Debate and Public Speaking skills training is a fun and engaging program for students from ages 8 to 16 years. It aims at developing public speaking confidence, reasoning and logical thinking abilities. The course has been designed to motivate young minds to hone these skills through various enjoyable activities and creative tasks that are carefully designed keeping the age group in mind. Given the varied topics that the debate class covers it would also help the student gain broad, multi-faceted knowledge that cuts across several disciplines outside the learner's normal academic subjects. Call : 00971 4 3974905 WhatsApp:- 00971508234427/ 00971506905425 Email: mail@zabeelinstitute.ae

1. DEBATE LIKE A CHAMPION
Email : logis�cs@zabeelins�tute.ae
QUALIFICATIONS
AWARD IN DEBATING – LEVEL 1
AWARD IN DEBATING – LEVEL 2
AWARD IN DEBATING – LEVEL 3
Awarding Body :
© 2017 English Speaking Board (International) Ltd.
Registered in England Company No. 01269980
Registered as a Charity No. 272565
Address
English Speaking Board (International) Ltd.
9 Hattersley Court,
Burscough Road,
Ormskirk,
L39 2AY
Contact
01695573439
admin@esbuk.org

2. Award in debating
INTRODUCTION
Dr. Kate Shuster and John Meany (2005) explain in their text-
book Speak Out! Debate and Public Speaking in the Middle
Grades: “Debate and public speaking are of extraordinary
value to middle school students. Participation in debating
can boost student self-confidence, accelerate learning
across the curriculum, and improve critical thinking and
oral communication skills” (p.5). Through this written com-
mentary, we define debate and argue for its inclusion in the
middle school curriculum as a foundation not only for
speaking and listening but also for all literacies. We present
a model for teaching debate that begins with two simple
lessons on argumentation and leads to lifelong skills in oral
communications, teamwork, and critical thinking.
In Classroom
Kids walk into debate class, read the board, “The atomic
bombing of Japan was justified.” And the conversation
begins. (The teacher remains silent.)
“Japan bombed Pearl Harbor and we needed to get them. An
eye for an eye.”“Yeah, but lots of people died and so many
got cancer.
The animals all died.”
“We wanted to end the war.”
“We had to prove we were strong.”“That’s not right. Innocent
people died.”“And they surrendered.”
“But so many people got burned and died.”
We used to think this passed for debate, even higher-level
critical thinking for young adolescents. However, based on
our work with middle school students , we have learned
that this is not debate. It’s not even sufficiently sophisti-
cated for the “first constructive speaker.” (Context for
debate terminology follows.) This classroom dialogue is
merely a conversation. And these students diverse learners
including English language learners are capable of much
more.
What Is Middle School Debate?
We’ll start with what it’s not: yelling at your opponent;
talking but not listening; presenting but not responding;
or even the presidential “debates”we see on television.
Rather, debate is “an organized public argument on a
specific topic. It is organized in that there are rules of
debating. It is public because it is conducted for the ben-
efit of an audience. It involves arguments, which are
well-explained opinions. A debate is also on a specific
topic, with one side arguing in favor and the other team
opposing the issue” (Shuster & Meany, 2005, p. 44). Each
student must use argumentation and refutation, sup-
ported by reasoning, research, and evidence. Listening
and note-taking during the de- bate are essential.

3. Easily adapted across
curriculum, debate to ng and the
of critical thinking
The result is who are comfortable public speaking and
and who address complex
How Debate Works
The teacher assigns a topic. Students are charged with researching both sides of the debate so they can
understand the full argument and be prepared to defend either perspective. The debate involves two
teams, the proposition and opposition, each with three students. Similar to a trial, the debate opens and
closes with the burden of proof on the proposition. Each student has one speech to deliver in the
following order: First Proposition Constructive speaker; First Opposition; Second Proposition Construc-
tive; Second Opposition; Opposition Rebuttal; Proposition Rebuttal.
A debate is typically one class period, about 30 minutes long plus time for teacher and peer feedback
and assessment. Students learn to appropriately interrupt with questions, called points of information,
and may politely heckle (use one word or short phrase to point out errors to the judge). During the
debate, the students must listen closely to the other team’s arguments and take notes, called flowing in
debate jargon. At the conclusion, the judge (teacher and/or student peers) declares a winner and awards
speaker points (evaluation for each student’s speech).
Why Debate?
Since classical times, debate has been one of the best methods of learning and applying the principles of
critical thinking.
—Austin J. Freely and David L. Steinberg,
Argumentation and Debate (2013, pp. 3–4)
Debate is a cornerstone of 21st-century literacy. It requires research, analysis, reasoning, and evidence. It
actively engages young adolescents in critical and complex thinking about both historical and current
events. Students who master those skills are ready for high school and college, lectures and seminars, as
well as the workplace, where the ability to think on your feet, reason critically, make and affect decisions
based on solid reasoning, collaborate on and among diverse teams, and effectively express yourself
orally are paramount.

