就你一个人进来啊，嗯。不应该我上课吗？是你上课呀。我一个人守懒的不会。快快点，咋还不过来。六个小包，反正我一个有六个，怎么拍我一个。对。就一分几一分钟了还不来。才这个小朋我嗯嗯嗯啊。空主? 别吵。Started to screen from behind them. Max, what did you do? Turning around in the viscous that mentally was jumping up and down, smoke fting off and bigger plumes. It Brons, it Brons. The pooff so fast. Hello hi hi Alex. How you. Are you okay today? Yes. What what have you done today? Alex? What have I done today? Day? Yeah. What have you been? I got back from school. You've just got back from did have you had dinner yet? Or do you have this lesson and then have dinner? Oh, I'm indibut. My mom does some time and behind your how are you? Oh, like you're good. Yeah. What have you done today, York? Spanidid you go to school to school, you went to school and York, and what do you like to do? What's your favorite hobby? Do you like football, tennis, badminton? Like what's your favorite hobby? Do you like football, tennis, basketball? Okay, basketball is quite cool, isn't it? Do you play basketball in school or outside of school? Sometimes in school some names old. Oh, that's quite cool. Do you shoot in basketball? Yeah, you do. Well. Well, I'm quite like netball. Bit like basketball. I preferred netball when I was a child. Well, York, it's so lovely to have you with us. Welcome, welcome, welcome, welcome doctor ashello. Alex, so lovely to have with me again and today, guys for doing things a bit differently. So we're going to be looking at the first speaker. So the first affirmative speech set, first of all, York, have you debated before? Look, have you debated before? Have you ever debated before York? Have you ever done an abbaked or not? It's okay if you've not. No, you don't know. So we'll take it as no right? The reason why York is because they're going to explain to you what debating is. Alex, can you tell York what is debating? What do we do in debating? I'm in swenow. Outside is informative greeting. We agree for something and one disagree. Well done. Good to see who's well done. And I'm good to see who's by. Okay. Yeah, well done. So what we have Valthe ring. Are you okay, Valerie? Oh, we can't hear you, Valerie. I'm fine. Thank you. Well, welcome. We got York with us today, Valerie, and we're just explaining to York what we do in debating. So Alex has just explained there's an agree team. There's a disagree team and then we're gonna to find out who is the winner. And Valerie, how do we sort the winner? What do we have to do to try and win a debate? We have to give more information. Excellent. We have to think about our arguments, our points. Okay? We can't just say yori, agree because I agree. We must say I agree because firstly, secondly and thirdly. Okay, so we'll be putting back together today. York will help you put your first speech together as well. Okay? So we'll be looking at that. Zowe have degree team, a disagree team for a topic. Then we must give points and reasons to why we agree or why we disagree. Okay? Oh, where's Valerie and Alex gone? Ley disappeared. Oh, this batback Alex might be eating. So we're looking today at this first speaker, this first agrespeaker and signposting, which I'll talk you through now. Okay? So when we're the first speaker, we must introduce our topic. That could be anything. School uniform should be banked, should be banned from transport. So our topic can be anything. Okay, so here we have a topic. Our problem, we've got to think, what's the problem? Why are we having this topic? Yeah, yes, Alex. They they say unishould be banned. Yes, something like that. Transport in this area. Yes, something. So I was just saying just, you can have a problem. We can have a topic, any topic that we have to debate. We then need to think about the problem. Why are we debating it? Why do we want something banned or stopped? Then we have to think of a plan. What would you like me to do to make this go away? What would you like me to do to make this stop? And then our points are reasons behind it. So for example, we should stop fuel cars. Why? What's the problem? Well, petrol cars cause pollution. What would I like to happen? I'd like them to be banned and electric cars used instead. Why? Well, firstly, the cars are toxic for our air. Secondly, they are expensive to run. And thirdly, we have more technology in 20, 25. So here I have my problem, I have my plan, and then I have my points, my reasons for my plan, which I can then build. Okay? So if I put this problem, that was last week's problem, in front of us, elastic bags should be banned. So Valerie, what's the problem? Why do I want this? What is the problem with plastic bags? Are plastic bags cause pollution? They cause pollution. Thank you very much. Valley, perfect. So, Alex, what do I want to happen? What's my plan? What would I like to stop? Example? Is facts because do I need to say all bad things? Okay, I say a good thing and bad things. This was just the bad things because we're saying the problem is they cause pollution. So what's the plan, Alex? What would I if I want to ban plastic bags, what's my plan? What would I like to happen? No more plastic because that's the cost perlution so plastic would be something else replaced the there won't be any more plastic bag, plastic cups or anything made out of plastic. So your plan is to get rid of all plastic in it. Okay. It's an even bigger plan than our plastic. Well done. So then York, what are my reasons for banning it? Why do I need to ban plastic bags? Polfire. It were all. To all be on fire. So maybe it will. It will cause trouble and fumes and toxic, yes, and gases. Well