Campaigns


Campaign 1: We need to act now!

Learning activities

Campaign

Researching a cause in need of a campaign

Sequence of student activities:

 

Activities

Technologies/multimedia

Curriculum links

Step 1

Brainstorm

 

 

Research and learn about the issue

As a class,

  • brainstorm causes that need a campaign
  • generate criteria for selecting a cause for the campaign that their group will develop.

 

Polling / Q&A apps

Mind mapping software / apps

Visual collaboration tools

 

Critical and Creative Thinking – Inquiring, Generating ideas, possibilities and actions

 

Learning areas and cross-curriculum priorities: as appropriate, for example, selecting a cause related to a theme or topic connected to a learning area such as English, HASS or Science.

 

In groups,

  • use the criteria to a decide on a campaign issue
  • research the issue
  • share findings on a knowledge wall (static or digital)
  • investigate whether a campaign already exists in the space, if a campaign exists, students decide why another one is needed:
    • what will a new campaign contribute to the cause?
    • would the purpose of the new campaign be to persuade? Increase awareness? Call to action?

And, evaluate the existing campaign, for example, considering how clearly the campaign communicates its messages, language use, appeal for the target audience, design features, for example, placement of images and text, use of sound to create special effects.

Internet

Mind-mapping software / apps

Visual collaboration tools

Blog/vlog

Word-processing

Spreadsheets

 

 

 

Critical and Creative Thinking – analysing, synthesising and evaluating reasoning and procedures

 

Learning areas and cross- curriculum priorities:

Digital Technologies processes and production skills strand: ACTDIP025, ACTDIP026, ACTDIP027

 

 

As a class,

  • discuss types of data that might be available for different issues:
    • What are the key issues?
    • What are the most reliable sources of data?
    • How can data be sourced, analysed, documented and stored for future use?

Internet

PMI tools/apps

Blog/vlog

Spreadsheet

 

Digital

Technologies processes and production skills strand: ACTDIP025, ACTDIP026, ACTDIP027

 

Step 2

Access and analyse data for the campaign

In groups,

  • locate, access, and validate data from a range of sources to inform the messaging of their campaign, for example, analyse a set of statistics or a chart about the campaign topic
  • document findings
  • summarise findings and outline the key message for the campaign

Internet

PMI tools/apps

Blog/vlog

Spreadsheet

Critical and creative thinking – Inquiring, Analysing, synthesising and evaluating reasoning and procedures

Digital Technologies processes and production skills strand: ACTDIP025, ACTDIP026, ACTDIP027

Create and collaborate

 

Activities

Digital technologies/multimedia

Curriculum links

 Step 1

Determine the campaign platform

As a class,

  • research the strengths and weaknesses of different multimedia platforms for the campaign
  • identify features of effective campaigns that used different media platforms
  • investigate an intended audience’s response and level of awareness about the campaign issue to help determine the media platform/s that will best convey the campaign message.

Polling / Q&A app

Mind mapping software / apps

Collaboration tools

Digital Technologies: ACTDIP028

Media Arts: ACAMAM069, ACAMAR071, ACAMAR072

 

Content from other learning areas and cross-curriculum priorities: as appropriate

Step 2

Devise the campaign strategy

As a class

  • devise a campaign strategy that formalises the results of the investigations:
  • purpose of the campaign
  • key messages
  • intended audience
  • key dates
  • duration
  • preferred media platform
  • launching the campaign
  • communication strategies such as social media campaign strategies
  • recording/documenting the campaign strategy using, for example an action plan, a project management plan, a design brief or another learning-area appropriate format.

Storyboarding app

Graphic organiser

Video

Sound recording

Blog/vlog

Digital Technologies: ACTDIP028

Media Arts: ACAMAM069

Designing the campaign materials

 

Activities

Technologies/multimedia

Curriculum links

Step 1

Generate design ideas

Individually,

  • generate alternative design ideas for campaign materials, noting that the campaign will be presented in a multimedia format
  • be prepared to justify the preferred design idea.

