Everyone Has Voice

Context

• Unit: Working Together in Aotearoa
• Lesson: 4 of 10
• Year level: Years 0-1 (approx. 5-6 years old)
• Duration: 30 minutes
• Class size: 10 students
• Focus: Introducing the concept of having a say (voice) in decisions through a simple voting activity that is safe, inclusive, and supportive.

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Learning Objectives

Aligned with the New Zealand Curriculum Refresh, particularly Social Sciences and Key Competencies for Years 0-1:

• Social Sciences (Understanding the world around them)
  • Recognise that people make decisions together to solve problems or decide activities (Social Sciences Achievement Objective, Levels 1-2, NZC Refresh).
  • Understand the importance of everyone’s voice being heard in groups or communities.
• English (Communication)
  • Express simple preferences and opinions clearly in own words.
  • Listen actively to others and begin to take turns to speak in discussions.
• Key Competencies
  • Participating and contributing: Actively contribute ideas and listen with respect.
  • Thinking: Begin to understand processes of decision-making and inclusion.
  • Relating to others: Cooperate with peers in a respectful and inclusive environment.

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Curriculum References

• Social Sciences Achievement Objectives: Explore how people make decisions about community activities and how everyone has a voice.
• English: Oral language - expressing ideas and preferences.
• Key Competencies: Participating and contributing, Thinking, Relating to others.
• Principles: Inclusion and Equity, Community Engagement.
• Values: Equity, Diversity, Community and Participation.

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Lesson Plan Overview

Time	Activity	Details	NZC Links
0-5 min	Introduction and context	- Greet students warmly. Introduce the lesson theme "Everyone Has a Voice".

• Use a simple story or puppet play featuring a group of friends deciding on a game to play together, highlighting each friend sharing their preferences.
• Discuss briefly: "How do we make decisions together?" | Social Sciences: Making decisions together. English: Listening and speaking. Key Competency: Relating to others. | | 5-15 min | Voting activity: Choose a favourite fruit | - Present 3 types of fruit using real examples or pictures (e.g., apple, banana, orange).
• Explain “We are going to vote on what fruit we want for our snack”.
• Each student chooses their favourite fruit by placing a coloured dot sticker or token on a simple voting board/chart.
• Teacher models how to place their vote and say “I like apples!” or “I choose bananas!”.
• Emphasise “Everyone’s choice counts”.
• While voting, encourage full participation, language use, and positive encouragement for each contribution. | Social Sciences: Expressing preferences, decision-making. English: Speaking preferences clearly. Key Competency: Participating and contributing. | | 15-22 min | Discuss results and story reflection | - Count the votes together visually.
• Summarise which fruit got the most votes, celebrate everyone’s voice being heard.
• Ask simple questions: "How did we decide?", "Was everyone included?", "Did we all get to say what we like?"
• Reflect on the importance of listening to others and sharing ideas.
• Reinforce respect and kindness during decisions. | Social Sciences: Understanding collective decisions. English: Listening and responding. Key Competency: Thinking, Relating to others. | | 22-28 min | Role play or paired sharing | - In pairs or small groups, children share something they like (favourite colour, toy, or game).
• Encourage turn-taking and listening to partner’s voice.
• Teacher circulates to support and model respectful communication and wait time. | English: Oral Language - sharing ideas. Key Competencies: Relating to others, Participating and contributing. | | 28-30 min | Closure and positive reinforcement | - Gather students for a short wrap-up.
• Praise all for their participation and voice.
• Preview next lesson's topic about working together.
• Sing a short song or chant about working together or listening. | Key Competencies: Participating and contributing. |

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Resources Needed

• Storybook or puppet for introduction (related to decision-making and friendships).
• Visual voting board or chart (large poster with fruit pictures).
• Dot stickers or tokens for voting.
• Real fruit or fruit pictures.
• Seating arranged to allow group and paired interaction.

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Assessment and Reflection

• Formative assessment: Teacher observes student participation in expressing preferences, turn taking, and listening.
• Use checklists to note which students clearly articulated their preferences and who listened respectfully.
• Encourage positive peer feedback after paired sharing.
• Reflect on success of inclusive environment and which students may need extra support in expressing themselves or listening.

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Inclusion and Differentiation

• Provide additional verbal support/scaffolding for students needing help with vocabulary (e.g., using sentence stems: “I like ___ because…”).
• Use visual cues and non-verbal supports (pictures, gestures).
• Allow alternative communication modes for those with speech or language needs (pointing, sign).
• Celebrate all contributions equally to build confidence and a safe learning environment.

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Links to National Education and Learning Priorities (NELP) and Tiriti o Waitangi

• Reflects NELP aims for strengthening equity and wellbeing for all learners.
• Supports Tiriti o Waitangi principles through inclusive participation respecting all voices as taonga.

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This lesson plan aims to "wow" teachers by combining curriculum rigor with a hands-on, culturally responsive, and engaging learning experience for young learners, helping them understand how their voice matters in their community of learners.

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If you would like, I can provide exemplar scripts, visual templates for the voting board, or sample sentence stems to support the lesson delivery.