Changing the Constitution: Referendums

Active learning helps students grasp the mechanics and significance of referendums by turning abstract rules into tangible experiences. Students move from passive listeners to engaged participants, where the double majority rule becomes a clear, memorable process rather than just a textbook definition.

• Year 5
• Civics & Citizenship
• 4 activities
• 30 min–45 min

Learning Objectives

1. Explain the steps involved in a constitutional referendum in Australia, including the requirement for a double majority.
2. Analyze the motivations behind historical attempts to change the Australian Constitution, such as the 1967 and 1999 referendums.
3. Critique the factors that contribute to the success or failure of Australian referendums, using evidence from past examples.
4. Compare the arguments for and against a proposed constitutional change in a simulated referendum scenario.

Simulation Game

⏱ 45 min·Small Groups

Simulation Game: Classroom Referendum

Propose a class rule change, like extending recess. Divide into campaign teams to create posters and speeches. Hold a vote tracking national (class) and state (table group) majorities. Discuss outcomes and barriers.

Prepare & details

Explain the process of a constitutional referendum in Australia.

Facilitation Tip: When creating the Timeline activity, give students pre-printed event cards with key dates, images, and brief descriptions to scaffold their understanding of chronological order.

Setup: Flexible space for group stations

Materials: Role cards with goals/resources, Game currency or tokens, Round tracker

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Jigsaw

⏱ 35 min·Small Groups

Jigsaw: Key Referendums

Assign groups one historical referendum (e.g., 1967, 1999). Research process, arguments, and result using provided sources. Regroup to teach peers and build a class chart of patterns.

Prepare & details

Analyze the reasons why a country might need to change its foundational rules.

Setup: Flexible seating for regrouping

Materials: Expert group reading packets, Note-taking template, Summary graphic organizer

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Formal Debate

⏱ 40 min·Pairs

Formal Debate: Amendment Proposal

Pairs brainstorm a modern Constitution change, like youth voting age. Prepare pros/cons arguments. Whole class debates, then votes in a mock referendum format.

Prepare & details

Critique the challenges and successes of past Australian referendums.

Setup: Two teams facing each other, audience seating for the rest

Materials: Debate proposition card, Research brief for each side, Judging rubric for audience, Timer

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Timeline Challenge

⏱ 30 min·Pairs

Timeline Challenge: Referendum History

Individuals or pairs sequence eight referendums on a template. Add reasons for success or failure. Share in gallery walk to identify trends.

Prepare & details

Explain the process of a constitutional referendum in Australia.

Setup: Long wall or floor space for timeline construction

Materials: Event cards with dates and descriptions, Timeline base (tape or long paper), Connection arrows/string, Debate prompt cards

• Remember
• Understand
• Analyze
• Self-Management
• Relationship Skills

Teaching This Topic

Experienced teachers approach this topic by balancing the complexity of the double majority rule with hands-on, collaborative activities that reveal its purpose. They avoid overwhelming students with legal jargon and instead focus on the human stories behind referendums, using historical examples to make the process relatable. Research shows that when students role-play the roles of voters, campaigners, and officials, they better understand why referendums are slow, deliberate, and often contentious.

What to Expect

Successful learning looks like students confidently explaining the double majority rule, identifying key historical referendums, and justifying their positions in debates using evidence. They should also demonstrate patience and respect for diverse viewpoints during simulations and discussions.

Watch Out for These Misconceptions

Common Misconception

During the Classroom Referendum simulation, watch for students who assume Parliament can change the Constitution without public approval.

What to Teach Instead

Use the simulation to pause and highlight Section 128, explaining that the public vote is the only way amendments can pass. Have students compare their classroom 'parliament' deciding versus the required referendum process to make the separation clear.

Common Misconception

During the Jigsaw: Key Referendums activity, watch for students who believe a national majority vote alone is enough to pass a referendum.

What to Teach Instead

In their groups, have students calculate the required votes for both the national total and each state. Provide a simplified map or table to track mock state results, forcing them to confront the reality that state majorities matter just as much as the national vote.

Common Misconception

During the Timeline activity, watch for students who assume referendums move quickly through the process.

What to Teach Instead

Ask students to place their timeline cards into categories like 'Years of Debate,' 'Campaigning,' and 'Vote Results.' This visual separation helps them see that successful referendums often take years, not weeks, to pass.

Assessment Ideas

Exit Ticket

After the Classroom Referendum simulation, provide students with a scenario of a proposed constitutional change. Ask them to write two sentences explaining who would need to vote 'Yes' for it to pass, referencing the 'double majority' concept.

Discussion Prompt

During the Debate activity, pose the question: 'Why might it be difficult for Australians to agree on changing the Constitution?' Facilitate a class discussion, guiding students to consider the 'double majority' and the diverse opinions within the country.

Quick Check

After the Jigsaw: Key Referendums activity, present students with a list of historical referendums. Ask them to identify which ones were successful and which failed, and to briefly state one reason for the outcome based on class discussions.

Extensions & Scaffolding

• Challenge early finishers to research a recent referendum proposal in Australia and present a mock campaign poster that addresses both national and state concerns.
• Scaffolding for struggling students: Provide sentence starters for the debate activity, such as 'One reason for the change is...' or 'A state might oppose this because...'.
• Deeper exploration: Have students interview a family member or community member about their knowledge of the Constitution and report back to the class on common misconceptions they discovered.

Key Vocabulary

Referendum	A national vote where the entire electorate is asked to vote 'Yes' or 'No' on a proposed change to the Constitution.
Constitution	The set of rules and principles that defines how Australia is governed, including the powers of the Parliament and the rights of citizens.
Double Majority	The requirement for a referendum to pass: a majority of voters nationwide AND a majority of voters in at least four out of the six states.
Electorate	All the people in Australia who are entitled to vote in an election or referendum.
Amendment	A formal change or addition made to a law or document, in this case, the Australian Constitution.