In groups,

  • share individual design ideas
  • seek feedback from the intended audience
  • choose one idea for the group to develop.

Video

AR/ MR/ VR/XR tools

Web design software

Audio recording

Photography

Photomedia

Animation tools

Presentation software

Digital Technologies: ACTDIP028, ACTDIP031, ACTDIP032

Media Arts: ACAMAM066, ACAMAM069

 

ICT: Creating with ICT, Managing and operating ICT

Step 2 Choose the campaign format

In groups,

  • identify available multimedia platforms
  • select the option that will best convey the campaign message – consider functionality and aesthetics.

Step 3

Plan the process for creating the campaign

In groups,

  • use a spreadsheet to record the tasks that need to be completed to create and run the campaign
  • list the tasks and show
    • the expected time required to complete each task
    • who will be responsible for each task?
    • the order in which tasks need to be completed
    • tasks that will overlap
  • research social protocols to use when collaborating online.

 As a class,

  •  agree and document the social protocols to be used.
  • decide how progress will be monitored, for example, a production schedule or flow-chart
  • devise a system to store, access and back-up files
  • design a file naming protocol that will be used by each team member.

Spreadsheet

Calendar app

Digital Technologies: ACTDIP032

 

ICT: Applying social and ethical protocols and practices when using ICT, Communicating with ICT

Step 4

Develop the campaign materials

In groups, use design tools relevant to the selected multimedia format to, for example:

  • write/script write text such as web text, dialogue or a slogan for the campaign message
  • create required visual, AR, MR, VR, XR material such as such as icons, logos, symbols, thumbnails and illustrations 
  • select/create required audio material, for example music, sound files, SFX
  • create required animations, for example stop motion, clay animation, digital cartoons
  • experiment with different production skills to achieve intended functionality and aesthetics in the work
  • use media technologies to insert/edit different types of data
  • follow detailed designs to create the campaign materials
  • test the campaign materials with classmates or stakeholders
  • refine the campaign materials in response to feedback
  • adjust technical and symbolic elements to improve the appearance or functionality of the materials or enhance the way they communicate the campaign message
  • develop a press release and/or invitation for the launch of the campaign, (consider a virtual launch)
  • consider organisational details for the whole campaign such as permission forms or entries on the school calendar
  • monitor the progress of the development of the campaign materials against the documented timeline/ list of responsibilities ensuring that the campaign materials provide opportunities for the audience to register their interest in the campaign, for example feedback/comment boxes, clicks, likes, audience evaluations

As appropriate to the multimedia platform selected.

Digital Technologies: ACTDIP032

 

Media Arts: ACAMAM067, ACAMAR068, ACAMAM069

 

Step 5

Decide how the impact of the campaign will be evaluated

As a class,

  • discuss criteria for evaluating the success of the campaign
  • discuss and document a generic set of questions that could be used to determine the impact of the campaign.

In groups,

  • reword questions devised by the class to align with the group’s campaign.

PMI tools

Voting/polling apps

Word-processing

Digital Technologies: ACTDIP028, ACTDIP032

 

Media Arts: ACAMAR072,

Communicate

 

Activities

Technologies/multimedia

Curriculum links

 

As a class or in groups

  • inform the intended audience about the campaign launch
  • rehearse the schedule for the launch
  • launch the campaign with an audience
  • organise launch highlights to be captured and shared
  • evaluate the success of the campaign, using the criteria/questions established in the design process.

See above

Digital Technologies: ACTDIP031, ACTDIP032

 

Media Arts: ACAMAR070, ACAMAR071, ACAMAR072

Campaign 2: Our wetland* needs protection

Campaign

Researching the issue

Sequence of student activities:

 

Activities

Technologies/multimedia

Curriculum links

Step 1

 

Discuss

 

 

 

 Research and learn about the issue 

 

 

 

 

 

 

 

 

As a class,

  • share knowledge and feelings about the wetland, considering different perspectives:
    • How can we describe the wetland?
      • What’s there?
      • How do you use the wetland?
      • What do you think about the wetland?

