023 Wednesday, 15 February 2023 Saturday, 18 February 2023 Sunday, 19 February 2023 Tuesday, 21 February 2023 Tuesday, 21 February 2023 Wednesday, 22 February 2023 Wednesday, 22 February 2023 Tuesday, 28 February 2023 Wednesday, 1 March 2023 Wednesday, 1 March 2023 Tuesday, 7 March 2023 Wednesday, 8 March 2023 Wednesday, 8 March 2023 Thursday, 9 March 2023 Tuesday, 14 March 2023 Tuesday, 14 March 2023 Wednesday, 15 March 2023 Wednesday, 15 March 2023 Wednesday, 15 March 2023 Wednesday, 15 March 2023 Wednesday, 22 March 2023 Tuesday, 28 March 2023 Tuesday, 28 March 2023 Wednesday, 29 March 2023 Wednesday, 29 March 2023 Thursday, 30 March 2023 Friday, 31 March 2023 Monday, 17 April 2023

ACAD ACAD ACAD QDU QDU HOLS QDU QDU QDU QDU HOLS QDU QDU QDU ACAD

T2W1 T2W1 T2W1 T2W1 T2W1 T2W2 T2W2 T2W2 T2W2 T2W2 T2W3 T2W3 T2W3 T2W3 T2W4

QDU Academy, ONLINE - Round 3 Year 10 QDU Academy, ONLINE - Round 3 Year 12 QDU Academy, ONLINE - Round 3 Year 8 SPARE Toowoomba Postponement Day 2 Anzac Day Brisbane ROUND 3 - Year 11 Toowoomba ROUND 3 - Year 9 and Seniors Brisbane ROUND 3 - Year 9 Brisbane Postponement Day 1 Labour Day Brisbane ROUND 3 - Year 10 & Year 12 Toowoomba ROUND 3 - Year 7, Year 8 & Year 10 Brisbane ROUND 3 - Year 7 QDU Academy, ONLINE - Round 4 Year 7

Tuesday, 18 April 2023 Tuesday, 18 April 2023 Tuesday, 18 April 2023 Wednesday, 19 April 2023 Wednesday, 19 April 2023 Tuesday, 25 April 2023 Wednesday, 26 April 2023 Wednesday, 26 April 2023 Thursday, 27 April 2023 Thursday, 27 April 2023 Monday, 1 May 2023 Wednesday, 3 May 2023 Wednesday, 3 May 2023 Thursday, 4 May 2023 Tuesday, 9 May 2023

Brisbane Boys’ College | Debating Handbook 2024

Competition

Term/Week

NARRATIVE

Date

QDU

T2W4

Brisbane ROUND 3 - Year 8 & Senior A

Wednesday, 10 May 2023

QDU QDU ACAD ACAD QDU QDU QDU QDU QDU QDU QDU TERM TERM

T2W4 T2W4 T2W5 T2W5 T2W5 T2W5 T2W6 T2W6 T2W7 T2W8 T2W8 T2W10 T3W1

Toowoomba Postponement Day 3 Brisbane Postponement Day 2 QDU Academy, ONLINE - Round 4 Year 8 (Short Preparation) QDU Academy, ONLINE - Round 4 Year 9 Brisbane ROUND 4 - Year 10 & Year 12 Toowoomba ROUND 4 - Year 7, Year 8 & Year 10 Brisbane ROUND 4 - Year 9 & Year 11 Toowoomba ROUND 4 - Year 9 and Seniors Brisbane ROUND 4 - Year 8 & Senior A Brisbane ROUND 4 - Year 7 CUT OFF DAY for Primary School Entires (Brisbane and Gold Coast) END TERM TWO START TERM THREE

Wednesday, 10 May 2023 Thursday, 11 May 2023 Tuesday, 16 May 2023 Tuesday, 16 May 2023 Wednesday, 17 May 2023 Wednesday, 17 May 2023 Wednesday, 24 May 2023 Wednesday, 24 May 2023 Thursday, 1 June 2023 Thursday, 8 June 2023 Friday, 9 June 2023 Friday, 23 June 2023 Monday, 10 July 2023

