Best for
Preparing class debates, advisory-group simulations, podcasts, speeches, and end-of-unit critical thinking challenges.
Social Sciences / Critical Thinking • Years 9–10 • Lesson 8 scaffold
Debate Preparation Guide
Use this guide to prepare a debate that is evidence-rich, respectful, and clear. Debate is not about winning by volume; it is about testing ideas through strong kōrero.
What to print
Print one copy per student and one shared team copy. Teams use the shared copy for the position and evidence log; each speaker uses a personal copy for their speech plan.
- Set a clear motion so both sides debate the same question.
- Require sources for claims that sound factual.
- Make rebuttal a planned response, not a surprise attack.
Kaiako planning snapshot
- Use length: 30-45 minutes for preparation; debate time depends on class format.
- Grouping: Teams of three or four; assign speaking and evidence roles explicitly.
- Prep: Provide a motion, source pack, or approved research window so students do not drift into unsupported claims.
- Teaching move: Rehearse disagreement phrases before students debate the issue itself.
Resources already provided
- Motion and position frame
- Team role planner
- Evidence log
- Speech outline
- Rebuttal and feedback frames
All debate scaffolds are provided. Kaiako only need to provide or approve the debate motion and evidence sources.
Ngā Whāinga Akoranga / Learning Intentions
- We are learning to prepare a clear debate position using evidence.
- We are learning to anticipate and respond to counter-arguments respectfully.
- We are learning to use tikanga of kōrero to disagree without reducing mana.
Paearu Angitu / Success Criteria
- I can state my team’s position and explain why it matters.
- I can use at least two reliable pieces of evidence in my speech or rebuttal.
- I can respond to another view with respectful language and clear reasoning.
Curriculum integration / Te Marautanga alignment
This guide supports Social Studies Phase 3 by helping students use evidence, compare perspectives, and share reasoned ideas through spoken argument.
- TM-SS-3-D1: Explore perspectives, use evidence to form conclusions, and share ideas: Compare systems, map decisions, present new solutions.
Te tikanga o te tautohe / Debate with mana
Debate is a structured form of kōrero. In a good debate, people can strongly challenge ideas while still protecting mana. That means listening carefully, naming evidence, avoiding personal attacks, and recognising when another side has made a fair point.
Whakarongo
Listen for the actual claim before preparing your reply.
Mana
Challenge ideas and evidence, not a person’s worth or identity.
Pono
Use evidence honestly and admit limits when a source is partial.
Kotahitanga
The class should leave with better shared understanding, even when views differ.
1. Motion and position
Debate motion:
Our team position: support oppose propose a compromise
Why this issue matters in Aotearoa:
2. Team roles
Speaker 1: Position setter
Defines the issue, states the team position, and gives the first strong reason.
Speaker 2: Evidence builder
Explains key evidence and connects it to people, place, or systems.
Speaker 3: Rebuttal speaker
Responds to the strongest opposing argument and protects the team’s reasoning.
Speaker 4 or support role
Tracks sources, prepares questions, or summarises the final team position.
3. Evidence log
| Evidence or example | Source | How we will use it | Reliability or limitation |
|---|---|---|---|
| Evidence 1 | |||
| Evidence 2 | |||
| Evidence 3 |
4. Speech outline
Opening line
Hook the audience and state the position.
Reason and evidence
Give one reason and connect it to evidence.
Impact
Explain who is affected and why the point matters.
Closing sentence
Return to the motion and make the team position clear.
5. Rebuttal preparation
The other side might argue...
Our respectful response is...
Question we can ask them
Point we must be ready to concede
6. Peer feedback after practice
| Criteria | Strength | Next improvement |
|---|---|---|
| Clear position | ||
| Evidence use | ||
| Respectful rebuttal | ||
| Delivery and listening |
Tautoko / Support
- Let students prepare one strong point instead of a full speech.
- Use sentence frames: “Our evidence shows...”, “We respect that point, but...”.
- Allow written, recorded, or paired delivery for students who find live debate hard.
Whakawhānui / Extension
- Use a real local issue and invite students to research affected community voices.
- Add cross-examination questions that test evidence quality without becoming personal.
- Finish with a reflection: which argument changed or complicated your thinking?
Self-check before the debate
- Our team can state the motion and position clearly.
- Every factual claim has a source or example behind it.
- We have prepared at least one fair rebuttal.
- We know what point we may need to concede.
- Our language challenges ideas while protecting mana.