 

Individually,

  • find out what other people think about the wetland

In groups,

  • research questions such as:
    • What is the scientific significance of the wetland?
    • What is the cultural significance of the wetland?
    • How has the wetland changed over time?
    • What are the threats to the wetland?
  • access, locate and validate data from a range of sources to support research findings and identify issues facing the wetland by, for example:
    • asking questions such as what are the most reliable sources of data?
    • analysing a set of statistics or a chart about the current state of the wetland.
  • document findings
  • summarise the key issues facing the wetland
  • list ideas for actions that could prevent further damage.

Internet

PMI tools/apps

Blog/vlog

Spreadsheet

For example,

Science: ACSIS124

Geography: Year 7 Unit 1 Water in the World, Geographical Inquiry and Skills ACHGS047

Digital Technologies processes and production skills: ACTDIP025, ACTDIP026, ACTDIP027

 

 

Discuss research findings and decide on the key campaign message

As a class,

  • share findings and ideas on a knowledge wall
  • discuss:
    • Why is a campaign to protect the wetland needed?
    • What will be the aim/purpose of the campaign?
      • to persuade?
      • to increase awareness?
      • to call to action?
  • identify further research or data needed
  • generate criteria to select a key campaign message.

Individually or in groups,

  • propose ideas for the key campaign message or slogan.

As a class,

  • discuss options and select a key campaign message or slogan.

Storyboarding app

Graphic organiser

Video

Sound recording

Blog/vlog

 

Digital Technologies: ACTDIP028

Media Arts: ACAMAM069

Create and collaborate

 

Activities

Technologies/multimedia

Curriculum links

 

Step 1

Determine the campaign platform

 

As a class,

  • research the strengths and weaknesses of different multimedia platforms for the campaign
  • identify features of effective campaigns that used different platforms
  • investigate an intended audience’s response and level of awareness about the campaign issue to help determine the platform/s that will best convey the campaign message.

Polling / Q&A app

Mind mapping software / apps

Visual collaboration tools

Digital Technologies: ACTDIP028

Media Arts: ACAMAM069, ACAMAR071, ACAMAR072

Content from other learning areas and cross-curriculum priorities: as appropriate

Step 2

Devise the campaign strategy

As a class

  • devise a campaign strategy that formalises the results of the investigations:
    • purpose of the campaign
    • key messages
    • intended audience
    • key dates
    • duration
    • preferred media platform
    • launching the campaign
    • communication strategies such as social media campaign strategies.
  • recording/documenting the campaign strategy.

Storyboarding app

Graphic organiser

Video

Sound recording

Blog/vlog

Digital Technologies: ACTDIP028

Media Arts: ACAMAM069

Designing the campaign materials

 

Activities

Technologies/multimedia

Curriculum links

Step 1

Generate design ideas

Individually,

  • generate alternative design ideas for campaign materials, noting that the campaign will be presented in a multimedia format
  • be prepared to justify the preferred design idea

In groups,

  • share individual design ideas
  • seek feedback from the intended audience
  • choose one idea for the group to develop.

Video

AR/ MR/ VR/XR tools

Web design software

Audio recording

Photography

Photomedia

Animation tools

Presentation software

Digital Technologies: ACTDIP028, ACTDIP031, ACTDIP032

Media Arts: ACAMAM066, ACAMAM069

Step 2 Choose the campaign format

In groups,

  • identify available multimedia forms
  • select the option that will best convey the campaign message – consider functionality and aesthetics.

Step 3

Plan the process for creating the campaign

In groups,

  • use a spreadsheet to record the tasks that need to be completed to create and run the campaign
  • list the tasks and show
    • the expected time required to complete each task
    • who will be responsible for each task?
    • the order in which tasks need to be completed
    • tasks that will overlap
  • research social protocols to use when collaborating online.