QDU QDU QDU ACAD QDU QDU ACAD QDU QDU QDU QDU QDU QDU QDU ACAD ACAD QDU QDU HOLS QDU QDU QDU QDU QDU QDU QDU ACAD ACAD TERM TERM

T3W1 T3W1 T3W1 T3W1 T3W2 T3W2 T3W3 T3W3 T3W3 T3W3 T3W3 T3W4 T3W4 T3W4 T3W5 T3W5 T3W5 T3W6 T3W6 T3W6 T3W6 T3W7 T3W8 T3W8 T3W9 T3W9 T3W10 T3W10 T3W10 T4W1

PRELIMINARY FINALS - IF REQUIRED (ALL COMPETITIONS) Primary School DEBATING WORKSHOPS (Gold Coast) Primary School DEBATING WORKSHOPS (Brisbane) QDU Academy, ONLINE - Round 1 Year 5/6 FINALS 1 - BRISBANE FINALS 3 - TOOWOOMBA QDU Academy, ONLINE - Round 5 Year 7 FINALS 2 - BRISBANE QUARTER FINALS - TOOWOOMBA Primary Schools Competition - BRISBANE Years 5 and 6 (Round 1) Primary Schools Competition - GOLD COAST Years 5 and 6 (Round 1) FINALS 3 - BRISBANE SEMI FINALS - TOOWOOMBA Brisbane ROUND 5 - Year 7 QDU Academy, ONLINE - Round 2 Year 5 QDU Academy, ONLINE - Round 2 Year 6 QUARTER FINALS - BRISBANE GRAND FINALS - TOOWOOMBA Ekka Peoples Day Brisbane ROUND 6Y -ear 7 SEMI FINALS - BRISBANE Venue Coordinator Event (Brisbane) Primary Schools Competition - BRISBANE Years 5 and 6 (Round 2) Primary Schools Competition - GOLD COAST Years 5 and 6 (Round 2) Primary Schools Competition - BRISBANE AND GOLD COAST SPARE Brisbane Year 7 - SPARE QDU Academy, ONLINE - Round 3 Year 5 QDU Academy, ONLINE - Round 3 Year 6 END TERM THREE START TERM FOUR

Wednesday, 12 July 2023 Saturday, 15 July 2023 Sunday, 16 July 2023 Sunday, 16 July 2023 Wednesday, 19 July 2023 Wednesday, 19 July 2023 Monday, 25 July 2022 Wednesday, 26 July 2023 Wednesday, 26 July 2023 Thursday, 27 July 2023 Thursday, 27 July 2023 Wednesday, 2 August 2023 Wednesday, 2 August 2023 Thursday, 3 August 2023 Tuesday, 8 August 2023 Tuesday, 8 August 2023 Wednesday, 9 August 2023 Wednesday, 16 August 2023 Wednesday, 16 August 2023 Thursday, 17 August 2023 Friday, 18 August 2023 Monday, 21 August 2023 Thursday, 31 August 2023 Thursday, 31 August 2023 Thursday, 7 September 2023 Thursday, 7 September 2023 Tuesday, 12 September 2023 Tuesday, 12 September 2023 Friday, 15 September 2023 Tuesday, 3 October 2023

QDU QDU ACAD ACAD QDU QDU QDU HOLS HOLS TERM

T4W2 T4W2 T4W3 T4W3 T4W5 T4W5 T4W5 T4W7 T4W8 T4W10

Primary Schools Competition - BRISBANE Years 5 and 6 (Round 3) Primary Schools Competition - GOLD COAST Years 5 and 6 (Round 3) QDU Academy, ONLINE - Round 4 Year 5 QDU Academy, ONLINE - Round 4 Year 6 QDU 2023 AGM (TBA) Primary Schools Competition - BRISBANE Years 5 and 6 (Round 4) Primary Schools Competition - GOLD COAST Years 5 and 6 (Round 4) Year 12 FINISH Year 10 and 11 FINISH END TERM FOUR

Wednesday, 11 October 2023 Wednesday, 11 October 2023 Tuesday, 17 October 2023 Tuesday, 17 October 2023 Monday, 30 October 2023 Wednesday, 1 November 2023 Wednesday, 1 November 2023 Friday, 17 November 2023 Monday, 20 November 2023 Friday, 8 December 2023

