Considering responsibility in debates

Primary KLA:
Secondary KLA:
Educational levels:
Year 5, Year 6, Year 7, Year 8

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Considering responsibility in debates

© State of New South Wales, Department of Education.

Students learn how to discuss responsibility when debating.

NSW syllabus outcomes

(EN3-1A) communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

(EN3-2A) composes, edits and presents well-structured and coherent texts

(EN3-7C) thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

(EN4-1A) responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

(EN4-4B) makes effective language choices to creatively shape meaning with accuracy, clarity and coherence

(EN4-5C) thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts

Australian curriculum content descriptions

(ACELY1699) 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

(ACELY1700) Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements

(ACELY1709) Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions

(ACELY1816) 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

(ACELY1710) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis

(ACELA1529) Understand how accents, styles of speech and idioms express and create personal and social identities

(ACELY1721) Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose

(ACELY1730) Interpret the stated and implied meanings in spoken texts, and use evidence to support or challenge different perspectives

(ACELY1732) Analyse and evaluate the ways that text structures and language features vary according to the purpose of the text and the ways that referenced sources add authority to a text

More information

Resource type:
Interactive Resource
learner, teacher
ScOT topics:
Speaking, Public speaking, Language, Debating
Interactives, Oral activity, Practical activity
State of NSW, Department of Education
State of NSW, Department of Education
Date created:
Sunday, 18 October 2020

Resource ID: 473ea040-7d45-4dfc-8874-e2c67f3ffdfc