DEBATING STRENGTHS

Debating teaches skills of arguing your point, thinking on your feet and listening carefully to the other side. We speak to three schools where great debates are nurtured

How do we teach the skills required for civilised argument in a landscape of social media ‘pile ons’, ‘groupthink’ and, arguably, lack of proper conduct in many areas of public life. One answer is debating.. There is, perhaps, a modern tendency to see formal debates as ‘old school’, but that is to misunderstand their point. Being asked to debate an opinion other than your own, preparing an argument in a short time, listening to other people and using reason to counter their points – these are all invaluable skills in all sorts of settings. We find out how debating works at three schools that take it seriously and carry home prizes.

The Leys

At The Leys School in Cambridge, debating takes place each Thursday lunchtime in the Great Hall. “It is open to all year groups – Year 7-13 – and it is a popular activity,” says Head of English Anna Garrett. “Each week we typically have 80-100 pupils in attendance. In the Spring Term we run the House Competition between 11 houses. These debates are always very well attended, and the final is held in a Monday assembly.”

Debating takes place within other forums in the school, including English and History lessons. “Oracy is an important skill to develop, and less formal debates can enable pupils’ skills in listening and engaging with the thoughts and beliefs of others,” says Anna Garratt. “Developing these skills in the context of speaking and listening also has an impact on pupils’ writing and ability to maintain a critical line of enquiry.”

They may be young, but pupils at The Leys have a good understanding of the principles around debates – including hearing what others say. “We frequently discuss the importance and merit of always engaging with the ‘other side’ of an argument so that opinions about the wider world are not formed in an echo chamber,” says Anna Garratt. “It is important that pupils learn how to engage with controversy in a way that isn’t reactive but creates a space to challenge the potentially problematic.”

Robert Francis, Teacher of History at The Leys says there is wider value in debating. “Having to present an argument out loud and communicate its meaning makes you think much harder about pace, tone and clear structure than if you are simply writing an essay or an article,” he says. “We believe it actually makes you a much better writer and thinker.”

Another important value is in amassing your thoughts, and your argument, quickly and accurately. As to the formalities, Robert Francis believes they are useful in helping build advocacy skills. “The slightly formal structure of debates teaches you to respect other people’s opinions whilst, at the same time, giving you the ability to advocate effectively for your own view.”

The Leys has had notable successes in competitions. Pupils are invited to participate in the Rotary Youth Speaks competition, which takes place each autumn, and in 2022 an all-female team from the school won the final regional round with a debate on whether the concept of marriage is outdated.

Sydenham High School

Sydenham High School GDST uses the British Parliamentary (BP) format for debating competitions, and in class or group settings less formal structures are brought into play. Fun class activities include ‘debating tennis’, in which you debate back and forth, each time disagreeing with your opponent’s points. There’s also ‘argument tunnel’, where pupils stand either side of a line depending on their opinion then attempt to persuade each other to switch sides. Silent debating helps generate reasoned arguments on paper among pupils who are less confident about speaking up.

Sydenham teachers find that pupils have the maturity to understand that in debating both sides are arguing a case rather than their own opinion. Getting younger pupils involved with ‘unarguable’ motions, such as: ‘this house believes that five-year-olds should be allowed to drive’ teach debating principles. The school’s SYDx and One Voice programmes provide pupils with the chance to refine presentation skills, putting forward arguments in a different way to traditional debating but developing a similar skillset. The school fields pupils for a variety of public speaking competitions, such as the Chrystall Carter Prize.

Sydenham High School participates in the ESU Schools MACE and has started a House Debating Competition this year. Pupils in Years 10 and 12 also participate in the Independent Schools Mock Trials. For this, they are tasked to practise the law as barristers, jurors, ushers and clerks – all under the watchful supervision of real judges. The school participated for the first time in 2022 and won the regional finals in 2022 and also this year.

Years 5 and 6 explore topics through debating workshops. The children form their arguments as a proposition or opposition and learn the importance of research, rebuttal, reasoning, and persuasive speaking skills.

Sydenham High School finds that debating prepares children to take on many challenges and has a positive impact that spills over into academic work, also greatly enhancing listening skills. Just as importantly, it builds confidence with oral communication and agility of thought – being able to adapt and change things on the fly if the speech isn’t going as intended and listening and reacting to others’ points and comments.

Wellington College

At Wellington College, Berkshire, young people rise to the challenge of debating with gusto. The school debate club meets every Tuesday and expert coaches come in to assist with learning the ropes. “Basically, we treat it as the equivalent of a competitive sport and they get competitive coaching,” says Teacher of History Chloe Whitelaw.

The school generally uses the BP debating system – Chloe Whitelaw believes this is among the most challenging debate formats. “They have 15 minutes to prepare, and they are not allowed to look up any information,” she says. Wellington College teams carried home the ESU Mace in 2018 and 2021 and got through to the second round this year. Students have also competed in the Oxford and Cambridge schools’ debating competitions with notable recent successes.

Debating activities spill over into other areas and have a positive impact in the classroom. Harkness boardroomstyle discussions are used a lot, and the principle of open discussion – using add, link and challenge – is definitely assisted by experience in formal debating. It also helps in other classroom forums. “If you just argue your perspective it becomes like the echo chamber,” adds Chloe Whitelaw. She points to the value in understanding the other side and being open-minded.

As organiser of the debate club, Chloe Whitelaw has asked pupils for their perspectives on what it brings. “So many of them have said ‘it’s really improved my confidence in myself, my ability to think on the spot’. They also say it’s improved their essay writing and their ability to formulate their arguments.”

This, of course, extends beyond school – thinking on the spot is a very useful skill in any interview situation. “Last year our entire senior debating team got offers from Oxbridge. I’m not saying it’s causation – it’s just interesting – it has certainly helped us with club recruitment!” says Chloe Whitelaw.

She sees the value of debating for all pupils, however academic on paper, in building a skillset that develops memory, general knowledge and logical argument. Whether it’s engaging in lively discussions round the dinner table or arguing your point in a board meeting, knowing how to reason – and also listen very carefully to the other side – is a useful accomplishment for both life and future careers.

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