 As a class,

  • agree and document the social protocols to be used.
  • decide how progress will be monitored, for example, a production schedule or flow-chart
  • devise a system to store, access and back-up files
  • design a file naming protocol that will be used by each team member.

Spreadsheet

Calendar app

Digital Technologies: ACTDIP032

ICT Capability: Applying social and ethical protocols and practices when using ICT, Communicating with ICT

Step 4

Develop the campaign materials

In groups, use design tools relevant to the selected multimedia format to, for example:

  • write/script write text such as web text, dialogue or a slogan for the campaign message
  • create required visual, AR, MR, VR, XR material such as such as icons, logos, symbols, thumbnails and illustrations 
  • select/create required audio material, for example music, sound files, SFX
  • create required animations, for example stop motion, clay animation, digital cartoons
  • experiment with different production skills to achieve intended functionality and aesthetics in the work
  • use media technologies to insert/edit different types of data
  • follow detailed designs to create the campaign materials
  • test the campaign materials with classmates or stakeholders
  • refine the campaign materials in response to feedback
  • adjust technical and symbolic elements to improve the appearance or functionality of the materials or enhance the way they communicate the campaign message
  • develop a press release and/or invitation for the launch of the campaign, (consider a virtual launch)
  • consider organisational details for the whole campaign such as permission forms or entries on the school calendar

monitor the progress of the development of the campaign materials against the documented timeline/ list of responsibilities ensuring that the campaign materials provide opportunities for the audience to register their interest in the campaign, for example feedback/comment boxes, clicks, likes, audience evaluations

As appropriate to the multimedia platform selected.

Digital Technologies: ACTDIP032

Media Arts: ACAMAM067, ACAMAR068, ACAMAM069

 

Step 5

Decide how the impact of the campaign will be evaluated

As a class,

  • discuss criteria for evaluating the success of the campaign
  • discuss and document a generic set of questions that could be used to determine the impact of the campaign.

In groups,

  • reword questions devised by the class to align with the group’s campaign.

PMI tools

Voting/polling apps

Word-processing

Digital Technologies: ACTDIP028, ACTDIP032

Media Arts: ACAMAR072

Communicate

Connecting with targeted audience

Classroom activities may include:

  • informing the intended audience about the campaign launch
  • rehearsing the schedule for the launch
  • launching the campaign with an audience
  • organising launch highlights to be captured and shared
  • evaluating the success of the campaign, using the criteria/questions established in the design process.

Links to the Australian Curriculum

Table 1: Links from the task to the Australian Curriculum: Digital Technologies

Digital Technologies

Achievement standard 

By the end of Year 8, students distinguish between different types of networks and defined purposes. They explain how text, image and audio data can be represented, secured and presented in digital systems.

Students plan and manage digital projects to create interactive information. They define and decompose problems in terms of functional requirements and constraints. Students design user experiences and algorithms incorporating branching and iterations, and test, modify and implement digital solutions. They evaluate information systems and their solutions in terms of meeting needs, innovation and sustainability. They analyse and evaluate data from a range of sources to model and create solutions. They use appropriate protocols when communicating and collaborating online.

Strand

Digital Technologies processes and production skills

Content descriptions 
  • acquire data from a range of sources and evaluate authenticity, accuracy and timeliness (ACTDIP025)
  • analyse and visualise data using a range of software to create information, and use structured data to model objects or events (ACTDIP026)
  • define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints (ACTDIP027)
  • design the user experience of a digital system, generating, evaluating and communicating alternative designs (ACTDIP028)
  • plan and manage projects that create and communicate ideas and information collaboratively online, taking safety and social contexts into account (ACTDIP032)

Key concept/s /
  • data collection
  • data interpretation
  • interactions

Key ideas
  • computational thinking
  • design thinking

Cross-curriculum priorities 
  • campaign specific

 

General capabilities

 
  • Information and Communication Technology (ICT) Capability
  • Literacy
  • Numeracy

Table 2:  Links from the task to the Australian Curriculum: Media Arts

Learning area name

Achievement standard

Media Arts

By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical responsibility of the makers and users of media artworks.

Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.

Strands

Making and responding by

  • exploring ideas and improvising with ways to represent ideas
  • manipulating and applying the elements/concepts with intent
  • developing and refining understanding of skills and techniques
  • structuring and organising ideas into form
  • sharing artworks through performance, presentation or display
  • analysing and reflecting upon intentions
  • responding to and interpreting artworks

Content descriptions 
  • experiment with the organisation of ideas to structure stories through media conventions and genres to create points of view in images, sounds and text (ACAMAM066)
  • develop media representations to show familiar or shared social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM067)
  • develop and refine media production skills to shape the technical and symbolic elements of images, sounds and text for a specific purpose and meaning (ACAMAM068)
  • plan, structure and design media artworks that engage audiences (ACAMAM069)
  • present media artworks for different community and institutional contexts with consideration of ethical and regulatory issues (ACAMAM070)
  • analyse how technical and symbolic elements are used in media artworks to create representations influenced by story, genre, values and points of view of particular audiences (ACAMAR071)
  • identify specific features and purposes of media artworks from contemporary and past times to explore viewpoints and enrich their media arts making, starting with Australian media artworks including of Aboriginal and Torres Strait Islander media artworks (ACAMAR072)

Cross-curriculum priorities
  • campaign specific

 

General capabilities 

 
  • Information and Communication Technology (ICT) Capability
  • Literacy
  • Numeracy

 

Learning area name

Achievement standard 

English

Productive modes (speaking, writing and creating)

Students understand how the selection of language features can be used for particular purposes and effects. They explain the effectiveness of language choices they make to influence the audience. Through combining ideas, images and language features from other texts, students show how ideas can be expressed in new ways.

Students create texts for different purposes, selecting language to influence audience response. They make presentations and contribute actively to class and group discussions, using language patterns for effect. When creating and editing texts to create specific effects, they take into account intended purposes and the needs and interests of audiences. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation.

Strands / substrands

Language

  • text structure and organisation
  • expressing and developing ideas

Literacy

  • texts in context
  • interacting with others
  • interpreting, analysing, evaluating
  • creating texts

Content descriptions 

Year 7

  • understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528)
  • understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)
  • plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720)
  • plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Year 8

  • analyse how the text structures and language features of persuasive texts, including media texts, vary according to the medium and mode of communication (ACELA1543)
  • investigate how visual and multimodal texts allude to or draw on other texts or images to enhance and layer meaning (ACELA1548)
  • analyse and explain how language has evolved over time and how technology and the media have influenced language use and forms of communication (ACELY1729)
  • plan, rehearse and deliver presentations, selecting and sequencing appropriate content, including multimodal elements, to reflect a diversity of viewpoints (ACELY1731)
  • explore and explain the ways authors combine different modes and media in creating texts, and the impact of these choices on the viewer/listener (ACELY1735)
  • create imaginative, informative and persuasive texts that raise issues, report events and advance opinions, using deliberate language and textual choices, and including digital elements as appropriate (ACELY1736)
  • experiment with text structures and language features to refine and clarify ideas to improve the effectiveness of students’ own texts (ACELY1810)
  • use a range of software, including word processing programs, to create, edit and publish texts imaginatively (ACELY1738)

Key ideas 
  • Texts
  • Communication processes
  • The English language
  • Literacy is language in use
  • Language features, visual features and text structures

Cross-curriculum priorities 
  • campaign specific

General capabilities 
  • Information and Communication Technology (ICT) Capability 
  • Literacy
  • Numeracy

Advice and resources

INCLUDING ALL STUDENTS

Access and participation can be enhanced by: 

