The Great Debate Erasmus Project

Project Title

The Great Debate

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for school education

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Key Competences (incl. mathematics and literacy) – basic skills; Environment and climate change; International cooperation, international relations, development cooperation

Project Summary

Alexander (2012, p.4) states:
Pupils need for both learning and life, not only to be able to provide relevant and focused answers but also to learn how to pose their own questions and how to use talk to narrate, explain, speculate, imagine, hypothesise, explore, evaluate, discuss, argue, reason and justify. This project aims to develop quality discussion and debate in upper KS2 (pre-high school) through climate change and environmental issues.

427BC is perhaps one of the ancient world’s best examples of an argument with something vital at stake with Diodotus arguing for clemency, and Cleon, “the most violent man at Athens”, opposing him. “The good citizen,” he insisted, “ought to triumph not by frightening his opponents, but by beating them fairly in argument.” We have seen the impact of arguments reflecting current agendas on the local, European and world stage: Brexit, Climate Change, world leaders and Social Media Intrusion have led to, not only heated arguments, but fights and even families and friends falling out. Have we lost the skill of debate? Can we not state our point of view without being insulting to those who hold a different belief? We want to create a positive learning outcome from recent public outbursts of anger and argument. We will, in this project, show children and young people how to debate fairly and to forge new skills to listen, explore other peoples’ viewpoints and yet remain friends.

This project will develop critical thinking, problem solving, public speaking experience (on a transnational stage), good oracy skills, conflict resolution, empathy, confidence and presentation skills.

An independent evaluation of the first phase of The Plymouth Oracy Project proves that Oracy development improves pupil attainment, behaviour, confidence and attendance. Furthermore, disadvantaged pupils make significantly more progress and close the gap to their more affluent peers. This project will build upon the successes of the project to date and develop best practice materials and outcomes for discussion and debating in Key Stage Two and into Key Stage 3.

Project Website

http://plymouthteachingschool.co.uk

EU Grant (Eur)

Funding of the project from EU: 242115 Eur

Project Coordinator

Plymouth Teaching School Alliance (PAPH Co-operative CIC) & Country: UK

Project Partners

• Jändelskolan
• Scoala Gimnaziala Vasile Carlova
• Marine Academy Primary
• CFI GABRIEL PEREZ CARCEL
• ASOCIACIÓN PARA PROMOVER LA FORMACIÓN, INTERNACIONALIZACIÓN E INNOVACIÓN DE LA EDUCACIÓN (AFINE)
• CEIP INFANTA LEONOR
• COLEGIUL NATIONAL IENACHITA VACARESCU