Mock Election Campaign

Overview

This is Lesson 4 of 5 in the unit “Understanding Australia’s Democracy”. Students explore how Australian elections work (free and fair) and why voting matters, then begin creating a mock election campaign for a fictional candidate.

Learning intentions

• Students will explain key features of elections in Australia, including secrecy, fairness, and the role of responsible voting.
• Students will plan a persuasive campaign message using democratic values.
• Students will understand that democratic elections rely on rules and responsibilities to protect the rights of electors.

Success criteria

• I can describe how elections are conducted in Australia using key terms (secret ballot, voting responsibilities).
• I can identify what makes an election free and fair.
• I can develop a campaign strategy for my candidate that encourages informed, respectful voting.
• I can use evidence from our class “information sources” to support campaign ideas.

Curriculum links

• AC9HS5K06: the key values and features of Australia’s democracy, including elections, and the roles and responsibilities of elected representatives.
• AC9HS5S02: locate, collect and organise information and data from primary and secondary sources in a range of formats.
• AC9HS5S06: propose actions or responses to issues or challenges and use criteria to assess possible effects.
• AC9HS5S07: present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions.
• AC9HS5S03 (supporting): evaluate information and data to identify patterns and trends; use this during campaign decision-making.

Lesson structure (45 minutes)

1. 0–5 min · Hook: “Why vote?” Teacher displays three quick statements on the board (e.g. “Voting decides who represents us”, “Voting is a right and responsibility”, “Elections must be fair”). Students vote with hands for the statement they agree with most and explain one reason in a sentence.

2. 5–15 min · Direct teach: Free and fair elections Teacher leads a short discussion using a simple class chart titled “Free and fair elections in Australia”.

• Secret ballot: students learn that choices are private so voters can vote freely.
• Fair process: students learn elections are open, free and fair, and rules protect the democratic process.
• Voting responsibilities: students learn that electors should enrol (if applicable), be informed, and vote responsibly. Students add to the class chart in pairs using sentence starters: “One key feature is… because…”.

3. 15–22 min · Source mini-task: Campaign evidence Teacher provides a pack of teacher-prepared “source cards” (short text, a simple scenario, and two supporting facts) about a fictional community issue (e.g. safer crossings near the school, improving park cleanliness, sport equipment access). Students highlight one fact they will use for their campaign and place it into a “My candidate’s promise” organiser.

4. 22–35 min · Create campaign strategy (mock election planning) Students work in pairs (differentiation) to design their candidate’s strategy using a provided graphic organiser with these headings:

• Candidate name and one important value they represent (linked to democratic values like respect, fairness, rule of law).
• Problem our community has (from the source cards).
• Two campaign promises (actions) with reasons.
• Who benefits and why (possible effects). Teacher circulates and prompts students with criteria questions: “Will this help informed voting?”, “Is your promise realistic and clear?”, “Does it respect democratic values?”

5. 35–43 min · Share and refine: “Success criteria check” Pairs rotate to one other pair for a 2-minute peer check using a checklist:

• Does the campaign explain how elections should be fair?
• Are promises linked to the provided sources (at least one fact)?
• Are the promises respectful and aimed at community improvement? Students revise one organiser box based on feedback.

6. 43–45 min · Exit ticket Students complete a quick written response:

• “One feature that makes elections free and fair is…”
• “My candidate’s first promise is… because…”

Resources

• “Free and fair elections” class chart (large paper or board)
• Teacher-created source cards about a fictional community issue
• Graphic organiser for campaign planning (printed or digital)
• Highlighters and sticky notes
• Scenario cards for candidate values and community needs
• Peer checklist card (for rotation)
• Exit ticket slips

Assessment

• Formative: teacher listens for correct use of election vocabulary during the discussion and adds to the class chart accurately.
• Formative: during pair planning, teacher checks whether students connect campaign promises to source information and democratic values.
• Summative-in-mini: exit ticket identifies understanding of free/fair features and one clear candidate promise.

Differentiation

• Provide graphic organisers with sentence starters and word banks (e.g. secret ballot, free and fair, informed, responsibility, respect).
• Allow students to work in pairs to co-plan ideas; provide roles such as “Reader/Fact Finder” and “Planner/Speaker” to support participation.
• For students needing additional support: provide simplified source cards (shorter sentences) and a pre-filled example promise they can adapt.
• For students ready for more challenge: require two “because” statements—one linking their promise to a source fact and one linking it to democratic values and possible effects.

Extension

• Create a campaign poster and speech: students add (or draft) poster wording plus a 30–45 second spoken pitch that encourages informed, respectful voting.