Brisbane Boys’ College | Debating Handbook 2024

YEARS 7 - 12 QDU DEBATING SCHEDULE | 2024

BRISBANE Academy

YEARS 5 - 6 QDU PRIMARY DEBATING SCHEDULE | 2024

Year7

Year8

Year9

Year10

Year11

Year12

Senior A

Tuesday, 20 February 2024

Tuesday, 6 February 2024

Tuesday, 13 February 2024

Tuesday, 6 February 2024

Tuesday, 13 February 2024

Tuesday, 20 February 2024

Wednesday, 21 February 2024

Round 1 Debate

Academy

Thursday, 7 March 2024

Wednesday, 6 March 2024

Wednesday, 28 February 2024

Wednesday, 21 February 2024

Wednesday, 28 February 2024

Wednesday, 6 March 2024

Tuesday, 5 March Tuesday, 5 March Tuesday, 5 March Tuesday, 5 March Tuesday, 5 March Tuesday, 5 March 2024 2024 2024 2024 2024 2024

Round 2 Debate

Academy

Thursday, 18 April 2024

Wednesday, 20 March 2024

Wednesday, 27 March 2024

Wednesday, 13 March 2024

Wednesday, 27 March 2024

Wednesday, 20 March 2024

Tuesday, 16 April 2024

Tuesday, 23 April Tuesday, 16 April 2024 2024

Round 3 Debate

Thursday, 9 May 2024

Wednesday, 8 May 2024

Wednesday, 1 May 2024

Wednesday, 24 April 2024

Wednesday, 1 May 2024

Wednesday, 8 May 2024

Academy

Tuesday, 7 May 2024

Wednesday, 22 May 2024

Wednesday, 15 May 2024

Round 4 Debate

Thursday, 30 May 2024

Wednesday, 29 May 2024

Wednesday, 22 May 2024

Wednesday, 29 May 2024

Wednesday, 13 March 2024

Wednesday, 24 April 2024

Wednesday, 15 May 2024

PRIMARY (ALL)

Year5

Year6

Academy

Tuesday, 16 July 2024

Debate

Thursday, 25 July 2024

Academy

Tuesday, 6 August 2024

Debate

Thursday, 29 August 2024

Academy

Tuesday, 10 September 2024

Debate

Wednesday, 9 October 2024

Academy

Tuesday, 15 October 2024

Debate

Wednesday, 30 October 2024

Round 1

Round 2

Round 3

Round 4

Debate dates in BLACK are prepared debates Debate dates in GREEN are short prep debates TOOWOOMBA

Year7

Year8

Year9

Year10

Senior A

Academy

Tuesday, 20 February 2024

Tuesday, 6 February 2024

Tuesday, 13 February 2024

Tuesday, 6 February 2024

Tuesday, 13 February 2024

Debate

Wednesday, 6 March 2024

Wednesday, 21 February 2024

Wednesday, 6 March 2024

Wednesday, 21 February 2024

Wednesday, 28 February 2024

Academy

Tuesday, 5 March 2024

Debate

Wednesday, 17 April 2024

Wednesday, 20 March 2024

Wednesday, 17 April 2024

Wednesday, 20 March 2024

Wednesday, 13 March 2024

Academy

Tuesday, 23 April 2024

Tuesday, 16 April 2024

Debate

Wednesday, 8 May 2024

Wednesday, 24 April 2024

Wednesday, 8 May 2024

Wednesday, 24 April 2024

Wednesday, 1 May 2024

Academy

Tuesday, 7 May 2024

Debate

Wednesday, 29 May 2024

Wednesday, 15 May 2024

Wednesday, 29 May 2024

Wednesday, 15 May 2024

Wednesday, 22 May 2024

Round 1

Round 2

Round 3

Round 4

Brisbane Boys’ College | Debating Handbook 2024

COMMUNICATIONS

TRANSPORT AND TRAVEL

All communication in relation to sign up, workshops, training sessions, debates and travel information to off-site locations will be posted through Highlands. Students, parents and coaches should always check the notices on Highlands and emails regularly. At times, last minute changes to transport, training and debates may occur due to unforeseeable circumstances and it is the responsibility of debaters to check for updates. Debating highlights and results are reported through the College newsletter and Highlands weekly.

