English · Year 6

Active learning ideas

Creating a Persuasive Campaign

Active learning works well here because students must test their ideas in real time, adjusting their messages based on audience reactions. Working with peers and media tools makes abstract concepts like audience targeting and persuasive techniques concrete and memorable.

• ACARA Content Descriptions
• AC9E6LY07
• AC9E6LA08

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Project-Based Learning
• 30 min · Small Groups

Brainstorm Carousel: Audience Targeting

Post audience profiles around the room (e.g., parents, teens, kids). Groups rotate every 5 minutes to jot persuasive messages tailored to each. Back at base, select and refine one idea for their campaign. Share top ideas class-wide.

Design a campaign message that effectively targets a specific audience.

Facilitation Tip

During Brainstorm Carousel, circulate with a timer and encourage quieter students to contribute at each station before moving on.

What to look for

Students present their draft campaign posters to a small group. Peers provide feedback using a checklist: Is the target audience clear? Is there a strong call to action? Are persuasive techniques evident? Are there any potentially misleading elements?

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 02

• Project-Based Learning
• 25 min · Pairs

Media Match-Up: Tool Selection

Provide campaign briefs and media samples (poster templates, video scripts, social posts). Pairs match media to audiences, justify choices on sticky notes, then vote on class examples. Discuss why some choices outperform others.

Justify the choice of media (e.g., poster, video, social media post) for the campaign.

Facilitation Tip

For Media Match-Up, provide a limited selection of tools to avoid overwhelm, such as one digital and one print option per group.

What to look for

Students write a short paragraph explaining why they chose a specific media channel (e.g., Instagram reel, radio ad) for their campaign. They must mention at least two characteristics of their target audience that influenced this decision.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 03

• Project-Based Learning
• 40 min · Small Groups

Pitch Practice: Campaign Presentations

Students create a 1-minute pitch for their campaign using chosen media. In small groups, peers act as target audience and provide feedback on effectiveness. Revise based on input before final showcase.

Assess the potential impact and ethical considerations of the proposed campaign.

Facilitation Tip

In Pitch Practice, use a visible rubric so students know exactly what to improve in their presentations.

What to look for

Teacher displays several examples of persuasive advertisements (print or video). Students individually identify the target audience and at least two persuasive techniques used in each example, writing their answers on mini whiteboards or paper.

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Activity 04

• Project-Based Learning
• 35 min · Whole Class

Ethics Debate: Campaign Review

Divide class into teams to review sample campaigns for ethical issues. Teams debate pros and cons, vote on approvals, and suggest improvements. Record key takeaways for personal campaigns.

Design a campaign message that effectively targets a specific audience.

Facilitation Tip

During Ethics Debate, assign roles like ‘devil’s advocate’ to ensure all perspectives are heard.

What to look for

Students present their draft campaign posters to a small group. Peers provide feedback using a checklist: Is the target audience clear? Is there a strong call to action? Are persuasive techniques evident? Are there any potentially misleading elements?

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

A few notes on teaching this unit

Experienced teachers approach this topic by modeling how to analyze real-world campaigns first, then guiding students to apply those strategies systematically. Avoid letting students default to flashy designs without purpose, as this often undermines their message. Research shows that students learn best when they see the direct link between audience analysis and media choice, so keep discussions grounded in concrete examples and peer reactions.

Successful learning looks like students confidently matching media to audience needs, justifying their choices with clear evidence. They should use persuasive language naturally and revise their work based on feedback without prompting.

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Watch Out for These Misconceptions

• During Brainstorm Carousel, watch for students who assume persuasion means using false information to trick people.

  Use the role-play component of this activity to have students test different approaches. Ask one student to respond as an audience member who distrusts exaggerated claims, then guide the creator to revise their message to include verifiable facts.

• During Media Match-Up, watch for students who believe any media works equally well for every campaign.

  Have students present their media choices to the class along with the audience data they used to decide. Ask peers to vote on which formats best suit each campaign’s goals, making the mismatch between media and audience visible.

• During Pitch Practice, watch for students who think louder or flashier campaigns always persuade best.

  Use the peer feedback forms from this activity to highlight which campaigns gained the most engagement through subtlety rather than spectacle. Ask students to revise their pitches to emphasize relevance over volume.

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Methods used in this brief

• Project-Based Learning