Understanding Voting Systems

Overview

Lesson 3 of 9 in Power and Participation in Aotearoa. Students learn that an election is a way for people to choose representatives, explore the basic steps of voting in New Zealand, and take part in a simple class election.

Learning intentions

• WALT explain what an election and a vote are.
• WALT describe some steps in a New Zealand election.
• WALT understand that voting gives people a way to have a say.
• WALT participate fairly in a class election.

Success criteria

• I can explain that voting is making a choice between options.
• I can put the main steps of voting in the correct order.
• I can explain one reason voting is important.
• I can follow fair voting rules and respect the result.

Curriculum links

• Social sciences: understand how people participate individually and collectively in response to community needs.
• Social sciences: understand how the ways in which people and communities organise themselves change over time.
• Social sciences: identify and use sources and communicate ideas about people, places and events.
• Key competencies: participating and contributing; thinking; relating to others; managing self.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook: What would you choose? Open with the voting hook and question. Show two or three child-friendly class choices, such as a story for shared reading or a playground game. Ask: “How could we make this choice fairly if everyone has a different idea?” Gather responses and introduce the word vote.

2. 5–12 minutes – Build key ideas Use the key words and voting process slides to introduce election, candidate, voter, ballot and result. Explain that in New Zealand, eligible people vote privately for the candidate or party they prefer. Keep the explanation simple: people make a choice, place their vote in a ballot box, votes are counted, and the result is announced.

3. 12–18 minutes – Order the process Display the election steps visual and read the steps aloud together: decide who can vote, learn about the choices, mark a ballot, place it in the ballot box, count the votes, and announce the result. In pairs, students tell a partner what happens first, next and last. Clarify that adults must enrol before voting and that voting is a choice, not something people are forced to do.

4. 18–30 minutes – Class election Distribute the class election ballot and recording sheet. Hold a neutral class election with two or three options, such as which class activity to do for ten minutes later in the week. Read each option and check that everyone understands it. Students privately mark one choice, fold their ballot and place it in a clearly labelled container. Students who cannot or do not wish to vote may make that choice without pressure.

5. 30–36 minutes – Count and record Invite two students to help count while the teacher supervises. Model careful counting, one ballot at a time, and record the totals on the class election recording sheet. Discuss why secret voting, accurate counting and accepting the result help make an election fair. Do not identify how any individual voted.

6. 36–41 minutes – Why does voting matter? Return to the discussion and fairness prompts. Ask: “How can voting help people have a say?” and “What could happen if only one person made every decision?” Students think, pair-share and contribute ideas. Emphasise that voting is one way people participate in a democracy, alongside listening, discussing, helping and taking action.

7. 41–45 minutes – Plenary and check for understanding Use the final recap slide. Students complete the final three prompts on the reflection section: “Voting means…”, “One step in an election is…”, and “Voting is important because…”. Invite two or three students to share. Preview the next lesson, which will explore how people’s rights and responsibilities support participation.

Resources

• the voting hook, teaching visuals, activity instructions and recap
• the class election ballot and recording sheet
• A small box or container for ballot papers
• Pencils and a class list
• Whiteboard and marker
• Two or three neutral class-choice options displayed clearly
• Optional privacy screens or folders for ballot marking

Assessment

• Listen during pair discussions for accurate use of vote, election, ballot and result.
• Observe whether students can follow the voting process respectfully and understand that a vote is private.
• Review the worksheet reflection to check that students can describe one election step and one reason voting matters.

Differentiation

• Provide picture-supported vocabulary and repeat the election steps with actions for students needing additional support.
• Pair students strategically; allow oral answers, drawing or scribing instead of written responses.
• For EAL learners, use gestures, icons and sentence frames: “Voting means ___” and “Voting is important because ___.”
• Extend confident students by asking them to compare a class election with a community or national election, identifying one similarity and one difference.