Queensland Debating Competition – Round 1

Year 8 Debate

Wow. What a debate to watch! The Year 8 debating team – Bethan W, Shani B, Seb C and Ava C – put on an absolutely cracking show for their Round 1 debate in Week 7. Students were the negative team for the topic ‘schools should offer dual learning systems of online and in-person learning.’ The students raised well-rounded points, such as student wellbeing being negatively impacted due to a lack of socialisation and necessary social skills gained in a school setting, and the increase of teacher workload having to further cater for students that engaged with the online model. Unfortunately, the team didn’t walk away with the win this time.

The skill demonstrated by these Year 8 debaters was nothing short of astounding. Despite their absolute best attempts, and beautifully crafted and sophisticated points and rebuttals, it was a narrow loss to Brigidine College. The team left the debate with a fire in their bellies for a win next round.

Ms Fry

Year 9 Debate

In a fierce Year 10 debate, The Gap State High School's affirmative team – Sam L, Alex G, Ambika P, Bonnie H, Sienna H and Oliver G – argued passionately that ‘political advertising should be banned on social media platforms’. Incredibly, the students that make up the Year 10 team, are made up of Year 9 students. Making their achievement of a win that little bit more impressive!

Students highlighted concerns about misinformation, the potential for manipulation, and the adverse impact on democratic processes. Drawing attention to the power dynamics of social media algorithms, they contended that banning such ads would foster a more transparent and equitable political landscape. Our students delved deeper into the societal repercussions, underscoring the vulnerability of impressionable young minds. They argued that constant exposure to aggressive political advertising on social media negatively influences the mental health of adolescents. Citing studies on the psychological effects of such content, they contended that a ban would protect the well-being of the youth, shielding them from the undue stress and polarization associated with political campaigns.

On the opposing side, Sommerville High School's negative team vehemently defended the importance of free speech and digital campaigning. They emphasised the role of social media in political engagement, asserting that a ban would stifle discourse and hinder democratic participation. The negative team presented also a distinctive perspective, focusing on the environmental aspects of political advertising on social media. They asserted that digital campaigns were more environmentally friendly compared to traditional methods involving paper, billboards, and mass mailings. Emphasizing the reduction of physical waste and carbon footprint, the negative team contended that a ban on social media political advertising would inadvertently lead to increased reliance on less eco-friendly alternatives.

Year 11 Debate

The Year 11 Debating team – Lahiri H, Gabi H, William D and Isabelle S - had a cracking Round 1 debate in week 6. While students narrowly lost their first debate to Gregory Terrace, it was an incredibly close debate and a great display of their ability and team work. They had their work cut out for them arguing against ‘That we oppose the ideal that one ought sacrifice themselves for the greater good.’ Both teams raised some excellent points, and the Year 11’s received some great feedback from the Adjudicator at the end of the debate that I’m sure they will implement in the following rounds. Very excited to watch this team grow over the season – Our next debate is a short preparation, so once again their knowledge and skills will be put to the test!

Ms Fry

Congratulations to Our New UQ Science Ambassadors

Five of our senior students have been successful in their application to become our new UQ Science Ambassadors. Ambassadors will be encouraged to champion science at our school by developing and delivering events, including National Science Week activities, and encouraging other senior science students to share their experiences with students in all years.

The long-established UQ Science Ambassador program has been running for more than 20 years. Thousands of students from schools across Queensland have participated in the program. The program challenges students to develop their leadership abilities and communication skills, and offers them the chance to connect with like-minded students across Queensland as well as academics and students from UQ's Science Leaders Academy.

Meet our new ambassadors:

Mahima J (Year 11)

“I have had a passion about science subjects and careers from year 7 onwards. I believe that science is one of those subjects I just like to learn more about and know what science related things are going on in the world. I have had a dream to become a Radiologist which requires certain science degrees. I am also fascinated by how much goes on within the world of science, and in fact, I’m a massive fan of astronomy.”

Amelia K (Year 11)

“I have always found science fun and entertaining, it has always been a subject that has taken my interest and challenged the way I think. The fact that science has so many branches to it and so much yet to be discovered, as well as having the ability to help people both physically and mentally, is something that I have always loved about it. I definitely want to pursue a career around science and be able to discover so much more and knowing that I will never stop learning makes me love it so much more.”

Thomas M (Year 11)

“I am passionate about science, partly because of my upbringing. I was raised around science and built on that with different and more complicated concepts in primary school. I really like the different applications and fields of study that can be conducted, such as chemistry experiments and chemical reactions. Things like forensic science and criminal psychology really intrigue me, as I would like to go into a career path relating to those topics. I am interested in the intricacies of the human mind and the application of science to help people”

Gabbie M (Year 11)

“There are so many different things that keep me hooked and loving science, however, above all else I love how much there is to learn. I aspire to study to be a paediatrician when I graduate because it will allow me to help others. Through science, I can learn how to help people and make a difference to so many different people’s lives. I love knowing the how and why to what is going on around me, I enjoy when everything fits together and I have that aha moment. Science is the tool kit to understanding the world around us.”

Name withheld

“Throughout my life, science has inspired me from the curiosity it has sparked and allowed me to search for answers to nearly anything. It can explain, in a logical format, ideas from how the universe started down to the chemical composition of rocks. This allows us as humans to apply this knowledge to complex, real-world scenarios, furthering our standard of living through social, technological, environmental and economic advancements. Importantly, these reasons don’t just spark curiosity in myself, but it can inspire so many other people. This creates a growth in knowledge in many areas from simply just asking Why”

Community Notices