English · Year 1

Active learning ideas

Creating a Campaign

Active learning works well for campaign creation because students must test their ideas in real time. Brainstorming, role-playing, and designing posters let them immediately see if their reasons and visuals persuade others.

• ACARA Content Descriptions
• AC9E1LY06
• AC9E1LY08

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Plan-Do-Review
• 25 min · Small Groups

Small Groups: Brainstorm Reasons

In small groups, students list 3-5 school problems and matching reasons to fix them. Each group selects top reasons and presents to class for voting on the campaign topic. Record class choice on chart paper.

Who are you trying to convince with your message?

Facilitation Tip

During the small-group brainstorm, ask guiding questions like 'Which reasons would matter most to a kindergartner?' to push students beyond obvious answers.

What to look for

Ask students to point to or name one person or group they want to convince with their campaign. Then, ask them to share one reason why that group should agree with their idea. Record responses on a checklist.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Plan-Do-Review
• 30 min · Pairs

Pairs: Audience Role-Play

Pairs practice pitching campaign ideas: one student presents poster draft as campaigner, the other responds as audience (principal, peer, teacher). Switch roles and note what convinces best. Share one insight per pair.

What are the best reasons to share to help people agree with you?

Facilitation Tip

For the audience role-play, give students role cards with specific concerns to make the practice more realistic and focused.

What to look for

Students display their draft campaign posters. In pairs, students look at each other's posters and answer: 'Who do you think this poster is trying to convince?' and 'What is one thing that makes you want to agree with the message?'

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 03

• Plan-Do-Review
• 40 min · Individual

Individual: Poster Creation

Students design personal posters with bold title, 2-3 reasons, pictures, and call to action. Use markers for emphasis and test by reading aloud to a partner. Display for class review.

Can you design a poster that uses pictures and words to share your message?

Facilitation Tip

When students create posters, provide a checklist of persuasive elements to include, such as a clear message, reasons, and a call to action.

What to look for

Provide students with a small card. Ask them to draw one picture that helps persuade someone to join their campaign and write one word that tells people what to do.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 04

• Plan-Do-Review
• 20 min · Whole Class

Whole Class: Feedback Walk

Posters around room; students walk and add sticky-note comments on strong elements or suggestions. Hold group discussion to vote favorites and explain why certain features persuade.

Who are you trying to convince with your message?

What to look for

Ask students to point to or name one person or group they want to convince with their campaign. Then, ask them to share one reason why that group should agree with their idea. Record responses on a checklist.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

A few notes on teaching this unit

Teachers should model how to test reasons by asking students to rank them from strongest to weakest. Avoid letting students rely solely on fun or novelty as reasons. Research shows that children persuade best when they connect reasons to their audience's values and needs, so structure activities that require them to consider those connections.

Successful learning looks like students identifying an audience, selecting strong evidence-based reasons, and designing posters that blend words and images to convince that audience. Peer feedback should help refine their messages.

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Watch Out for These Misconceptions

• During the Small Groups: Brainstorm Reasons activity, watch for students accepting weak reasons like 'it would be fun' without evidence.

  After the brainstorm, have groups rank their reasons by strength and vote on the top three. Require each group to explain why their top reason is convincing to their audience.

• During the Individual: Poster Creation activity, watch for students assuming pictures alone will persuade the audience.

  Before designing, have students cover the text on three sample posters and ask partners if they understand the message. Use this to emphasize the need for balanced words and images.

• During the Pairs: Audience Role-Play activity, watch for students creating messages meant only for one person, like the principal.

  Provide role cards for different audiences (students, teachers, parents) and require students to adapt their messages during the role-play to fit each group's concerns.

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Methods used in this brief

• Plan-Do-Review