Civic Action Showcase

Overview

In this final lesson of Our Voice, Our Democracy, groups present the civic action proposals they have developed during the unit. Students use evidence, listen and respond respectfully, then reflect individually on how democratic participation can support wellbeing, fairness, and positive change in their community.

Learning intentions

• WALT communicate a civic action proposal clearly.
• WALT use evidence and respond respectfully to questions and feedback.
• WALT identify a realistic personal or group next step.
• WALT reflect on how democratic participation supports wellbeing and fairness.

Success criteria

• I can clearly present our proposal and explain the change we want to see.
• I can use evidence and respond respectfully to questions.
• I can identify a personal or group next step.
• I can explain how participation in democracy can support wellbeing and fairness.

Curriculum links

• Civics and Society — informed citizens are needed to participate in democracy.
• Rights and Responsibilities — the importance of shared responsibility, including respecting others and developing a campaign to raise awareness.
• Civics and Society — having rights also means doing our part to help others enjoy theirs.
• New Zealand Curriculum Refresh capabilities: thinking critically, communicating ideas, participating and contributing, and relating to others.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and prepare. Teacher displays the learning intention and success criteria using the opening and success-criteria slides, reminds students that democratic participation involves listening, respectful challenge, and shared responsibility, and assigns six groups of five to presentation spaces. Students collect their group proposal, decide speaking roles, and identify the evidence they will use.

2. 5–10 min · Rehearsal. Teacher gives groups a focused rehearsal checklist: state the issue, explain who is affected, present the proposed action, use evidence, and finish with a clear next step. Students rehearse once, using cue cards if needed, while group members practise supportive feedback such as “I noticed…” and “Could you explain…?”

3. 10–28 min · Civic action presentations. Teacher uses the presentation instructions and timing slides to signal six presentations of approximately three minutes each, followed by one minute for questions. Students present to the class, explain their proposal and evidence, answer one or two questions, and listen actively to other groups. The teacher records brief notes against the success criteria rather than interrupting the flow.

4. 28–34 min · Peer feedback. Teacher models feedback that is specific, kind, and connected to the criteria, then displays the peer-feedback prompt slide. Students give each presenting group one strength and one practical suggestion. Feedback may be spoken, written on the group’s existing planning sheet, or shared through a supportive peer spokesperson.

5. 34–41 min · Individual reflection and commitment. Teacher distributes the civic action reflection and commitment sheet and reads the prompts aloud. Students independently explain which success criteria they met, how their proposal could support wellbeing or fairness, what they learned from another group, and one realistic personal or group next step. Students who need an alternative may record an oral response or confer with the teacher.

6. 41–45 min · Share and close. Teacher invites several students to share a commitment, then returns to the reflection and closing slide and asks: “How can people use their rights and responsibilities to help others enjoy theirs?” Students share a final response with a partner and hand in their reflection sheet as an exit assessment.

Resources

• the Civic Action Showcase slide deck
• the civic action reflection and commitment sheet
• Groups’ completed civic action proposals and evidence
• Cue cards or presentation notes
• Timer
• Board or display screen
• Teacher observation checklist
• Pencils and coloured pens

Assessment

• During rehearsal and presentations, assess whether students communicate a clear proposal, select relevant evidence, listen, and respond respectfully. Record brief observations for each group and individual speaker.
• During peer feedback, check that comments refer to the success criteria and include both a strength and a useful suggestion.
• Review the individual reflection for understanding of democratic participation, rights and responsibilities, wellbeing and fairness, and a realistic next step. Accept written, oral, or supported responses.

Differentiation

• Provide rehearsal time, a simple presentation structure, sentence starters, visual prompts, cue cards, and the option to present from a seated position or with a partner.
• Offer supportive roles such as timekeeper, evidence reader, slide operator, question collector, or peer spokesperson so every student can contribute meaningfully.
• Read worksheet prompts aloud, provide key vocabulary and a word bank, allow drawing or audio recording, and pair EAL learners with a trusted peer. Check privately with students who experience anxiety about public speaking.
• Extend learners by asking them to propose a realistic pathway for engaging with a community decision-maker, such as identifying the appropriate person or organisation, planning a respectful message, and explaining what evidence they would include.