Year Level

Foundation to Year 2 (F - 2)

Time

60 minutes

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Unit: Building Healthy Friendships

Lesson 1: Using Our Big School Voice

Lesson Description:
Students will learn the importance of using a clear and confident voice in school settings. They will practise speaking up in group discussions through guided role-plays and activities.

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Australian Curriculum Links (Health and Physical Education v9)

Content Descriptions aligned:

• ACPPS018 (Foundation): Investigate how to interact with others and participate in group activities using respectful behaviours (Personal and Social Capability)【17:AC9HPFP02.md†AC9HPFP02】.
• ACPPS020 (Year 1 & 2): Identify personal strengths and describe how these are recognised and can be used to build respectful relationships (Developing Healthy and Respectful Relationships)【19:AC9HP2P02.md†AC9HP2P02】.
• ACPPS022 (Year 1 & 2): Practise strategies to manage emotions and resolve conflict in relationships with others, including in group situations【19:AC9HP2P02.md†AC9HP2P02】.

General Capabilities:

• Personal and Social Capability: self-awareness, self-regulation, social awareness, social management, and responsible decision-making.
• Communication: practising confident verbal expression and listening skills.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Use a clear, loud and confident voice to express ideas and feelings in group settings.
2. Understand why using their “big school voice” is important for communicating clearly with peers and adults.
3. Demonstrate respectful listening when others are speaking.
4. Practise speaking up assertively in role-play scenarios involving group discussions or small conflicts.
5. Recognise that speaking clearly helps build healthy friendships.

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Resources

• Visual cue cards with “Big Voice” vs “Small Voice” pictures.
• Role-play scenario cards for paired activities.
• Classroom space arranged for circle time and small group activities.
• Whiteboard and markers.
• “Big Voice” and “Little Voice” puppets (optional for engagement).
• Recording device or tablet (optional for playback to reflect on voice clarity).

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Lesson Breakdown (60 minutes)

Time	Activity	Description
0-10 mins	Warm-up & Introduction	- Welcome students and introduce the topic. - Use puppets or gestures to demonstrate using a big vs little voice. - Discuss why using a clear, confident voice is important in school (e.g., teachers can hear you, friends understand you).
10-20 mins	Listening and Speaking Demonstration	- Teacher models speaking up using a confident voice, then a quiet voice. - Students practice repeating using their “big school voice”. - Play a ‘telephone’ game where students pass a message using a big voice vs a small voice to notice the difference.
20-35 mins	Role-Play Scenarios in Pairs	- Students receive simple cards with scenarios (e.g., asking to join a game, sharing an opinion, telling a teacher “stop” if someone is not being kind). - In pairs, practise using a clear voice to express themselves. - Teacher circulates to support and encourage confident voices.
35-50 mins	Group Discussion Practice	- In a circle, students take turns sharing ideas about friendship using their big school voice (e.g., “I think friends should share”). - Teach turn-taking and listening respectfully while others speak. - Use a talking stick or ball to indicate whose turn it is to speak.
50-60 mins	Reflection & Wrap-Up	- Discuss how it felt to use their big school voice. - Ask students to share why it is helpful to speak clearly and confidently. - Reinforce the learning that using the big voice helps friendships and being understood. - Teacher gives positive feedback and encourages practice at school.

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Differentiation and Support

• For students reluctant to speak aloud, use puppets to role-play or start with one-on-one practice with the teacher.
• Provide visual voice level charts for students needing extra support.
• Encourage peer modelling by pairing students with confident speakers.
• Use prompts and sentence starters to support expressive language development.

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Assessment and Feedback

• Formative assessment through observation during role plays and group discussions:
  Does the student use a clear and confident voice?
  Do they wait respectfully for their turn to speak?

• Self-assessment prompt: "Did I speak loudly enough so everyone could hear me?"

• Teacher feedback highlighting specific examples of effective voice use and respectful listening.

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Extension Ideas (For homework or later lessons)

• Students draw a picture of themselves using their “big school voice” in a situation at school.
• Practice “big school voice” with parents or carers at home and share experiences next class.
• Create a class poster titled “Our Big School Voice Rules” including tips for speaking clearly and listening.

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Note: This lesson starts the unit "Building Healthy Friendships" by focusing on communication skills foundational to social interaction and respectful relationships, which are crucial elements outlined in the Australian Curriculum for personal and social capabilities and health education for Years F-2【19:AC9HP2P02.md†AC9HP2P02】【17:AC9HPFP02.md†AC9HPFP02】.