Y06W28RC Fairness Talk

This week, you will read a speech about noticing unfairness and responding with a calm, practical idea. You will practise spotting how a speaker raises a concern without blaming people. As you read, notice how respectful words can still sound strong and clear.

Persuasive — Speech

This week, you will read a speech about noticing unfairness and responding with a calm, practical idea. You will practise spotting how a speaker raises a concern without blaming people. As you read, notice how respectful words can still sound strong and clear. A speech is a piece of writing prepared to be spoken aloud to an audience. Writers use persuasive speeches to present a view, explain why it matters and encourage listeners to support an idea or action. You will usually find a clear opening, a concern or problem, examples, a proposed solution and a strong ending, sometimes with stage cues that show where the speaker should pause or add emphasis. As a reader, you are expected to follow the argument, notice how the speaker controls tone and judge whether the suggested solution is fair and practical.

Before You Read

  • Look at the title and get ready for a speech about fairness in a shared school space.
  • Think about how a calm suggestion can sometimes solve a problem better than a complaint.
  • Expect a speaker who raises a concern, gives an example and proposes a practical fix.

While You Read

  • Notice how the speaker moves from the problem to the solution step by step.
  • Pay attention to stage cues such as 'pause' and 'emphasis', because they help show how the speech should sound.
  • Re-read the example carefully and check what it proves about the fairness concern.
  • Watch for words that keep the tone respectful, even when the speaker is being firm.
  • Track whether the proposed fix seems easy for students to remember and use.

Read With Purpose

  • Notice which persuasive moves make the fairness concern sound reasonable and calm.
  • Pay attention to how the speaker controls tone while still asking for change.
  • Keep an eye on whether the solution sounds fair, practical and easy to follow.

Now read

The speech

~3 min read · ~504 words

Our Fair Turn Plan

Good morning, everyone. [pause] I want to speak about a small school problem that can create big frustration. It is not about one person being rude or one class doing the wrong thing. It is about fairness. When turns are not shared clearly, some students get repeated chances while others wait, miss out or stop trying to join in. [emphasis] That is why I believe we need a simple fair turn plan.

You may have noticed this during lunch sports on the oval and on the basketball court. A game starts, a group stays on for a long time, and other students stand nearby hoping for a chance. Sometimes no one means to exclude anyone. Friends are focused on the game, the next match is not organised, and the same confident players keep stepping forward first. The problem is not always bad intent. The problem is the result. When the system is unclear, fairness becomes uneven.

Let me give one example. Last Thursday, a group of students waited near the basketball court for nearly all of lunch. Each time a game ended, another team was ready immediately because they were already standing close together and calling out names. The waiting students did not interrupt because they wanted to stay calm. By the time they were finally invited in, only a few minutes remained. No rule had been broken, but the outcome was still unfair. A shared space should feel open to everyone, not only to the people who are quickest to claim it.

So what is the fix? [pause] We do not need a complicated roster for every lunchtime game. We need a practical routine that students can remember. First, when one game ends, the players leaving the court or field should pause before starting again. Second, any students waiting should be asked, ‘Who is next in line?’ Third, if there are several groups waiting, the next turn should go to the group that has waited longest. Finally, after one turn, that group moves to the back so others can have a fair chance as well. This is a simple rotation, which means people take turns in an organised order.

This plan works because it is clear, calm and easy to repeat. It does not blame confident players for being confident. It does not force teachers to manage every moment. It gives students a respectful script and a fair process. If someone is unsure, they can say, ‘Let’s check who has been waiting longest.’ That sentence is firm, but not aggressive. It solves a problem without starting a bigger one.

So here is my call to action. [emphasis] Let’s try the fair turn plan for one week in shared play spaces and see how it goes. If it helps more students join in, feel welcome and get a real chance, then it is worth keeping. Fairness does not always need a huge rulebook. Sometimes it starts with one clear system, one calm sentence and one shared decision to make space for others.

Check your vocabulary knowledge

frustration n.
the feeling of being annoyed or blocked
exclude v.
leave someone out
uneven adj.
not balanced or fair across the group
rotation n.
taking turns in an organised order
aggressive adj.
pushy or hostile in manner