done. Your Valerie, your handshut up. What's another point we could make about plastic barracks? A, plastic bags? Because some people actually row it everywhere, and they might even throw it at the beach when they throw it. The waves might, might. Swallow the the plastic and then the animals think it's food and and then we eat it back into our Tony, and then we we have plastic inside Oh, that the fish eat it and then we end up with it because we eat the fish. Oh, that's a horrible thought, isn't it? Oh, I don't think that, Alex, what could be our third point about getting rid of them? Swiplastic going to the earth. It also makes plans this plant, because plant ting is based glolow. But if the third is full of plastic, the plants don't have space. And animals mistake plastic for food. And sometimes we get caught in plastic and we can't get it out. Oh, exactly. So then we've got plants as well. I'll go. Well done your Valerie, Alex. All fantastic ideas. So we've got our problem. They cause pollution. That's the problem with plastic bags. The plan welike to have no more plastic or welike to use cloth bags or welike to find alternatives, or booboxes or paper points. Well, firstly, plastic bags cause pollution. And there's too much plastic. If there's a fire, it can cause toxic fumes. It can cause problems in the air. Secondly, plastic bags Yeah can be thrown on the beach. Animals eat it. Then we eat the animals. We end up back with the plastic in our bodies. That's not good. And thirdly, plants won't grow. There's no space for them. It's taken over the trash. There we have it. Our argument, our debate. Okay, we've made our reasons. We've made our case. We've made our affirmative, our agree speaker. So what we mean by our first speaker, okay, they're making clear it's now the negative team's job to rebuttle that to say, however, there isn't as much plastic, plastic bag, cardboard bags or rubbish. Not everyone remembers to bring a cloth bag. People don't always understand the alternatives are just as bad. So then we can rebuttle on the negative side to counter firmative teams. Answer, okay, well done, guys. So going to take a look picture of this one so you can see this in here. Okay. So problem is the problem big, is the problem urgent and is the problem immediate? If not, then it cannot be a should debate, then it becomes a different kind of debate. Okay? So we've done a different one. So introduce your plan, which we've just done to give examples of our plan and our arguments. We've just done all that together on a different subject signposting. So your Alex and Valerie will already know this because they've been doing it from the start of these lessons. But all signposting is York is using numbering or letters or phrases to make it clear what point you are on. Okay, so for example, bowling should be a national sport for the first argument. Okay? So we know it's your first point. Bowling is healthy. Then Alex and Valerie and York, you can use, if you want to supoint a bowling is good for physical health, starting first with muscle development. So we can put like a subpoint an extra point, and we can label that with the letter a. Then we can have second linit's good for hard health. Subpoint B Bowling is good for mental health. Equally with signposting, we can just do firstly, secondly, thirdly, in conclusion. So we can also do that as well. But we want to be clear what point are you talking about? So I know you've moved on. And at the end of a debate, we say in conclusion because I know you finished. Otherwise, we're not sure. Did you finish? Did you not finish? And we'll have a look at that structure in a moment as well. So that's just another example of our signposting. Okay? There is also some great sentences we can be using, and I will make sure this is up for you later in a moment. So we can have importantly, in particular, it is important to highlight. However, in contrast, in comparison, another point to consider, for example, this can be illustrated by, okay, this can be a great way of writing your structure for your debate. So it sounds interesting that you're acknowledging examples that you're giving us important information, okay? We can use. However, for example, Valerie, I'm going to bring you down again and I'm going to bring me down. So Valerie, let's think about a topic such as school uniform should be bned. So Valerie, can you make one point that agrees with this statement? Because sometimes a sudden we are. It doesn't fit us anymore. I'm going to buy another one. But if we wear normal outfits, clothes, we can, if we have like any, we have any that doesn't matches. I mean, isn't this great size for us? We can just look in our wardrobe for another one. Thank you very much, speaker Valerie. However, us on the negative side disagree wholeheartedly. School uniform gives us identity and allows us to ensure that bullying is at a minimum when we are at school. Okay, so here I've taken Valerie's point. I've listened, but I said, however, in contrast, Yeah to compare though. Oh, I've got balloons going off to compare though here or another point to consider because I want to prove Valerie wrong. Okay, so that's a big part of being this first speaker signposting, but it's also about the negative speaker as well. Okay, well done Valerie. Excellent jookay. Let's have Alex and York. So York, could you give me a reason as to why you agree that school uniform should be banned? This is a uniform. Yeah, school uniform. Why do you think it should? Gar to give me one reason why it should be bad. What