Civics & Citizenship · Year 7

Active learning ideas

Campaigning and Political Communication

Active learning works because political communication is inherently interactive. Students need to dissect real campaign materials to see how messages are crafted, not just hear about them. This hands-on approach builds critical analysis skills while making abstract concepts concrete through visuals, texts, and debates.

• ACARA Content Descriptions
• AC9C7K03
• AC9C7S02

• 35–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 45 min · Pairs

Gallery Walk: Campaign Posters

Pairs design posters for a fictional party on a local issue, using slogans and images. Display around the room for a gallery walk where groups note persuasive techniques and vote on most effective. Debrief with whole-class sharing of strategies.

Analyze the various methods political parties use to reach voters during campaigns.

Facilitation Tip

During the Gallery Walk, station posters at eye level and provide sticky notes for immediate student feedback on design and message clarity.

What to look for

Present students with three different political advertisements (e.g., a TV ad, a social media post, a campaign flyer). Ask them to identify the target audience for each and one persuasive technique used. Discuss their answers as a class.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Jigsaw
• 50 min · Small Groups

Jigsaw: Ad Analysis

Divide class into expert groups to analyze one ad type (TV, social media, print). Experts teach peers via jigsaw rotation, noting target audience and techniques. Groups then compare effectiveness.

Evaluate the effectiveness of different communication strategies in influencing public opinion.

Facilitation Tip

For the Jigsaw Ad Analysis, assign heterogeneous groups to ensure diverse perspectives when dissecting ads for audience, bias, and omissions.

What to look for

Pose the question: 'Should political advertising be more strictly regulated to prevent the spread of misinformation?' Facilitate a class debate where students must use evidence from campaign examples to support their arguments for or against stricter regulation.

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

Activity 03

• Gallery Walk
• 40 min · Small Groups

Role-Play: Press Conference

Small groups prepare as party spokespeople facing journalist questions on campaign claims. Perform for class, who critique ethics and persuasion. Reflect on real-world parallels.

Critique the ethical considerations in political advertising and messaging.

Facilitation Tip

In the Role-Play Press Conference, give students time to prepare three strong questions based on their prior ad analysis to keep the discussion focused and evidence-based.

What to look for

On an exit ticket, have students list two methods political parties use to communicate with voters and one ethical concern related to political advertising. Collect and review for understanding of key concepts.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 04

• Formal Debate
• 35 min · Pairs

Formal Debate: Strategy Showdown

Pairs research one strategy (e.g., rallies vs. online ads), then debate pros/cons in whole class. Vote on most influential and justify with evidence.

Analyze the various methods political parties use to reach voters during campaigns.

Facilitation Tip

During the Debate Strategy Showdown, provide a clear rubric for evaluating arguments and evidence so students focus on substance over style.

What to look for

Present students with three different political advertisements (e.g., a TV ad, a social media post, a campaign flyer). Ask them to identify the target audience for each and one persuasive technique used. Discuss their answers as a class.

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

A few notes on teaching this unit

Start with familiar examples to lower barriers to entry, like pop culture ads or school election posters. Use structured routines such as think-pair-share to build confidence before complex tasks. Avoid overwhelming students with too many technical terms upfront; introduce vocabulary like 'target audience' and 'persuasive technique' after they’ve grappled with concrete examples.

Successful learning looks like students recognizing bias in messages, explaining how different channels target audiences, and justifying their views with evidence. They should move from passive consumers to active critics of political content. Clear articulation of persuasive techniques and ethical concerns signals deep understanding.

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Watch Out for These Misconceptions

• During the Jigsaw Ad Analysis, watch for students who assume all political ads present complete or balanced information.

  Use the group’s task to compare ads side-by-side, highlighting omissions or selective facts. Provide a checklist of common persuasive techniques (e.g., loaded language, omission of context) and require students to cite specific examples from each ad during their discussion.

• During the Gallery Walk, watch for students who overemphasize television ads as the primary campaign tool.

  Direct students to categorize posters by communication channel and tally how many are digital versus print. Ask them to explain why parties might choose different channels for different voter groups, using the posters as evidence.

• During the Debate Strategy Showdown, watch for students who believe negative ads always sway elections.

  Require debaters to present data on voter turnout or party polling after negative ad campaigns. Use their debate structure to weigh evidence for and against the claim, ensuring nuanced conclusions emerge from the discussion.

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Methods used in this brief

• Gallery Walk
• Jigsaw
• Formal Debate