Parallel vs mock elections Turning elections into a

Parallel vs. mock elections Turning elections into a meaningful Citizenship education experience

• Verb- (mock something up) • make a replica or imitation of something • Adjective- Mock • not authentic or real, but without the intention to deceive. • "a mock-Georgian red brick house" • Noun • an object of derision • "he has become the mock of all his contemporaries"

• Adjective – • occurring or existing at the same time or in a similar way; corresponding. Parallel • Verb – • be side by side with (something extending in a line), always keeping the same distance; run or lie parallel to. • be similar or corresponding to

Mock v parallel election • Making up a party • Basing policies and manifestos on things students decide rather than live issues based in real knowledge • Mimics some but not all electoral process • Not an authentic experience with learning based in knowledge • Uses real political parties • Live policies and manifestos related to real knowledge • Runs in parallel to electoral processes - from vote registration to count • Authentic experience with learning based in knowledge

Planning tips • Learning intentions – what knowledge, understanding skills (vote registration, MPs, election process, voting systems, polling stations, turnout, psephology (quantitative analysis of elections) • Curriculum Opportunities e. g to link with different subjects Citizenship, history, maths, English/literacy • Differentiation - should/could more able students be directed to a particular party? • Scale – a class, a year group/s, whole school • Timing – how many lessons, breaks, off timetable sessions • Local context – particularly hot issues – see ACT guidance on teaching controversial issueshttps: //www. teachingcitizenship. org. uk/news/301120161845/citizenship-teaching-strategies-build-young-peoplesresilience-extremism • Remaining impartial, ensuring balance – see ACT briefing https: //www. teachingcitizenship. org. uk/resource/briefingschools-political-education-maintaining-impartiality-andavoiding-partisan

Parallel election process • Students select or are selected to represent • • main political parties Use of real key policies e. g. Education, Health and the Environment as a focus for the election Candidates campaign based on party manifestos, local Perspective Parliamentary Candidate election pledges and speeches etc Voting – class, year group, whole school Larger schools could consider 2 candidates and more constituencies then voters would need to be split into the constituency

Organise Student involvement as teams CANDIDATE/S ELECTION TEAM ELECTION OFFICERS

Election team CAMPAIGN MANAGER COMMUNICATIONS MANAGER SOCIAL MEDIA LEAD SPEECH WRITER/MANIFESTO PRODUCER VISUAL CAMPAIGN MATERIAL LEAD

Candidate Support EDUCATION SPOKESPERSON HEALTH SPOKESPERSON ENVIRONMENT SPOKESPERSON

Returning Officer Polling Station Officers Registrars Counters Admin Support (production of ballot papers, list of voters registered) Election Officers

Campaigning Depends on school context ideally could include: Election material being available centrally for all students to access in paper form and electronically Campaign videos shown from all candidates during form times, lunch, breaks etc Candidates out around school actively engaging voters in campaigning as will spokespeople Opportunities for spokespeople to talk on their policies Hustings carried out in assemblies (could include candidate and spokespeople)

Election Day • Campaigning can continue but NOT in voting area • Election team staff polling stations • Area(s) of the school labelled as ‘Polling Stations’ with facilities for secret ballot • Schools should select the voting times • When voting closes Election Team run the count additional volunteers can help • Returning officer reports results in assembly or tutor time (probably the next day)

Now for the big difference • Learning now continues • Results for your election are compared with your constituency results • Conversations held around what similarities and differences there and how to explain these • Data can be prepared by Maths, Economics or Politics students • Sessions delivered in subject lessons, Citizenship, PSHE, humanities

Democracy resources from ACT Resources to support Delivery www. educatege. com • https: //www. teachingcitizenship. org. uk/member-resource/topic-guide-1 -electoral -system-voting-and-political-parties • https: //www. teachingcitizenship. org. uk/resource/deliberative-classroomdemocracy-protest-and-change • https: //www. teachingcitizenship. org. uk/resource/teaching-democracycompulsory-voting Register to vote posters • https: //static 1. squarespace. com/static/5 b 61 f 22 e 5 b 409 b 6 c 07026 aa 0/t/5 dcedcbb 07 e 89 f 1 fbb 976 e 2 b/1573838013372/VOTE!+POSTERS-03. png • https: //static 1. squarespace. com/static/5 b 61 f 22 e 5 b 409 b 6 c 07026 aa 0/t/5 dcedc 84 e 0772 e 173 c 4021 c 0/1573837958350/VOTE!+POSTERS-01. png Short Video on why people should vote • https: //vimeo. com/124337885 Posters to encourage voting • https: //static 1. squarespace. com/static/5 b 61 f 22 e 5 b 409 b 6 c 07026 aa 0/t/5 dcedc 540 7485 f 30 c 8 ecd 324/1573837909582/ITS+ABOUT+YOU-02. png • https: //static 1. squarespace. com/static/5 b 61 f 22 e 5 b 409 b 6 c 07026 aa 0/t/5 dcecc 816 44 a 8 e 1 ac 289 d 261/1573833858137/004. Marcus_Walters_Turn_Up_Jelly. London_i nsta. jpg • https: //static 1. squarespace. com/static/5 b 61 f 22 e 5 b 409 b 6 c 07026 aa 0/t/5 dcecd 44 c 7987618597105 b 8/1573834053146/19. -Ana_Jaks_Turn. Up_Jelly. London_Insta. jpg

Hustings resource • http: //www. hftf. org. uk/hustings-packs Resources to support Delivery Resources to www. educatege. com support Delivery Information on parties and policies • http: //www. hftf. org. uk/ge 2019 -party-briefings Manifesto and speech writing support • https: //www. parliament. uk/educationresources/Election%20 Toolkit/PES-Policy-cards. pdf Posters to support polling stations etc • https: //www. parliament. uk/educationresources/Election-Posters. pdf Role descriptions for Election Team, ballot forms • https: //www. parliament. uk/educationresources/Election-toolkit-replenish-kit. pdf Website to find out who the local candidates are • https: //whocanivotefor. co. uk/ Website to see how your current MP votes • https: //www. mysociety. org/democracy/theyworkforyoufor-campaigners/theyworkforyou/