so the uniform is when you go to school in like a shirt, you might have a tie. Yeah, you might have a jumper. Trousers, you have to wear the same thing every day to school. That's a school uniform. So why do you think we should ban a school uniform? Going to bed school because we go outside with your school, you you didn't see other people that when you lost. Where do people see you? They will know which school you are. Ask ask you, when do you see? Do last, follow them and find them. Well done. Yuguys, a fantastic argument. Alex. Alex are king of rebutattling. Can you please rebuttle York? Now, from his point. Even quite so, he said, I think school uniforms should be banned, because when we are lost, we can be returned to our school. So what could you do to rebuttle that? Abic, however, should be there because when we are lost, we can be returned to our school so someone can find us and take us back to school. But Alex, what could you say in counter argument, however. Shouldn't what be shouldn't be banned or should be banned should be school uniform should be bad balance okay York is saying I think school uniform should be banned because when we because when we allot return to you it should it should say shouldn't you let's make it like that Alex so you can do however so what counterargument can you yes so I'm saying that school unishouldn't should be banned right? But student parents don't have a lot of use. If you are asked, you can also give a phone number and call your parents so you don't quite leave going forward. And also, when you use school on the phone, sometimes where too faand on occasional days you must wear school uniphones and it's very hot. Very well done, Alex. Nice rebuttal. So we make our statement, we make it clear with our agreement or our disagreement, and then we need to be able to say, however, in contrast, in comparison, another point, I think you're wrong. I strongly disagree. Yeah or I strongly agree. Agree. Okay. Weldon York. Weldon. Alex. Okay. Weldon. Valerie. Okay. Today we are going to be looking at children should choose what they want to learn in school. This is a very interesting topic. I've lots of people have lots of different opinions on it. So and Valerie, let's start with you. So Valerie, should children choose what we want to learn in school? Do you think? Do you agree? Do you disagree? I agree but I mean I must of our own nature language because if we don't learn it, we can't speak to anyone. So but I agree because we can learn the things we want, but we have to learn the basic things. But instead like if I want, but like some people want to learn English, mathematics, but they have to learn Chinese which is harder for them to understand. So I think they should choose what they wanna learn in school. Okay. And Valerie, can I just ask you before we bring Alex into into this, and can I say, why are you so passionate about that? Why do you think what what effect does it have on children being able to learn what they want to learn? Why do you think it's important, Valerie? So we think, but we can't hear you better if you answer me, we want to know, why do you think this? You've got a good point, but why do you think this? What do you think this does to students? If they get to pick what they want, why is that better for them? They might have more motivation to learn this thing instead of learning something that they don't want to. Motivation. Excellent. Because we want that keywords in there. Yeah we want this idea of motivation. This is a really good keyword. Okay, Alex, what do you think? Do you agree with Valerie? Do you disagree with Valerie? It's great because some children don't want to do anything since one children make best I'll run of our math test is what do you want to learn? And. And he died that he don't want to burn and pabecause. It's hard, but if you don't want to learn something, you just need to learn. But if you don't learn them. You can't do something like Chinese. If you do want to learn Chinese, okay? But if you do know Chinese, you can't read books and you can't work words. If someone write words, you can see. So worwhile, I've got. Children sometimes actually sometimes it's through the musculine, yes, but they don't respond to wear. So I think children don't get to choose what they learn. Okay? So do you think, Alex, they would lose skills? Do you think they would lose valuable skills if they chose? What subjects do think it's important they know a little bit of everything. I think so, because if you don't know for bit of everything, if you just know math, a lot of math, but nothing else, then you can you communicate? No. This is a really good point, right? Because you know if I do history to make a good history, I say I need to know English. But if I don't like English and I don't take English, then I can't really do history and then I can't do geography and then I maybe can't write in science either. Okay, so there could be that point. Yeah. If we don't learn certain things, okay, nice nice option at York. Where are you? What do you you've heard Valerie. You've heard Alex. Who do you agree with more? Do you agree with Alex? Or do you agree without a Valerie? Oh, what should you say? Ywe, couldn't hear x, Alex, Oh, okay. York White, why do you think Alex is correct? Because if you, if every want to learn what she's doing, she want or she want, there are not so many teachers. And if you want to learn this and don't want to learn that, maybe you can't. You don't know how to do that thing. You just know how to do this thing. So you, we can