Humanities and Social Sciences · Year 9

Active learning ideas

Amending the Constitution: Referendums

Active learning helps students grasp the complexity of constitutional amendments through referendums. By role-playing the process and analyzing real data, students move beyond abstract rules to see how federal balance and regional voices shape outcomes.

• ACARA Content Descriptions
• AC9C9K01

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

Activity 01

• Simulation Game
• 50 min · Small Groups

Simulation Game: Mock Referendum Vote

Divide class into yes and no campaign teams for a fictional constitutional change, such as recognising local government. Teams create slogans, posters, and 2-minute speeches over 20 minutes. Hold a class vote with state groupings to check double majority, then debrief results.

Explain the requirements for successfully amending the Australian Constitution.

Facilitation Tip

During the Role-Play, give students a one-page brief on their role (e.g., MP, state representative, lobbyist) to limit off-task discussions.

What to look for

Present students with a scenario: 'A proposal to change the voting age to 16 is put to a referendum.' Ask them to list the two main conditions from Section 128 that must be met for this proposal to become law.

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

Activity 02

• Formal Debate
• 35 min · Pairs

Data Analysis: Referendum Success Rates

Provide a table of all 44 referendums with yes/no percentages by state. In pairs, students graph success patterns, identify common failure reasons, and present one insight to the class. Conclude with discussion on barriers to change.

Analyze why so few referendums have been successful in Australia's history.

What to look for

Facilitate a class discussion using the prompt: 'Why do you think so few referendums have successfully amended the Australian Constitution since 1901? Consider factors like voter awareness, political campaigning, and the complexity of the issues.' Encourage students to support their points with historical examples.

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

Activity 03

• Formal Debate
• 45 min · Small Groups

Formal Debate: Challenges to Public Support

Assign small groups to debate one key question, such as 'Why do referendums rarely succeed?' or 'What makes gaining state majorities hard?' Each side prepares evidence from history in 10 minutes, debates for 15, and class votes on strongest argument.

Predict the challenges involved in gaining public support for constitutional change.

What to look for

Ask students to write down one significant challenge a government might face when trying to gain public support for a constitutional change. They should also suggest one strategy the government could use to address this challenge.

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

Activity 04

• Formal Debate
• 40 min · Pairs

Role-Play: Parliament Proposes Change

Individuals or pairs role-play as politicians proposing a referendum. Outline the bill, predict public reaction, and pitch to a 'parliament' panel. Class votes on proposal viability, highlighting initiation steps.

Explain the requirements for successfully amending the Australian Constitution.

What to look for

Present students with a scenario: 'A proposal to change the voting age to 16 is put to a referendum.' Ask them to list the two main conditions from Section 128 that must be met for this proposal to become law.

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

A few notes on teaching this unit

Teachers should emphasize the rarity and difficulty of amendments to counter the misconception that change is easy. Use the double majority as a lens to discuss federalism, not just procedure. Avoid spending too much time on failed proposals without tying them to the process requirements. Research shows that students retain constitutional concepts better when they experience the constraints firsthand, such as in simulations.

Students will explain the double majority requirement with examples, analyze why most referendums fail, and justify the need for bipartisanship or state support. They will also evaluate how public opinion and political context influence success.

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Watch Out for These Misconceptions

• During the Mock Referendum Vote, watch for students who assume a national majority alone is enough to pass the proposal.

  After the activity, have each state group report their majority back to the class, then calculate the national total to demonstrate why the double majority matters in practice.

• During the Data Analysis activity, expect some students to assume that referendums pass more often than they do.

  In pairs, ask students to graph the success rate (8/44) and explain why the low number reflects the process’s difficulty, using the data to correct assumptions.

• During the Debate, listen for claims that referendums occur frequently or are easy to pass.

  Ask students to reference the timeline of referendums created during the Role-Play to highlight their infrequency and the steps required before a vote can occur.

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Methods used in this brief

• Simulation Game
• Formal Debate