4. Enhances Success- Improves Academic Success
While there is a need for additional research on the educational outcomes of debate, particularly among
middle school students, studies indicate a positive relationship between participation in debate activities
and academic attainment (Akerman & Neale, 2011; Wood, 2013). Additionally, according to Akerman and
Neale’s international review of qualitative and quantitative research, evidence links debate to improving subject
knowledge, developing critical thinking, promoting communication skills (including improved English when
it is not the student’s first language), and boosting aspirations, confidence, and cultural awareness.
Meets Common Core State Standards
Debate is an obvious fit for the Common Core, linking to over 50 standards. The anchor standards in Speaking
and Listening read like a description of debate. Through the clear and persuasive spoken word, debaters
work with di- verse partners to integrate and evaluate evidence, explore points of view, develop organized
arguments, and listen closely to define and further develop their lines of reasoning.
Debate also incorporates the other literacies, notably:
• Close reading of text (Reading)
• Inclusion of information texts (Reading)
• Analysis and evaluation of textual evidence (Reading and Writing)
• Use of reasoning and evidence (Reading and Writing)
• Command of Standard English in writing and speech (Language)
• Vocabulary acquisition and use (Language)
• Use of literacy in History/Social Studies,
• Science, and Technical Subjects
Supports Career Success
Debate serves students beyond the classroom, making them“career ready,”as defined by many employers. The
skills that 21st-century employers seek can be honed by the speaking and listening skills taught in a debate
unit. According to the National Association of Colleges and Employers (NACE) Job Outlook (2010), the top four
skills that employers seek are outcomes of our middle school debate program: 1) communication skills (verbal),
2) strong work ethic, 3) teamwork skills (works well with others), and 4) analytical skills.“Each year, without fail,
strong communication skills come out on top”(p. 25).

5. QUALIFICATIONS
Who are ESB?
English Speaking Board (International) Ltd. (ESB) is a national awarding organization offering qualifications
focused on communication skills at school, in college and throughout life.
We deliver examinations in schools, businesses, prisons, colleges and charities across the UK and around the
world.
Our qualifications are recognised by OFQUAL, SQA and Qualifications Wales and are mapped to the relevant
National Curriculum and ESOL Core Curriculum requirements.
In 1953 Christabel Burniston founded ESB. She was a pioneer of a new approach to developing speaking and
listening skills. Breaking away from the traditional‘elocution’classes of the era, ESB’s method was to allow learn-
ers to learn and be tested on their communication skills in a supportive group.
Founded on a philosophy which values the worth of every individual, this ethos still holds true today. ESB strives
to inspire confidence and increase self-esteem through acquiring interactive speaking and listening skills.
ESB’s mission is to promote clear, effective communication at all levels by providing high quality assessments,
training and services in the UK and around the world, recognising and encouraging the potential of all.
ESB’s vision is to be a leader in the development and provision of high quality and relevant English Language
qualifications both at home and around the world.

6. Qualifications
ESB qualifications focus on effective communication skills, with a practical emphasis.We are proud of our history
of providing high quality, flexible assessments.
ESB employs an experienced team of external examiners that visit centres across the UK and internationally. Our
speaking and listening assessments are carried out at the students’centre in a pair or small peer group.
ESB now also offers qualifications in Reading and Writing for speakers of other languages.
Different groups of our qualifications are accredited by various external regulators including Ofqual, SQA and
Qualifications Wales.
Award in Debating (Level 1)
ESB Level 1 Award in Debating gives late primary and early secondary school pupils an opportunity to endorse
their talent for debating and improve their skills. Debating is an essential life skill and an aid to develop soft skills
such as critical thinking, teamwork and leadership. All of ESB’s schools qualifications are mapped to the UK
National Curriculum and are proven to increase attainment and confidence in speaking and listening.
Award in Debating (Level 2)
ESB Level 2 Award in Debating gives secondary school students an opportunity to endorse their talent for debat-
ing and improve their skills.
Award in Debating (Level 3)
Award in Debating (Level 3) gives sixth-form and college students an opportunity to endorse their talent for
debating and improve their skills.

7. Unit Aim - The overall aim of the qualification is to promote clear, effective,
confident oral communication and responses within a participating group of 6 or 8
candidates. The Level 1 Award in Debating is mapped to the statutory requirements
for Spoken Language in the National Curriculum at Key Stage 3.
Level 1 Award in
Debating
Assessment method External Assessment
Grading Pass, Merit, Distinction
Accreditation
information
Ofqual Start Date: 1st
October 2015
Code: 601/7971/5
Total individual time 4 minutes
Credit value 2
Age range 10-13
Target group Indicative age groups are Years 6-8, but this is not
prescriptive; the assessment may be taken by younger or
older candidates. Level 1
Awards in Debating are suitable for key stage 3 of the
National Curriculum. Outcomes for Level 1 Awards in
Debating are mapped to National Curriculum requirements
for Speaking and Listening where possible and appropriate.
Qualification Criteria

8. Level1
•Complete
Training
•
Level 1
debate
projects
•Appear for
External
Assessment
by ESB
Level2
•Get Level 1
qualifica�on
•Complete 10
level 2
projects
•Appear for
External
Assessment
by ESB
Level3
•Get Level 2
qualifica�on
•Complete 10
level 3
projects
•Appear for
External
Assessment
by ESB
Qualification Process
Exam Centre : Zabeel International Institute of Management & Technology, Dubai, UAE
Exam Dates : On demand , will be announced later
Exam Fee : Contact Office at mail@zabeelinstitute.ae or 04 3974905
Level 1 Award in Debating Syllabus Content Summary
Total Time:
40
Minutes
(including
4 minutes
per
individual
candidate
)
2 teams
6 or 8
candidate
s
3 or 4 in favour
3 or 4 against.
Section
1:
Content
Debate a
motion (own
choice – see
guidance for
suitable
examples),
demonstrating
evidence of
research and
understanding.
Section 2:
Style Show
effective
communication
skills (both
verbal and non-
verbal).
Section 3:
Structure
Structure work
efficiently,
using effective
introductions
and
conclusions,
linking and
summarising.
Section 4:
Listening
& Responding
Demonstrate
listening skills and
teamwork, using
rebuttal, counter
argument and
points of
information
where appropriate.