say you won't have a rounded education. That means enough information from everything to be rounded. But but vali'm going to come down to that, because otherwise, Valerie sort of fending off both of you by yourself. I'm going to go down to Valerie. And okay, Valerie, do you not think, though, that if we made sure we understood key skills in certain subjects, like key subjects, do you think people would learn better if they got to choose at, say, 14, their subjects? We are like, we must learn the like a key, like the ones that we must learn, like math, Chinese and English, or else you can't speak to people from other countries or in your country. So I, other than these languages, I think we can choose anything. And why do you think that? Why do you think it's, I know said motivation earlier, Valerie, but like someone might choose to just pick music. They might pick the easy subjects. You know what is seemed as the easy subjects? I don't. I actually think all subjects are quite difficult. But what if they just pick what seems the easy submusic, drama, art, dt, creative game console. Because we're talking any lesson here. This could be a games lesson, or it could be learning about film, or it could be learning about crafts, or it could be just a reading class. Why do you think, Valerie, we we can have that? Why do you think it's good for us to choose what we do? Well I have have seen a paper about other colleges and they let the other kids choose their subjects. But the main subjects that they have to choose is like Chinese and English. They have to choose that. But the others ones are like, science, physics, biology. So I think other than the main subjects that we have to learn, I think others we can choose. Just before I ask, let's sort of go to Alex. Can I just ask back, do you think that the school should still give the kids the option? Or do you think they can just have any subject they want? Or do you think school still have to give a list of subjects that they can learn? Do you think there has to be a set amount to pick from? I think so, but if like A A that class nobody has to and nobody joins. So like what it's also a quite important subject, like the teachers can change that into a main subject that tulearn. Okay, okay, okay, here we go. Say that's a really good point about it. Okay, Alex. It's just. That sometimes when it when you get old the main subject is very hard. So if you get children choose we make just to the easy stuff. Sometimes we are found classes like getting pressed but then you get out. It isn't so fun anymore but it's still fun more. So if you let children choose I we might just choose the easy ones and many of the classes are very hard so we might not want to learn them and not webecause, we are too hard and many children won't understand. And so even if they change their minds, we won't be able to keep up because they've not been running them for a long while. So we can't keep up even if we change their mind. Ds, that's a good point. Is that what if we change our mind? Yeah, what if we change our mind and then and then we don't pick the right thing and then it's too hard to go back York, do you think that we that children might just choose the easier subjects? Do you think that could be a problem if they do that? Come to the easy project, because if you just choose the easy projects, you maybe will do that. You may will think it is hard. Okay, so but but what if if we did if we did have a chance to choose, do you think students would just choose the easier subjects? Do you think they would avoid doing anything difficult? Do you think that's a problem? Yes. Why why do you think that could be a problem? Yeah. The trouble is, isn't it? You don't learn the hard ones. You maybe just know how to do the easiif. You need to do the hard ones. You don't know how to do it. Yeah and then we might not have any scientists or any doctors or any mathematicians, because maybe they all just want to do the music for the day, or maybe they all just want to debate it for every letter. And Valerie, then there is something in choosing your own subject, being independent, being responsible for what you pick. Do you think, Valerie, it's okay for students to perhaps choose their subjects with parents helping them? Or do you think, no, they should be children's choice? What do you think they should be guided in their choices? Well, I think it should be. They should do it on their own, because some parents might give too much pressure on choosing all the subjects, and they might get worried and choose the subjects that they don't want na learn and probably sleep in class and just don't listen, PaaS notes and like, like just don't do, just don't listen to the teacher. There's a problem, isn't. And if you don't enjoy a subject, you find every way of distracting. So could it stop distraction in classes? And Valdo, you think this should happen at the age of five, for example, do you think a five year old should be choosing their own subject? Or do you think there has to be a certain year or time that that kids can pick their subdo you think this should happen in year seven or year eight? Or for you, is there a certain time? Or do you think we should be choosing from the moment we go to school? Probably year 62 year. To to. To. To University, to a University because the kids might random like choose them and they don't even know what that means. Like so I think but if they, if the kids will like the year five to kindergarten choose, I think they should be guided by their teachers or parents. We should have an element of primary school up until secondary where they get to choose a variety of subjects, see what they're good at, see what they find. Okay? So we should absolutely teach everyone a basic level of our subjects. Is is kind of what you're arguing today? Alex shot his hand straight up. So Alex, what were you gonna to say to that? I feel like you had a really good point you wanted to make. Yeah let's just when children are Young, weight doesn't look quite easy and sweeping it's hard with things. 