COLLEGE AND COMMUNITY EXPECTATIONS The aim of offering a broad range of co-curricular activities is to provide students with opportunities for personal development and to engage learning from a holistic perspective. The debating program offers students the opportunity to extend their learning beyond the classroom in a competitive and safe environment. Through competition, students learn to develop logical and persuasive arguments; to see issues from new perspectives; to be exposed to socially challenging issues; and to strive to achieve their personal best. The aim is to ensure the standard of competition continues to improve over time and, more importantly, to ensure satisfaction and success for every debater in the program. As such, it is important for boys to understand the values of BBC Debating, their commitments and the expectations of the College, which include: •

committing fully to the program, which entails having an open mind on issues and a positive attitude towards hard work

•

personifying qualities of teamwork and good sportsmanship

•

setting a high standard of behaviour both within the College and the wider community

•

developing a lifetime of love for debating and public speaking through many forms, including the ability to think critically, the ability to see and respect other perspectives and the ability to blend emotion with reason to change people’s views for the good.

Uniform Students are required to wear their formal school uniform to competitions. It is important when representing BBC in any activity that students wear the uniform of the College appropriately because it is instantly recognisable by the public. The debating coordinators and coaches will inspect the dress and presentation of their respective teams. Students who fail repeatedly to dress appropriately for debates may be suspended from the activity and may re-join only at the discretion of the Director of Intellectual Activities. Commitments BBC Debating organises and provides regular training sessions coordinated by experienced teachers, coaches, adjudicators and QDU representatives. Such training also consists of workshops conducted by members with specialist knowledge as well as basic and advanced sessions on debating strategy. Students are expected to meet and train at least twice a week and be available for debates on Friday nights during the season. Attendance is compulsory for all debaters. To avoid clashes in commitments, any student who participates in another co-curricular activity which conflicts with debates on Friday night will not be able to participate in GPS Debating. Furthermore, students who are unable to attend their stipulated training sessions may be allowed to participate at the discretion of individual coaches and provided such members are able to continue to contribute significantly to the team. It is also worth noting that for those who want to participate but are unable to take part during the GPS season have the option of participating in the QDU competition, which offers a more flexible training format. The structure of the QDU competition offers greater flexibility to students because training and debates are spaced throughout the year: starting with qualifying rounds at the end of Term 1 or early Term 2, which ends with the grand final in Term 3. Please note that GPS school commitments take precedence over any outside-of-school activities and that inseason debating will always have priority over preseason training in any other GPS or non-GPS activities.

Transport is arranged by the Director through the College’s transport officer. Buses and taxis are booked for all away fixtures; however, return transport is provided only for debates at Ipswich Grammar School and The Southport School. Parents may also collect their sons from the venue. Transport from all other locations for away fixtures will be the responsibility of parents and students. Boys requiring transport for all away debates are required to register their names by survey on Highlands. For boarders in Rudd House, return transport must be organised through the relevant boarding coordinator or the Director of Boarding.

END OF GPS SEASON AWARDS NIGHT The end of Term 1 represents the closure of the GPS debating season. The purpose of the annual Debating Night is to celebrate the BBC Debating community, by reflecting on the achievements and hard work of teams during the GPS season. It is an occasion that is enjoyed by all who attend and the debate between the Senior A team and student/parent/coach team is a highlight of the year. It is also an opportunity to thank all the people who have been involved in the activity and to acknowledge the support of the coaches and parents who ensure that BBC gentlemen continue to represent the College to the best of their ability. Details regarding venue and ticket availability will be provided once the season begins. Tickets must be purchased by the closing date to enable catering numbers to be finalised. Once ticket sales are closed no further tickets will be available for purchase.

Behaviour and Discipline Debaters must adhere to the rules and regulations of the Great Public Schools’ Association and Queensland Debating Union. Any student sent from a debate for disciplinary reasons is required to report to the MIC and Head of Co-curriculum on the Monday morning following the incident. Students who fail repeatedly to behave appropriately may be suspended from the activity and may re-join only at the discretion of the MIC.

Brisbane Boys’ College | Debating Handbook 2024