Debate Team Roles & Name Cards - Classroom Pack
This classroom-ready debate pack equips students with the tools to organise, structure, and participate in team debates. It includes debate structure guides and name card templates for all team roles in both colour and black-and-white versions.
Includes:
- Debate roles overview and structure guide
- Speaker role explanations (Affirmative/Negative teams)
- Optional Chairperson and Timekeeper roles
- Printable team name cards (Colour and B&W) with space for names and roles
- Ideal for use in formal debate practice or persuasive speaking units
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Learning goals
- We are learning to use appropriate interaction skills, e.g. paraphrasing and to appropriately check our understanding in formal and informal situations, e.g. making constructive comments, asking questions and justifying a point of view.
- We are learning to identify characteristic text structures and language features used in imaginative, informative and persuasive texts.
- We are learning to contribute to discussions and share opinions, use strategies such as paraphrasing, questioning, clarifying and interrogating ideas to develop and support arguments.
- We are learning to analyse how text structures and language features work together to meet the purpose of a text and to engage and influence audiences.
- We are learning to appropriately check our understanding in formal and informal situations, e.g. making constructive comments, asking questions and justifying a point of view.
- We are learning to use interaction skills, e.g. paraphrasing, questioning and interpreting non-verbal cues to communicate and interact clearly and appropriately in a range of situations, discussions and presentations.
- We are learning to use appropriate language, features of voice and sentence structure adapted to suit the audience and purpose, e.g. welcoming a visitor to a school function.
- We are learning to participate in and contribute to discussions, develop and support arguments and use strategies such as pausing, questioning, rephrasing, repeating, summarising, reviewing and asking clarifying questions.
- We are learning to analyse how text structures and language features work together to meet the purpose of a text.
- We are learning to analyse strategies authors use to influence readers.
Curriculum alignment
AC9E5LY03
9
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
AC9E6LY03
9
Analyse how text structures and language features work together to meet the purpose of a text, and engage and influence audiences
AC9E6LY02
9
Use interaction skills and awareness of formality when paraphrasing, questioning, clarifying and interrogating ideas, developing and supporting arguments, and sharing and evaluating information, experiences and opinions
AC9E5LY02
9
Use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
ACELY1796
8.4
Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes
ACELY1699
8.4
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view
ACELY1701
8.4
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
ACELY1816
8.4
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
ACELY1709
8.4
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
ACELY1711
8.4
Analyse how text structures and language features work together to meet the purpose of a text
ACELY1801
8.4
Analyse strategies authors use to influence readers
EN3-3A
old
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
EN3-8D
old
Identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts
EN3-5B
old
Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
EN3-1A
old
Communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features
EN3-UARL-02
new
Analyses representations of ideas in literature through genre and theme that reflect perspective and context, argument and authority, and adapts these representations when creating texts
EN3-UARL-01
new
Analyses representations of ideas in literature through narrative, character, imagery, symbol and connotation, and adapts these representations when creating texts
EN3-OLC-01
new
Communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding
EN3-VOCAB-01
new
Extends Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, morphological analysis and generating precise definitions for specific contexts
VCELY337
Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences, and present and justify a point of view or recount an experience using interaction skills
VCELY320
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
VCELY366
Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions, and use interaction skills, varying conventions of spoken interactions according to group size, formality of interaction and needs and expertise of the audience
VCELY345
Analyse strategies authors use to influence readers
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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