20 too. So we don't do it. And secondly, when you get old, you know what's good for you. And sometimes you and you know what maybe you don't want to do, but you must do in order in order to know when communicate. So I think children should get chewhen. We get old when may know that we have responsibilities in the responsibility. But when children are Young, they don't get chebecause. They just want to do easy these things. Also, first, when I get old, I'm not sure if they are quite children, because we are more near queer up since I'm saying 18 or 19 years old, having enough responsibility to choose what subjects you want. Okay, this is a really good point, isn't it? We grew up as adults. We don't always get to do what we want to do. I've got many a task like washing and tidying and dishwashing that I don't really want to do, but I do them because I'm an adult. So maybe teaching children, but actually not choosing or subject doing subjects you don't love is part and parcel of responsibility. Maybe Yeah being an adult, two very good ideas and we're gonna to debate this further. You're gonna have a chance to put your points across. Okay, Weldon York for your first discussion with us. You've done really well with that contribution. Yes, some really nice thoughts. I'm great. And so we got the Valery on a team by yourself that would be awful. So I will join the Valerie on her team today. So I'll be on your team for you. Valerie. We've kind of been talking about this as we've been going along, so don't worry too much about this page. Okay? We've done it in a different way. Okay, so Valerie and I will be fighting on the ini, will show all the notes. Don't worry, I'm just doing this so it's really clear what teams you can see you're on. I will join you, Valerie as your second speaker today. Okay, we're going to then Alex. Alex, if you don't mind, I'd like to put you as our first speaker so you can see what you do on that team. So it gives York a chance to see how the debate works. Okay. And then your your speak last on the negative team. Okay, so it will go Valerie on affirmative because agree team goes first. Then it will be Alex to speak, then it will be me to speak, then it will be you to speak. We will put two minutes on the clock for you okay so everyone will have two minutes today to speak we will use scaffolding okay so we'll use our sign posting so what we'll say York I'm gonna to put it on here for us so you can see up here I'm gonna move me in Valerie we're gonna to go up here for a minute. So what will happen is we say good evening or for me good morning, good evening. You can say, ladies and gentlemen or audience, so we can say good evening, audience, chairperson, judges and worthy opponents. Today we are talking about the motion children should choose what they want to do in school. I strongly disagree. Yeah. So that's what awso that's just there for you. York already. Okay, so we open our debates like this. Okay, then York, let me put this in a different color. Then you can use your signposting. Firstly because, secondly because, thirdly because and then you can say in conclusion, I think and you can make a final statement, I think children shouldn't choose what they learn in school. Also York, you can choose in here to put four example if you want to as well. You could give us an example. For example, when I grow up, I won't know how to do English which could be a problem when getting a job. Okay, so we can use those as well. That makes sense to any questions. Any questions you or are you okay? Amazing all good right? Well we're going to give you some time to think about your speech and what you're going to talk about. What we will also do is Valerie and I will pop into a breakout room just because I'm on our valeries team. I just want na check what Valerie is gonna to be talking about so I don't say the same thing. Alex and your also feel free have a chat make sure you're not saying the same thing okay all the things you need are already on the board so you can just share that between you Yeah what's one gonna to talk about in your team? What's the other person gonna to talk about on your team okay in our debate we will leave these up so you'll all have the notes okay and you'll have this to help you as well okay alright so me and valley will be back in two minutes yes Alex can I just save direct opposite of person speak? Absolutely absolutely Alex if you want to absolutely can Yeah but Alex make sure that York and you know what you're gonna chat about. I know you want to just rebuttle but York should have a chance to know what you won't be talking about okay? So just have a quick chat. I'm just gonna to take Valerie into a breakout room just so I make sure I don't say the same things. We've got six minutes to prepare. I'll be back in two minutes. I can hear the room if you need me. Okay? So I can all I've got eyes on both rooms who won't be long, okay, so yorand Alex, feel free to start writing your speeches or your notes. Have a chat if you want to. Me and valeriwill be back in probably two