  • using the three dimensions of the Australian curriculum
  • assistive technologies such as captions, enhanced audio, enlarged text and images, screen readers, subtitles, tactile materials
  • analogue/traditional, physical/kinaesthetic activities
  • learning activities that check students’ understanding of:
    • what a campaign is
    • different types of campaigns
  • discussion about how campaigns can use stimulus material in different formats and combinations of formats such as audio, visual, tactile or other multimedia formats
  • learning environments that support students to develop their campaign materials
  • classroom organisation strategies such as
    • small groups to encourage students to take roles that suit their strengths, 
    • using of different multimedia formats, 
    • supporting students to present their learning in formats that facilitate the expression of their ideas
    • pre-recorded presentations.

For further information, see the Student Diversity pages on the Australian Curriculum website.

Resources

The sample campaigns listed below may be useful when planning teaching and learning programs.  ACARA advises teachers to use their own judgement about the value of the resources for their teaching context. Teachers are encouraged to use the list as a starting point to identify further resources.

Note: many of these campaigns feature national and state/territory-based programs and resources. The websites listed below provide starting points for research and investigation. They include links to other sites and resources which may be useful. Note that while many resources are provided free of charge, some sites require a fee for additional resources.

Resources for making multimedia works

Technical and background information

Sample campaign 1 resources

Sample campaigns

Transport safety

e safety

Environment, ecology and habitat

Health promotion

Recognition of people, places or events

Cultural and community engagement

Social justice

Values

State, territory and local governments, universities, associations and cultural organisations also host campaigns that may be used for curriculum-based learning.

Sample campaign 2 resources

Wetlands in Australia

Multimedia interdisciplinary grid

Overview of relevant content descriptions from learning areas and elements of the ICT Capability

 

CAMPAIGN 

CREATE 

COLLABORATE 

COMMUNICATE 

DIGITAL TECHNOLOGIES 
  • Data collection (acquire, store, evaluate, validate)
  • Visualise data (trends, graphs etc) (ACTDIP026)
  • User interface (ACTDIP028)  
  • User experience (ACTDIP028) 
  • Design tools (ACTDIP028) 
  • Ideation (ACTDIP028) 
  • Evaluation of existing campaigns (ACTDIP028) 
  • Create digital solution (ACTDIP032)
  • Online collaboration tools (ACTDIP032) 
  • Protocols (ACTDIP032)
  • Safety (protection of identity) (ACTDIP032)

MEDIA ARTS 
  • Representations, ideas and concepts (ACAMAM067) 
  • Analysis of how technical symbolic elements are used in media artworks (ACAMAR071)
  • Identification of specific features of media works to enrich media arts making (ACAMAR072)
  • Conventions, experimentation, structure of ideas (ACAMAM066) 
  • Social values (ACAMA067) 
  • Media production skills (ACAMAM068) 
  • Planning and designing media artworks (ACAMAM069)
  • Media production skills (ACAMAM068) 
  • Planning and designing media artworks (ACAMAM069)
  • Communicate artworks taking into account ethical and economic constraints (ACAMAM070)

ENGLISH 

(Year 7 examples) 
  • Informative and persuasive text (ACELA1531) 
  • Rhetoric devices to persuade (ACELA1542) 
  • Language features of persuasive text (ACELA1543) 
  • Visual and multimedia text (ACELA1548) 
  • Language (ACELA1528) 
  • Points of view (visual text) (ACELA1764) 
  • Text coherence (ACELA1763) 
  • Planning and publishing informative and persuasive texts (ACELY1725) 
  
  • Plan and deliver multimedia/multimodal presentations (ACELY1720)

ICT Capability
  • Locate, retrieve and evaluate information 
  • Analytical ICT tools 
  • Create multimodal outputs for specific audiences 
  • Apply recognised conventions 
  • Collaborate when generating ideas and plans 
  • Social protocols 
  • Types of communications technology