Having a Voice

Overview

This 35-minute PSHE session is designed for 30 year 5 students and focuses on empowering them to have a say and be active members in their school community. The lesson aligns with the UK PSHE Association’s Programme of Study, particularly the relationships and living in the wider world themes. It develops pupils’ understanding of democracy, participation, and responsibility within their school context.

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Curriculum Links

• PSHE Association Programme of Study (Key Stage 2)
  • Living in the wider world: Rights and responsibilities
  • Relationships: Respecting self and others
• UK School Curriculum Values
  • Promoting respect, democracy, responsibility, and citizenship
• Social, Emotional and Mental Health (SEMH) development

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WALT (We Are Learning To)

• Understand what it means to have a voice in school
• Explore ways to participate actively in the school community
• Recognise the importance of respect and listening to others' opinions

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Define what having a ‘voice’ means in the context of their school
• Identify at least two ways to contribute their ideas in school decisions
• Demonstrate respectful listening and communication skills that promote collaboration

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Success Criteria

• I can explain what it means to have a voice in school
• I can suggest different ways to take part in my school community
• I can listen carefully and respond respectfully to others

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Resources

• Large sheets of paper and markers
• ‘School Council’ role badges (prepared in advance)
• Scenario cards with school community situations
• Whiteboard and pens
• Voting ballots and box (paper slips)

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Lesson Structure

1. Introduction (5 mins)

• Begin with a quick whole-class discussion: “What does having a say or a voice in school mean to you?”
• List responses on the whiteboard under the heading “Having a Voice.”
• Introduce the idea of being an active member of the school community by explaining the role of the school council and other ways to participate.

Teaching Tip: Use think-pair-share to support quieter students, allowing them time to think and then discuss in pairs before sharing with the class.

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2. Main Activity – School Council Role Play and Voting (20 mins)

Part A: Role Play (10 mins)

• Divide the class into 6 groups (5 pupils per group). Give each group a scenario card describing a school issue (e.g., playground improvements, lunch menu, new club ideas).
• Assign ‘School Council’ role badges to one pupil per group who acts as the representative.
• Groups discuss their card and prepare a short pitch on how they would like the school to respond.

Part B: Vote & Reflect (10 mins)

• Representatives present their group’s ideas to the class.
• Class votes on two ideas they believe would most benefit the school community.
• Discuss how voting is a way to have a voice and why listening and respect are important during the process.

Differentiation:

• Provide sentence starters for pupils who have difficulty expressing ideas aloud ("I think we should...", "My idea is...")
• Encourage more advanced learners to consider potential advantages and challenges of their idea and include these in pitches.

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3. Plenary – Reflective Discussion (8 mins)

• Ask pupils to reflect: “How did it feel to have your say today? How can we make sure everyone’s voice is heard in school?”
• Create a class charter of 3 rules for respectful communication and active participation in school community decisions. Write it on a poster to display in the classroom.

Extension Activity:

• Pupils who finish early or need extra challenge can write a short letter or speech to the school leadership team explaining why it’s important for pupils to be heard and suggesting new ways to involve everyone.

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Assessment

Formative assessment through:

• Observation of participation in group discussions and role play
• Quality of group pitches and voting engagement
• Contributions in plenary discussion and the class charter

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Reflection for Teachers

• Did pupils understand the concept of ‘having a voice’ and its importance?
• Were quieter or less confident pupils supported adequately?
• How might this activity be linked to actual school council processes or pupil voice initiatives?

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Notes on Differentiation

• For pupils with additional needs: Visual aids (scenario images), simplified language, adult support for social interaction
• For EAL learners: Key vocabulary pre-taught (voice, vote, community, respect) and sentence frames displayed
• For gifted and talented: Lead roles in pitching ideas, analyse how democratic processes impact school life, write formal communications

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This lesson plan encourages active citizenship and empathy, giving pupils authentic experience in decision-making while honing communication and social skills valuable throughout school and beyond.