minutes. Okay, right here we go. It's gonna pop into there. Okay, vali, just want to check that I'm not going to say the same things as you. So what are you going to talk about, Valerie? Oh, you're on mute on here. Probably some things on the board and probably some research. Okay, perfect. So anything on the board that you really do, you want, you can have all of the stuff on the board if you want. Valery, I can come up with new points because I was thinking, I don't know how you you feel about this, but I was thinking like it can create independence for students and we could change the way that education is done to ensure that children pick the right subjects for them. Not just the easy subjects. So we could change education. And I was also thinking we could argue that in the first three years of secondary school, they can change their mind because it's a gcsc that's important. So as long as they were prepared by then, so we could say you know could give them three years to change their mind. Okay, amazing. All right, here we are. So we've got our idea something we've got very very cable able to bring it for back and that was only two minutes the room Hey I'm back okay, got four minutes so I've got a right one as well. Four minutes to get your debates ready. It's going to be York's first bait as well which is amazing to have with us. Okay, right. Okay, good morning. Audience chairperson. And like I said, this will be you'll be able to see all of this on the board. Okay. So also yorif you want to if you want to circle anything so you're like, right, okay, I'm gonna to talk about this one first. You could label them if you want to. You can put like one. So if you want to do that as well, York, you are more than welcome to use the board to sort of show which bits you want to talk about. Yeah, that's easier for you. Got minute and a half before our debate begins. One minute. Okay, right. Time for rtp. Like so Valerie will be going first as our first speaker. But if you need some time, Valerie, I'm happy to go first and you can go you can go third speaker. That's easier for you. Would you like that? Do you go first? I can. That's fine, Valerie. As long as you're long as you're still listening to everyone's debate, then I'm happy for you to keep scribbling. Okay, so there's something as well, York, we can also make notes as people are speaking, we should be listening. But if we've got something we want with someone said that we want to ask or that we want to remember for our debate, it's absolutely fine to have piece of paper and pen with you. Okay, fuluki Valerie, we'll do a little swap then. Okay? And Alex will be rebuckling me. Okay, so we're all going to have two minutes for our debate. And our motion today being carried is children should choose what they want to learn in school. We have an affirmative team speakers Lisa and Valerie, negative team speakers Alex and York with us today. Each candidate is awarded two minutes for their motion where they will state their opinions and rebuttle other candidates. Affirmative team will start. So the first speaker will be Lisa. Speaker, Lisa's time starts now. Good morning, audience, chairperson, judges and worthy opponents, Alex and York. Today, our motion set by our team is should children choose what they want to do in school? We fully support the motion that this should happen firstly, in a modern day life in 2025. We believe that children have the right and the skills to choose what they want to learn in school. Once primary school has been done and key skills has been leart, then secondary can give an opportunity to students to choose the subjects they enjoy. These can include art, music, science, Spanish, Chinese, English, maths, and we could do things like art, gaming and AI. This will bring independence for students who can learn skills of critical thinking and understanding the choices and consequences of choices that they make. We could change the core sccurriculum so that it's accessible for all learners, regardless of if they are academic or hands on. We could also ensure that disruptive students are more satisfied. They will disrupt less classes as they are in a class that motivates them or makes them much happier within school life. So in conclusion, I believe, so does my teammate Valerie, that children should choose the subjects that they would like to learn once they hit secondary school level. Thank you. Okay. Thank you very much, speaker Lisa. We are now going to the negative team for speaker Alex. Speaker Alex, your time starts now. I think, but children shouldn't choose their classes, because first reason, when children are Young, they don't have enough responsibility. They just want to do fun classes. Some classes you must know, but sometimes you don't want to learn. When children isn't quite responsible enough, then do classes. And second b, when children grow older, classes get hard and children might not be able to keep up, so they want to do another class. But the first class is at compartment miss wn. So I so I disagree. And the third d reason, if you don't run sunclasses, even if you run in sunclasses, you can't understand them. Holy, like if you want wear history, but you do new Chinese when you can't relearn history. So all classes are connected. In conclusion, I think children shouldn't choose their classes. Thank you very much. Negative speaker Alex. A nice address there to the for the debating teams. Speaker Valerie on the affirmative team will speak next. Speaker Valerie, your time will begin as soon as you've opened the microphone. So