Discussing Free University Education
Stage 1: Paraphrase the question A university education is often seen as the key to a good job. Should the government fund universities so that everyone can study for free?
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Stage 1: Paraphrase the question A university education is often seen as the key to a good job. Should the government fund universities so that everyone can study for free?
Use this slide to guide the student into rewording the essay question aloud rather than answering it immediately. Encourage a natural paraphrase using simpler or alternative wording, for example: 'Many people think university helps people find better jobs, so some believe the government should pay for everyone to study.'
Stage 2: Present one side
Position A: University education should be free for everyone
it creates equal opportunity
students from poorer backgrounds can still study
society benefits from a more educated population
graduates may contribute more through taxes and public service
education can be seen as a public good, not only a personal benefit
Invite the student to speak in full sentences, not just read the points. Useful stems: 'One argument in favour is that…', 'Supporters of this view believe that…', 'For example…'.
What words come to mind when you hear ‘free university education’ ?
Use the word cloud to activate ideas before the student develops arguments. Prompt follow-up with themes such as fairness, taxes, opportunity, cost, debt, access, and public good.
How would you paraphrase this question in your own words?
Expected discussion elements: the student should restate the question in simpler words without arguing yet. Good paraphrases may mention government funding, free university, and whether everyone should have access.
What is one strong argument for free university education?
Expected discussion elements: one argument in favour of free university, such as equal opportunity, access for poorer students, social benefit, or education as a public good. Encourage one full spoken point with a brief example.
Stage 3: Present the other side
Position B: Students and families should contribute to the cost
university is expensive and governments have limited budgets
taxpayers should not pay fully for every degree
graduates often gain personal financial benefits
paying something may make students value their studies more
public money might need to prioritise healthcare, schools, or transport
Encourage balance of register and contrast language: 'On the other hand…', 'However…', 'Those who disagree argue that…'. If possible, prompt the student to add one example from experience or observation.
What is one strong argument against fully free university?
Expected discussion elements: one argument against fully free university, such as limited public budgets, taxpayer burden, personal financial gain for graduates, or competing priorities like healthcare and schools.
Which concern is strongest on this side of the debate?
Public cost
Taxpayer fairness
Private benefit
Other priorities
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Stage 4: Summarise your view
Bring both positions together in 2–3 spoken sentences.
briefly restate Position A
briefly restate Position B
give your own final view clearly
Useful framing:
In conclusion, while some people believe…, others argue… . Personally, I think…
Keep the ending concise and decisive. The aim is a spoken mini-conclusion, not a long debate. If the student is unsure, allow a middle position such as partial funding, support based on need, or lower fees rather than fully free education.
Which stage helped you speak most clearly today?
Metacognitive reflection only. Invite the student to think about the speaking process, not just the topic content.
Which part of the discussion felt hardest for you?
Metacognitive reflection only. Encourage the student to identify a language or ideas difficulty from the lesson.
What is one idea or phrase you will remember?
Metacognitive reflection only. A strong response may mention one memorable argument, phrase, or conclusion strategy from the lesson.
