Using My Voice

Overview

This is lesson 5 of 6 in Every Voice Matters. Students revisit how people show belonging through greetings, symbols, uniforms, and group activities, then apply this understanding to expressing an opinion respectfully. They choose a class or community issue and create a short message using words, art, or symbols.

Learning intentions

• WALT share an opinion about an issue that matters to our class or community.
• WALT listen carefully and disagree in a safe, respectful way.
• WALT create a message that includes and cares for others.
• WALT use words, art, or symbols to communicate meaning.

Success criteria

• I can say what I think and give a simple reason.
• I can listen without interrupting and respond kindly.
• I can disagree using respectful words.
• I can make a message that helps others understand my idea.

Curriculum links

• Civics and Society — belonging and community: students explain how being part of a group shapes personal experiences and belonging.
• Civics and Society — belonging and community: students recognise simple expressions of belonging, including greetings, symbols, uniforms, and group activities.
• Civics and Society — belonging and community: students investigate how symbols and greetings represent different people, places, and groups.
• Social Sciences practices and competencies: communicating ideas, listening to others, participating fairly, and contributing to a caring group.

Lesson structure (30 minutes)

1. 0–4 min · Hook: whose voice is included? Teacher opens the opening question slide showing a simple image of children caring for a shared outdoor space and asks, “What could we say or do to help our community?” Students think quietly, then share one possible message with a partner. Emphasise that every person may have an idea and that ideas can be different.

2. 4–9 min · Model respectful disagreement. Teacher uses the respectful voices slides to introduce three listening actions: eyes and body turned towards the speaker, waiting for a turn, and responding kindly. Model: “I think we should plant more trees because they help our place. I hear your idea, but I think we should also keep the playground tidy.” Students identify what was respectful and practise the sentence frame with a partner: “I think ___ because ___. I hear your idea, but I think ___.”

3. 9–13 min · Choose an issue. Teacher displays the issue-choice slide with accessible options such as including everyone in games, celebrating the languages in our class, showing peace and kindness, or caring for the environment. Explain that students may choose one option or suggest a closely related class issue. Students vote by standing beside an option or placing a hand on their chosen picture; the class briefly notices that people can choose differently.

4. 13–23 min · Create a community message. Teacher distributes the community message planning sheet and explains that students may work independently or with a supportive partner. Students complete or draw: “Our issue is…”, “I think…”, “This would help because…”, and “My message is…”. They create a poster-style message using words, pictures, colours, or symbols. Circulate and prompt: “Who is your message for?”, “How does your message include others?”, and “What might your symbol mean?” Encourage invented spelling, oral rehearsal, drawing, or dictated ideas.

5. 23–28 min · Share and respond. Teacher uses the sharing and listening prompt to remind students to be kind audience members. In groups of four or five, students show their message and explain one part. Listeners give one warm response using “I noticed…” or “Your message helps because…”. If a listener has a different view, they may say, “I hear your idea. My idea is…”, without putting down the speaker.

6. 28–30 min · Reflect and close. Teacher returns to the final reflection slide and asks, “How did we use our voices responsibly today?” Students complete the final box on the reflection section by drawing or finishing: “I used my voice responsibly when…”. Invite two or three quick responses and explain that the class will decide how to share or act on its messages in lesson 6.

Resources

• the complete Every Voice Matters discussion deck
• the community message planning sheet
• Pencils, crayons, and felt-tip pens
• A3 paper or recycled card for finished messages
• Four issue picture cards or displayed issue icons
• A visible timer
• Teacher observation notes

Assessment

• Listen during partner talk for an opinion, a reason, turn-taking, and respectful disagreement. Prompt or model again when needed.
• Review students’ message sheets for a clear issue, an understandable opinion or request, and evidence that others are being included or cared for.
• Use the final reflection to identify students who can describe responsible voice use and those needing further modelling in lesson 6.

Differentiation

• Provide oral rehearsal, picture choices, sentence frames, and a word bank including think, because, hear, kind, include, and care.
• Allow students to draw, use symbols, dictate to an adult, scribe with a partner, or record an oral message instead of writing independently.
• Pair students thoughtfully and give explicit turn-taking roles: speaker, listener, encourager, and questioner. Avoid requiring a student to speak publicly; sharing with a teacher or partner is acceptable.
• Extend confident students by asking them to create a message that includes two viewpoints or to explain how a symbol could communicate meaning to someone who cannot read the words.