want na give you the full time. Don't need to lose any opening your microphone. Okay, speaker Valerie, your time starts now. I agree with our motion about children choose their. The subject that they want to learn, because if they have a class that that they don't like, they might not listen. So we should let them choose about to ten, ten to seven subjects. But but we must also have not like a, we can't just let them have a list and then give them all a full, a lot of different subjects. Instead we should put them into like subject one, two, three, four, five. For example, subject one by the first subject is biology, then maths, lastly, physics. If if we do it like that, they will choose in in these three subjects they would also choose a subject that they need to like. If they don't like biology or physics, they can do math. And but we should also have, we should also let only let the year six to University to choose because if we let a kindergarten choose there a subject, they won't, they won't be able to learn their country's language or how to do math. And when they go traveling, they can't you speak English to communicate. So I think I agree that should not they. Should choose their own subjects. Thank you very much, speaker Valerie, from the affirmative team. We are now heading back over to the negative speakers, and we are now going to our negative speaker York. Negative speaker York, your time starts now. We children have choose the things at school, because if they choose to things at, there will not be enough teachers for everyone. Good, if if you just want to choose the easy ones, you don't know how to do the hard classes. So if you choose does the classes you want, maybe if, if, if you need to do something. You need to use the hard things in hard classes, but you didn't learn them, so you don't know how to do that. Like peace, Google any of these York, anything else you could say thirdly or finally? He could say, finally, children must learn, my little must learn, or the seeat school that in conclusion. So would say in conclusion, I think. I think children don't. Children can't. Can't student choose the classes they want to do. Well done New York. Absolutely fantastic. Well done. It is always scary. Dude. Our first debate is it guys, that first debate is always really difficult. Very, very well done. Your absolutely fantastic and you've done amazing. Well done all. We don't quite have enough time to open the floor today, but that's okay. And I want to give some praise, some good things, some amazing things that are changing in this class, and I want us to acknowledge them. Alex, we've got nice signposting now, really clear ideas. Alex, today you use things like connected, which is a fantastic vocabulary. You talked about the impact, the consequence of subjects and how they kind of connect to each other. This was brilliant. Nice conclusion, nice address, nice example. Alex, this was much stronger. Yeah. Valerie, we had this lovely idea of you thinking about like groups. You thought about a real logical way of answering this question because you knew Alex and York were going to give probably very sensible answers to this motion today. But you thought about these groups. You thought about actually they can choose, but there can still be some discipline. And I think that was really clever in your debate today. Nice examples, inventive ideas. There were clear boundaries to what you were saying. So it was difficult for them to rebuttle that. Yeah. So world and value is excellent when we do the best way. You cleresearch this. Finery York, a first debate with us today. A nice signposting. Yeah some nice ideas. You talked about hard classes being ignored. You thought about why it was not a good idea to have just easy classes. You had to practice for the first time how to sort of pull a debate together using conclusion. Use your signposting. State our motion today. Yeah you spoke for a full two minutes as well, which anyone will tell you that's hard to do in a first debate. So congratulations York as well. A brilliant job. Yeah something for all of you. My big, big, big, big, big note address everyone this we need this for everyone's debate. It's the polite debating rules I think is best way of putting okay. So whenever we debate we have to even if we're a third or second speaker, we have to address everyone. Yeah. It's the it's sort of the formality of debating. Good evening. Good morning. Hello, chairperson. Judges were the opponents. Yeah even if you don't like them, Yeah so we just need to work on making sure we open our debate with this address. Okay. So we'll try that again next week. All right. But much, much more positive things than that. Yeah. And well, then should we announce today's winners? Right. Today's winning candidate is Valerie. Today I'm get asked as an individual because I can't be poverty. But so Valerie, very, very well done. I liked your inventive idea to your argument. Okay, but they gave you a run for your money. Should we have a look what we're going to do next week? Very quickly before we finish, let's have a look, shall we? Children should get paid after they do house work. Oh, Oh, this will be an interesting debate. Have research on both sides. We might chair next week. We might do some chaering next week or beat the teacher. One of those we might do. Thank you York for spending some time with us. It was amazing to have you with us. Thank you, Alex. Thank you, Valerie. Have a wonderful rest of your evening and I'll see you next week. Bye all. Bye, bye. Bye. Very.