Outcomes and Skills
Year 9 Power of Speech • Debate • Outcomes
Debate asks students to think in public: to define a question, build a case, answer an opponent and adapt to an audience. The skills are cumulative. A strong debater is not the loudest person in the room but the one whose argument is easiest to follow and hardest to answer.
Unit outcomes
- Explain the purpose and structure of a formal debate.
- Analyse a motion and offer a fair, arguable definition.
- Build a case with a clear thesis, reasons and evidence.
- Test evidence for relevance, accuracy and bias.
- Rebut an opponent's argument rather than their character.
- Use and respond to points of information with composure.
- Share speaker and support roles within a team.
- Chair a debate fairly and keep procedure clear.
- Adapt an argument to an audience without misleading it.
- Debate ethically and include quieter or less confident voices.
The skills ladder
| Skill | What it looks like | How to build it |
|---|
| Motion analysis | Identifying the key terms and the point of clash. | Underline the contested words; rewrite the motion as a question. |
| Definition | Setting fair ground both sides can debate. | Define the key term, set a boundary, explain why it matters. |
| Case structure | A thesis supported by a few developed reasons. | One-page outline with three reasons and evidence. |
| Evidence | Relevant, accurate and attributed support. | Source record with author, date and claim. |
| Rebuttal | Answering the opponent's argument. | Steel, answer, explain, return. |
| Points of information | Brief, relevant interruptions and answers. | Twenty-second question drills. |
| Teamwork | Coherent split and support. | Role cards and a shared case outline. |
| Chairing | Fair, clear procedure. | Chair's script and time signals. |
| Audience awareness | Clear language, signposting and respect. | Deliver to a small audience and ask what they followed. |
| Ethics | Honest evidence and respectful challenge. | Test claims; avoid personal attacks; disclose uncertainty. |
I can statements
- I can explain the order of speeches in a debate.
- I can identify the key terms in a motion.
- I can offer a definition that is fair and arguable.
- I can state a thesis in one sentence.
- I can support a reason with relevant evidence.
- I can test a source for accuracy and bias.
- I can state an opponent's argument fairly before answering it.
- I can ask a relevant point of information in twenty seconds.
- I can answer a point of information and return to my case.
- I can explain my role in a team.
- I can chair a debate and keep time fairly.
- I can adapt my language to the audience without misleading it.
Success criteria for a debate speech
| Element | A strong speech | A weaker speech |
|---|
| Framing | States the motion and the team's position clearly. | Starts with a joke or a definition that never connects. |
| Thesis | One sentence the audience can repeat. | A list of unrelated points. |
| Structure | Signposts each reason and returns to the thesis. | Wanders between examples. |
| Evidence | Relevant, attributed and explained. | Unsupported assertion or a statistic with no source. |
| Analysis | Explains why the evidence supports the claim. | Drops a fact and moves on. |
| Rebuttal | Answers the strongest opposing point. | Ignores the other side or attacks the speaker. |
| POIs | Brief, relevant and composed. | Interrupts constantly or refuses to engage. |
| Delivery | Audible, paced, varied and confident. | Rushed, monotone or too quiet. |
| Language | Clear, respectful and precise. | Jargon, slogans or personal remarks. |
| Close | Summarises the clash and lands the case. | Stops mid-point or repeats the opening. |
Key terms
| Term | Working definition |
|---|
| Motion | The proposition the debate is about. |
| Affirmative | The team arguing for the motion. |
| Negative | The team arguing against the motion. |
| Definition | The meaning the affirmative gives to the key terms. |
| Case | The team's overall argument, including its thesis and reasons. |
| Clash | The point where the two cases directly disagree. |
| Rebuttal | A response to an opponent's argument. |
| Point of information | A brief question or challenge offered during a speech. |
| Point of order | A procedural objection about the running of the debate. |
| Signposting | Naming the structure so the audience can follow. |
| Steelmanning | Stating an opponent's argument in its strongest form before answering it. |
| Burden of proof | The obligation to support a claim. |
Knowledge and skills
Knowledge
- Debate format and order.
- Motion analysis and definition.
- Case structure.
- Evidence and source quality.
- Rebuttal and POIs.
- Procedure and chairing.
Skills
- Close reading of a motion.
- Argument building.
- Listening for the claim.
- Quick thinking under pressure.
- Team coordination.
- Respectful persuasion.
Next, read what debate is for the conceptual foundation. The motions and definitions page begins the practical work.