How Decisions Are Made

Overview

In this third lesson of Our Voice, Our Democracy, students investigate how groups and communities make decisions. They compare voting, consensus, expert advice, and consultation, then apply these methods to a practical class challenge while considering fairness, participation, rights, and responsibilities.

Learning intentions

• WALT investigate how decisions are made in groups and communities.
• WALT compare voting, consensus, expert advice, and consultation.
• WALT explain advantages and challenges of different decision-making methods.
• WALT participate respectfully in a group decision.

Success criteria

• I can identify four different decision-making methods.
• I can describe an advantage and a challenge for each method.
• I can listen, contribute, and use respectful discussion language.
• I can explain why one method may suit a particular situation.

Curriculum links

• Civics and Society — informed citizens participate in democracy.
• Rights and Responsibilities — having rights also means doing our part so others can enjoy theirs.
• Rights and Responsibilities — understanding different viewpoints and thinking critically about information are responsibilities of citizenship.
• Social Sciences capabilities — communicating ideas, considering perspectives, participating, and making informed decisions.

Lesson structure (45 minutes)

1. 0–5 min · Hook and prior learning. Display the question, “If our class could improve one shared space, how should we decide what to do?” using the opening question slide. Students think independently, share with a partner, and identify who should have a say and why. Briefly connect responses to the previous lessons about voice, rights, and responsibilities.

2. 5–12 min · Explicit teaching. Use the decision-making methods slides to introduce four methods:

• Voting: people choose an option and the most-supported option wins.
• Consensus: the group works towards a decision everyone can support, even if it is not everyone’s first choice.
• Expert advice: a person with relevant knowledge informs or recommends a decision.
• Consultation: decision-makers seek people’s views before making the final decision.

Model a simple example, such as choosing a class activity. Ask: “Who has influence in each method? Who might be left out? What could make the process fair?”

3. 12–17 min · Compare methods. Distribute the decision-method comparison chart. Complete the first row together, identifying one advantage and one challenge of voting. Students work in pairs to complete the remaining rows, using the definitions and prompts on the worksheet. Invite brief responses and clarify that no method is always best; the appropriate method depends on the situation, time available, knowledge needed, and whose rights or interests are affected.

4. 17–30 min · Group decision challenge. Organise 30 students into six groups of five. Give each group the same challenge: “Recommend one improvement for a shared class or school space, using the available budget of 100 points.” Provide options such as more comfortable reading spaces, native plants, lunchtime equipment, artwork, or rubbish-reduction resources. Each group must use one assigned method: voting, consensus, expert advice, or consultation; two groups may use different methods for comparison. Students use the group challenge and process slides and record their decision and reasons on the worksheet. Assign accessible roles: facilitator, timekeeper, recorder, respectful-language monitor, and reporter. Expert-advice groups may use a nominated “expert” with information supplied by the teacher; consultation groups collect each member’s view before deciding.

5. 30–39 min · Report and evaluate. Each group gives a one-minute report explaining its decision, method, and one advantage and challenge experienced. While listening, students complete the evaluation prompts on the decision-method comparison chart. Lead a discussion: “Which methods included everyone’s voice?” “Which was quickest?” “When would expert advice be important?” “Can consultation be democratic if someone else makes the final decision?” Reinforce that respectful participation helps protect everyone’s rights and allows groups to make informed decisions.

6. 39–45 min · Individual reflection and exit check. Display the plenary and exit-question slide. Students complete the Success Criteria exit ticket by identifying the method they used, describing one advantage and one challenge, and explaining which method they would choose for a new situation. Invite two or three students to share. Collect the tickets to inform the next lesson.

Resources

• the complete decision-making slide deck
• the decision-method comparison chart
• the Success Criteria exit ticket
• Whiteboard or interactive display
• Six group sets of challenge options and 100-point budget information
• Group role labels or cards
• Pencils and highlighters
• Timer

Assessment

• Listen during paired comparison and question students about who has influence, whose views are included, and how fairness is supported.
• Use group reports and worksheet responses to assess whether students can identify methods and explain advantages and challenges.
• Review exit tickets for accurate method identification, respectful participation, and the ability to select an appropriate method for a situation.

Differentiation

• Provide the comparison chart with definitions, icons, and partially completed examples for learners who need support. Read instructions aloud and check understanding before each transition.
• Rehearse discussion language: “I agree because…”, “I see it differently because…”, “Can you explain your idea?”, and “How could we include…?” Display these stems throughout the group task.
• Assign roles according to strengths and provide alternatives to extended writing, such as drawing, oral recording, or dictating ideas to the recorder. Pair EAL learners with supportive peers and pre-teach key words: vote, consensus, advice, consultation, advantage, challenge, and viewpoint.
• Extend learners by asking them to evaluate which method is most appropriate for three different situations, such as choosing a class game, deciding a school safety rule, or planning a community facility. They should justify their choices using time, expertise, participation, and fairness.